...beliefs in Christian faith and morals make this family’s actions ethical in this situation. During this period, Christians looked to their faith to help them make decisions concerning helping the Jewish people. Christians look toward five sources of authority. They are the “Bible”, “divine guidance”, “a religiously informed moral conscience”, “moral tradition”, and “church leaders” (Stassen & Gushee, 2003, p. 82). There are other sources that some turn to for guidance; examples are relatives, a husband or wife, educators, and companions. The essential point is individuals have a tendency to search for direction when they confront moral predicaments (Stassen & Gushee, 2003). This is done instinctively. When we do not know where to turn in ethical dilemmas, the one person we can look towards is Jesus. We need to look at where Jesus turned when he looked for answers. His answers came from the Bible. “Jesus lived what he understood the scriptures to teach; he immersed himself in them and knew them well” (Stassen & Gushee, 2003, p. 84). Christians must remember it is important that we must look toward the Scriptures as the authority on our ethical decisions. The Bible can give us guidance on what Jesus would do when facing ethical decisions. The Bible also gives us laws to live by, and these laws are the Ten Commandments. The Scripture communicates to us what God commands us to believe and do. As Christians, we must use the scriptures as a guide of how to live ethically...
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...Contrast Between Catholic and Baptist Religion - Ask most people today if they have heard of Baptist and Catholic religion and most would say yes. In many ways the two are very similar. For instance, both are based on the Christian faith, belief in the trinity, and that God is the one true God. The two religions agree that Jesus died on the cross and rose again to atone for our sins. They share a 27 book New Testament and insist that salvation comes from Christ alone. On the other hand, while the Baptist and Catholic religions do have similarities, they also have differences, such as their services, communion, and views regarding salvation. The Catholic Religion - The world has more than one billion Catholics and with the ever growing population, it will only get larger in number. To be a Catholic means to have complete faith in God and his divine grace. Having God's divine grace means to obey it and keep it holy as it was created by God and given to his people. The religion itself is based on this and the people take it very seriously. Catholics believe that all people are of good nature but when one commits a sin it not only hurts that one person but the people and the Church.... [tags: Catholicism, What Catholics Believe, informative] 1922 words (5.5 pages) $14.95 [preview] Catholic religion - CATHOLIC RELIGION To belong to the church one must accept as factually true the gospel of Jesus as handed down in tradition and as interpreted by the bishops in union with the pope...
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...morning as I walked up the hill toward my neighbor’s house. The monkey grass needles bent with the weight of frozen dew. I look to my left and Tim has planted eight blueberry bushes. An addition to the garden both he and his wife tend. A gentle knock at the door and I am warmly welcomed by Tim's wife Lynn. She directs me to the living room where I sit to begin the interview. Tim says to me "it's going to be hard to put sixty five years into an hour and a half, but I will do my best". Tim and his wife live in a four bedroom house that was built in 1980. It is a wonderfully quaint red brick house, secluded in five acres of woods that is just six miles from downtown Knoxville. The inside of the house is fully decorated and furnished, but without clutter. I am immediately offered coffee and cinnamon toast. I begin by asking Tim to tell me his life story in his own words. Tim was born in 1946, the first year of the baby boomers, in Newport, Rhode Island. He was raised in a Catholic family that instilled core values in his life. Tim and his wife Lynn have six children and several grandchildren. There are pictures of family on many walls of the house. In his life he has served in the military during Vietnam, graduated from college, had a successful career, and even raised a family. As he begins, my pen is moving, and it hardly stops for the next hour and a half. Cultural Identity "Identity, or a sense of persistent personal selfhood within a larger web of social...
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...Mary (mother of Jesus) From Wikipedia, the free encyclopedia (Redirected from Virgin mary) Jump to: navigation, search "Virgin Mary" redirects here. For other uses, see Virgin Mary (disambiguation). "Saint Mary" redirects here. For other uses, see Saint Mary (disambiguation). This article is an overview. For specific views, see: Anglican, Eastern Orthodox, Ecumenical, Islamic, Lutheran, Protestant, and Roman Catholic perspectives. Mary The Madonna in Sorrow, by Sassoferrato, 17th century Born Unknown; celebrated 8 September[1] Residence Nazareth, Galilee Nationality Israelite, Roman Empire[2] Ethnicity Israelite Spouse Joseph[3] Children Jesus of Nazareth Parents (According to the Gospel of James, circa 2nd Century AD): Joachim and Anne[4] Mary (Hebrew: מִרְיָם, Miriam; Aramaic: Maryām; Arabic:مريم, Maryam), variously called Saint Mary, Mother Mary, the Virgin Mary, the Theotokos, the Blessed Virgin Mary, Mary, Mother of God, and, in Islam, as Maryam, mother of 'Isa, was an Israelite[5] woman of Nazareth in Galilee who lived in the late 1st century BC and early 1st century AD, and is considered by Christians to be the first proselyte to Christianity. She is identified in the New Testament[Mt 1:16,18-25][Lk 1:26-56][2:1-7] and in the Qur'an as the mother of Jesus through divine intervention. Christians hold her son Jesus to be "Christ" (i.e. the messiah), and Muslims regard him as an important prophet of God. The canonical gospels of Matthew and...
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...is an important source of moral values in contemporary societies” The debate as to whether religion is a vital source of moral values in contemporary society is continuous. Sociologists aim to know and understand exactly how and if religion plays any role in current society. This leads us to ask what exactly religion is. According to sociologists, there are three main ways of defining religion: substantive, functional and social constructionist. Max Weber (1905) describes substantive religion as a belief in a superior or supernatural power that is above nature and cannot be explained scientifically. Substantive definitions are exclusive – they draw a clear line between religious and non-religious beliefs. To be a religion, a set of beliefs must include beliefs in God or the supernatural. Functional definitions, however, are inclusive – allowing sociologists to include a wide range of beliefs and practices. Emile Durkheim (1915) defines it in terms of contribution it makes to social integration rather than specific belief in a higher being. Milton Yinger (1970) identifies functions that religion performs for individuals, such as answering ‘ultimate questions’. Whereas, the final definition is social constructionist takes an interpretivist approach focusing how religion is defined by the individual. This definition believes that it is impossible to produce a single universal definition of religion to cover all cases since in reality different individuals and groups mean very different...
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...world. For practitioners, however, religious yearning derives from an external intangible source that is not directly amenable to empirical verification. If there can be neutrinos and dark energy that defy easy detection even through powerful and sophisticated instruments, one could argue, why can’t there be other intangibles whose existence is beyond meters and scopes? The matter continues to be debated, but this is not our concern here. No matter what the source, this heart-felt beckoning and fulfilling framework almost defines the religious person’s existence. There are many in our group who are religious persons. Religion informs and inspires the values and visions that are part of one’s existence. It provides a backdrop for one’s life, present and future, terrestrial and beyond, real and visualized. The spiritual yearning has taken concrete forms in human history as different religions with deep historical, geographical cultural links. Though its essence transcends such links, it is through these that the religious experience becomes meaningful, enriching, and relevant in its observance. There have always been conflicts not only between those who hold particular versions of the religious spirit, but also between those who accept the validity of the religious experience as a genuine reckoning of something beyond the physical...
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...Leadership is defined as “a process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task”. In my opinion, leadership is one of the most desirable qualities that a person can possess. No matter the environment, leaders are needed in every aspect of life. Children need leaders to help them develop, students need leaders to help them learn, and teams need leaders to help the group achieve a common goal. But the real question emerges, how does one become a leader? Are leaders born, or do they rise to the occasion? How do leaders get their peers to rally around their actions? Former National Football League linebacker Ray Lewis of the Baltimore Ravens epitomizes what a leader should be on the field. Lewis was a linebacker for 17 seasons (1996-2012) for the Baltimore Ravens, and the early 2000’s Ravens defense is considered one of the greatest units in sports history. However, while Ray Lewis was viewed as one of the best on the field leaders in NFL history, however his legacy, reputation, and image were tainted by actions away from the playing field.. How is it that a figure like Ray Lewis could be so revered on the field, but off the field he was heavily criticized for his actions and behavior? Throughout this essay I will analyze Ray Lewis’ upbringing and discuss how he developed his leadership qualities that caused former teammate Jamal Lewis to say, “In recent history, I can’t really think of a player who has been as...
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...ought to play in argument about public policy in a pluralistic society. He examines the potential political implications of Christian belief and the ways in which it may be deployed in political debate. The book is a contribution to the modern debate about the moral pluralism of western liberal societies, discussing the place of religious belief in the formation of policy and asking what sorts of issues in modern society might be the legitimate objects of a Christian social and political concern. Raymond Plant has written an important study of the relationship between religion and politics which will be of value to students, academics, politicians, church professionals, policy makers and all concerned with the moral fabric of contemporary life. r ay m on d pl an t is Professor of European Political Thought at the University of Southampton and a Member of the House of Lords. He was a Home affairs spokesperson for the Labour Party from 1992 to 1996, and Master of St Catherine's College, Oxford, from 1994 to 2000. Lord Plant's main publications are Social and Moral Theory in Casework (1970), Community and Ideology: An Essay in Applied Moral Philosophy (1974), Hegel (1974), Political Philosophy and Social Welfare (with H. Lesser and P. TaylorGooby, 1979), Philosophy, Politics and Citizenship (with A. Vincent, 1983), Hegel: Second Edition (1983) and Modern Political Thought (1994). POLITICS, THEOLOGY AND HISTORY R AY M O N D P L A N T University of Southampton...
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...Area of Study: Belonging * ‘As You Like It’ written by William Shakespeare * ‘Towelhead’ directed by Alan Ball in * ‘The Surfer’ written by Judith Wright | As You Like It | Towelhead | The Surfer | Language Form and Structure | * ‘As You Like It’ is a stage play in the form of a comedy * It also qualifies as a pastoral romance * Shakespeare wrote the lines of the play in both verse and prose | * ‘Towelhead’ is a film | * Poem * 3 stanzas * Free verse | Personal, cultural, historical and social context | * Written during the reign of Elizabeth I and ironically, both Rosalind and Celia would have been played by men * Appealing nature to both lower and higher classes * Used as a model of social critique | * Set in Houston, Texas during the 1990s * Occurred during the Gulf War * Follows the sexual awakening of Jasira (an American-Lebanese girl) | * Set in Australia | Identity One’s sense of belonging is built upon their exploration of self and the confidence they establish through their own identity. | Identity is explored most obviously with Rosalind’s disguise as Ganymede. This concealment of her true identity allows Rosalind to discover whether Orlando truly loves her. It also allows Rosalind to gain a deeper understanding of herself. This is seen through the use of dramatic irony, this enhances the audience’s connection with the characters and adds to the humour of the play. “Nay, you must call me Rosalind”. Ultimately, it...
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...Anyone know about the symbolism in ‘A Quiet American’ by Graham Greene? | Pyle represents the idealistic New Age America, thirsty for heroism. Phuong represents pre-war Vietnam, passive, innocent. What exactly does Fowler represent? Is it the wisdom and world-weariness of Old Europe or Britain’s involvement in the war simply for personal gain? | The symbolism of the individual characters has to be placed within the context of colonialism, since that was the relationship between the nations they each represented. Pyle's motives are far from heroic. An idealism that is motivated by interventionism in a Third World country's affairs can be dangerous and destructive, not only in the way Graham Greene saw it in the early fifties, but as history proved it by the events that unfolded years later, leading to the US war in Viet Nam. Or for what is happening now in Iraq, if you will. Fowler had the "old colonialist" wisdom that questioned Pyle's justification for violence. He had already learned that "democracy" is something many countries neither understand nor want, and any foreign attempt to impose it is doomed to failure. I don't know that this helps, but I can't see the novel any other way. | | Outline of characters | Thomas Fowler is a British journalist in his fifties who has been covering the French war in Viet Nam for over two years. He meets a young American idealist named Alden Pyle, who is a student of York Harding. Harding's theory is that neither Communism...
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... MAJOR CHARACTER ANALYSIS 45 Simon Karl Josek Arthur Adam Bolek Karl’s Mother 45 45 46 46 47 47 47 THEMES 49 SYMBOLS AND MOTIFS 51 COPYRIGHT 2016 THE SUNFLOWER SUPERSUMMARY 2 IMPORTANT QUOTES 53 ESSAY TOPICS 61 COPYRIGHT 2016 THE SUNFLOWER SUPERSUMMARY 3 PLOT OVERVIEW The Sunflower by Simon Wiesenthal is a book of non-fiction. The first section, also titled “The Sunflower,” is an account of Wiesenthal’s experience as a concentration camp prisoner under the Nazi regime. In the account, Wiesenthal describes his life in Poland prior to the German occupation, his experiences of anti-Semitism within the Polish culture, and his life as a concentration camp prisoner. He describes life in the concentration camp, the continuous humiliations, the hunger, the illness, and the constant threat of death. Central to the narrative in “The Sunflower” is the story of Simon being summoned to the deathbed of a young Nazi soldier whom Simon calls Karl and who has been wounded in combat. Karl confesses to Simon his activities against Jewish people, which he did in the service of the Nazi regime, and tells Simon he cannot die in peace unless Simon, a Jewish person, forgives him for the things he has done to Jewish people. Simon, after hearing the detailed confession, leaves the room without giving forgiveness. This experience haunts him long after the encounter. After the war, Simon tracks...
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...HOMOSEXUALITY 1. Biblical View of Sexuality 2. Old Testament on Homosexuality 2a. Stories of Sodom and Gibeah 2b. Levitical Texts 3. New Testament on Homosexuality 3a. Paul’s Statements in Romans 3b. Other Pauline Texts II. BIOLOGY AND HOMOSEXUALITY III. LAW AND HOMOSEXUALITY IV. CHURCH AND THE HOMOSEXUAL CONCLUSION BIBLIOGRAPHY 2 INTRODUCTION On 2nd July 2009, in a landmark judgement, the Delhi High Court struck down the provision of Section 377 of the Indian Penal Code which criminalised consensual sexual acts of adults in private, holding that it violated the fundamental right of life and liberty and the right to equality as guaranteed in the Constitution. Pronouncing the order in Naz Foundation (India) Trust v. Government of NCT, Delhi and Others, Writ Petition (Civil) No. 7455 of 2001, a division bench of Chief Justice A.P Shah and Justice S. Murlidhar said “We declare that Section 377 IPC, insofar it criminalizes consensual sexual acts of adults in private, is violative of Articles 21, 14 and 15 of the Constitution.” While gay-rights movements have welcomed and celebrated the judgement, various religious and cultural groups have expressed their concern. A petition has been filed in the Supreme Court against the Delhi High Court judgement by Mr. Suresh Kumar Koushal. In the West, Barak Obama, the President of the...
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...Year 12 Henry VIII Revision Guide 1 How to answer questions on the Tudors Section A Essays: How far do the sources agree that? Introduction: Explain what you can learn from each source Briefly cross reference the sources Provide an argument in response to the question Main paragraphs: State a similarity or difference between the sources – make sure you focus on ‘How Far’ Select relevant information from the sources to support this point Place this in context using your brief own knowledge Use provenance to explain this similarity/difference Conclusion: Sum up how far the sources agree based on content and provenance Section B Essays: Do you agree with the view that? Introduction: State your line of argument – how far do you agree with the view? State the main similarities and differences between the sources Main paragraphs: State a reason for yes/no. Make sure you phrase this in a way that links to your line of argument and answers the question. Remember that each source will suggest a different reason for yes/no. Support this reason with evidence from the sources and your own knowledge Cross-reference between the sources Weigh up the evidence of the sources. Consider provenance for primary sources and judge secondary sources based on the evidence included and the weight given to certain evidence Link back to your line of argument Conclusion: Explain how your argument has been proven with reference to the sources and your own knowledge...
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...Mid Finals I. Age of Exploration The Age of Exploration or Age of Discovery as it is sometimes called, officially began in the early 15th century and lasted until the 17th century. The period is characterized as a time when Europeans began exploring the world by sea in search of trading partners, new goods, and new trade routes. In addition, some explorers set sail to simply learn more about the world. Whatever their reasons though, the information gained during the Age of Exploration significantly helped in the advancement of geographic knowledge. Reasons for Exploration and Key Voyages Though the desire to simply explore the unknown and discover new knowledge is a typical human trait, the world's famous explorers often lacked the funding needed for a ship, supplies, and a crew to get underway on their journeys. As a result, many turned to their respective governments which had their own desires for the exploration of new areas. Many nations were looking for goods such as silver and gold but one of the biggest reasons for exploration was the desire to find a new route for the spice and silk trades. When the Ottoman Empire took control of Constantinople in 1453, it blocked European access to the area, severely limiting trade. In addition, it also blocked access to North Africa and the Red Sea -- two very important trade routes to the Far East. The first of the journeys associated with the Age of Discovery were conducted by the Portuguese under Prince Henry the Navigator...
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...CATECHISM OF THE CATHOLIC CHURCH Table of Contents PROLOGUE I. The life of man - to know and love God nn. 1-3 II. Handing on the Faith: Catechesis nn. 4-10 III. The Aim and Intended Readership of the Catechism nn. 11-12 IV. Structure of this Catechism nn. 13-17 V. Practical Directions for Using this Catechism nn. 18-22 VI. Necessary Adaptations nn. 23-25 PART ONE: THE PROFESSION OF FAITH SECTION ONE "I BELIEVE" - "WE BELIEVE" n. 26 CHAPTER ONE MAN'S CAPACITY FOR GOD nn. 27-49 I. The Desire for God nn. 27-30 II. Ways of Coming to Know God nn. 31-35 III. The Knowledge of God According to the Church nn. 36-38 IV. How Can We Speak about God? nn.39-43 IN BRIEF nn. 44-49 CHAPTER TWO GOD COMES TO MEET MAN n. 50 Article 1 THE REVELATION OF GOD I. God Reveals His "Plan of Loving Goodness" nn. 51-53 II. The Stages of Revelation nn. 54-64 III. Christ Jesus -- "Mediator and Fullness of All Revelation" nn. 6567 IN BRIEF nn. 68-73 Article 2 THE TRANSMISSION OF DIVINE REVELATION n. 74 I. The Apostolic Tradition nn.75-79 II. The Relationship Between Tradition and Sacred Scripture nn. 80-83 III. The Interpretation of the Heritage of Faith nn. 84-95 IN BRIEF nn. 96-100 Article 3 SACRED SCRIPTURE I. Christ - The Unique Word of Sacred Scripture nn. 101-104 II. Inspiration and Truth of Sacred Scripture nn. 105-108 III. The Holy Spirit, Interpreter of Scripture nn. 109-119 IV. The Canon of Scripture nn. 120-130 V. Sacred Scripture in the Life of the Church nn. 131-133 IN BRIEF nn...
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