...Victoria Braden Jasmine Sullivan AAAS 2000 23 April 14 1.) In chapter 1, Black women slaves were defined as either a “jezebel” or “mammy”. In detail define the characteristics of a “jezebel” and “mammy”. Why were black women defined in these two extreme ways? By contrast, how were Southern white women characterized? * One of the most standout images of black women in white slavery America was of a woman who ran entirely off of her sex drive, a Jezebel. A jezebel was considered to be the complete opposite of a proper white woman. She was thought to have little to none religious affiliation. A jezebel took no instances to cover her body, and showed no signs of prudery. The idea that black women were over-sexualized first gained credence when Englishmen went to Africa to buy slaves. Not being accustomed to the traditional wear, Europeans mistook semi-nudity for lewdness. They also misinterpreted African cultural tradition of polygamy and claimed to be the Africans' uncontrolled lust, tribal dances were considered to be an orgy. The travel accounts of Europeans spurred inaccurate analysis of black women livelihood. Perhaps it was the warm climate of Africa that prompted William Bosman to describe the women he saw on the coast of Guinea as "fiery" and "warm" and "so much hotter than the men."' William Smith must have fallen under the same influence, since he wrote of "hot constitution'd Ladies" who "are continually contriving stratagems how to gain a lover."' The conditions...
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...Book Report 3 I – Information about the Book Name of the book: Kane Chronicles 1 – The Red Pyramid Author of the book: Rick Riordan Summary of the book: Since their mother’s death, Carter and Sadie have become near strangers. While Sadie has lived with her grandparents in London, her brother has traveled the world with their father, the brilliant Egyptologist, Dr. Julius Kane. One night, Dr. Kane brings the siblings together for a "research experiment" at the British Museum, where he hopes to set things right for his family. Instead, he unleashes the Egyptian god Set, who banishes him to oblivion and forces the children to flee for their lives. Soon, Sadie and Carter discover that the gods of Egypt are waking, and the worst of them--Set--has his sights on the Kanes. To stop him, the siblings embark on a dangerous journey across the globe--a quest that brings them ever closer to the truth about their family and their links to a secret order that has existed since the time of the pharaohs. II – Personal Summarization When Julius Kane tries to summon Osiris through the Rosetta Stone in the British Museum, he also releases Set, the Egyptian god of chaos, who seals him in a coffin, as his children Sadie and Carter Kane watch. He also releases the other children of the Demon Days:Nephthys, Isis, Horus, and Osiris. The British police come to Carter and Sadie's grandparents' home, as Carter is with Sadie because of the twice-a-year visit, and question Carter and...
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...Fall Semester 2013 Productions & Operations Management BUM 4013 (01) Research Paper November 4, 2013 Job Satisfaction in Management And How Faith Provides Satisfaction Content Abstract ____________________________________________________ 1 Pay _______________________________________________________ 2 Promotions _________________________________________________ 4 Supervision _________________________________________________ 5 Coworkers __________________________________________________ 8 Work Itself __________________________________________________ 10 Altruism ____________________________________________________ 12 Status ______________________________________________________16 Environment _________________________________________________17 Conclusion __________________________________________________18 Abstract Job satisfaction is key in finding enjoyment in your day-to-day work experience. Sadly, people have substituted satisfying jobs with jobs that they took just to make a living. The problem is that people get scared that they cannot make it with the passions they have. One might think that they cannot make it as a musician so they settle for something else. One might think that they cannot make it as a professional athlete so they settle for something else. I have explored many journals, articles, and other research papers to figure out why that is. As a result I have found that people are born with a fear of living essentially. This...
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...| Islamic philosophyOLIVER LEAMAN | | | | Islamic philosophyIslamic philosophy may be defined in a number of different ways, but the perspective taken here is that it represents the style of philosophy produced within the framework of Islamic culture. This description does not suggest that it is necessarily concerned with religious issues, nor even that it is exclusively produced by Muslims (see Islam, concept of philosophy in).1 The early years of Islamic philosophyIslamic philosophy is intimately connected with Greek philosophy, although this is a relationship which can be exaggerated. Theoretical questions were raised right from the beginning of Islam, questions which could to a certain extent be answered by reference to Islamic texts such as the Qur’an, the practices of the community and the traditional sayings of the Prophet and his Companions. On this initial basis a whole range of what came to be known as the Islamic sciences came to be produced, and these consisted largely of religious law, the Arabic language and forms of theology which represented differing understandings of Islam.The early conquests of the Muslims brought them into close contact with centres of civilization heavily influenced by Christianity and Judaism, and also by Greek culture. Many rulers wished to understand and use the Greek forms of knowledge, some practical and some theoretical, and a large translation project started which saw official support for the assimilation of Greek culture (see Greek...
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...“The fact of the matter is that today, stuff-selling mega-corporations have a huge influence on our daily lives. And because of the competitive nature of our global economy, these corporations are generally only concerned with one thing…the bottom line. That is, maximizing profit, regardless of the social or environmental costs.” —David Suzuki Bottling of freshwater from a rare resource in the Fiji Islands, and harvesting of cocoa beans via child slave labor in West Africa, are both ethically questionable. Business practices from both commodities have little regard on damages inflicted during their production. Ethical issues, similarities, and differences with both commodities will be contrasted, a presentation of socially responsible strategic alternative(s) will follow, and finally possible impact(s) of said strategic alternative(s) to stakeholders highlighted. Identification of both contextual and evolutionary issues is needed to form a comprehensive picture of the situation, linking questionable business performance(s) to Applied Ethics standards. This will assist to adequately categorize the issue and develop a socially responsible strategic alternative(s) to remedy the damages caused, and determine their possible impact(s) to stakeholders. Two generic determinants influence the outcome of either proactive or reactive business ethics practices, the internal and external perceptions of a corporation; in conjunction these two determinants create a generic conceptual...
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...branch of named of Paul it in the of Lyons. the Hierapolis of Colossi that time is mentioned epistle from people (Coloss. there of the was iv. a 13); which church date of fact his master has been concluded at Christian The Hierapolis birth of the apostie. The Epictetus life is that is unknown. he a was a only Rome, recorded and of broke the his was early slave in Epaphroditus, There is a profligate that the freedman master to on emperor his slave's dence evi- Nero, story leg by torturing of or him; but the that it is better trust to the Simplicins, who an commentator the weak how Encheiridion in he Manual, from but says Epictetus It is not in was body became that found and a lame early age. said modern slave; parents it has the this been child. asserted I have times the any sold for be for not, however, authority It may statement. supposed his master that sent the or young slave him showed to ligence, intelthe permitted an attend lectures of It C, may have Musonius seem Rufus, strange slave that made eminent a Stoic pher....
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...Name Ronald Kent Robey Course BIBL 104 Date September 21, 2011 (Summary of the books of the Old Testament Books) Exodus The Book of Exodus Exodus is a history book in the Bible's Old Testament. And Exodus is also a law book. The people called Hebrews were slaves in Egypt. God sent Moses to free them (Exodus 3). The people in Egypt did not want to free these slaves. But God caused many terrible troubles in Egypt. These troubles forced the people in Egypt to free their Hebrew slaves. So, the Hebrew people left Egypt. God promised the land called Israel to the Hebrew people. But the journey to Israel was through a desert. God did many wonderful things to help the people through the desert. God provided water (Exodus 17) and food (Exodus 16). Moses met God at a mountain called Sinai (Exodus 19). There, God gave the law to Moses (Exodus chapters 20-30). Moses made a special tent where the priests would serve God (Exodus chapters 35-40). We are writing books and articles to help you to study this Bible book. You can download these books and articles free. Please click on the links below to select our other books and articles. (space) The Book of Exodus begins more than four hundred years after Joseph, his brothers, and the Pharaoh he once served have all died. The new leadership in Egypt—feeling threatened by Jacob’s descendants, who have increased greatly in size—embarks on a campaign to subdue the Israelites, forcing them into slavery and eventually...
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...S™ SEC Red Hat® Linux® Networking and System Administration Red Hat® Linux® Networking and System Administration Terry Collings and Kurt Wall M&T Books An imprint of Hungry Minds, Inc. Best-Selling Books G Digital Downloads G e-Books G Answer Networks e-Newsletters G Branded Web Sites G e-Learning New York, NY G Cleveland, OH G Indianapolis, IN Red Hat® Linux® Networking and System Administration Published by Hungry Minds, Inc. 909 Third Avenue New York, NY 10022 www.hungryminds.com Copyright © 2002 Hungry Minds, Inc. All rights reserved. No part of this book, including interior design, cover design, and icons, may be reproduced or transmitted in any form, by any means (electronic, photocopying, recording, or otherwise) without the prior written permission of the publisher. Library of Congress Control Number: 2001093591 ISBN: 0-7645-3632-X Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 1O/RT/QT/QS/IN Distributed in the United States by Hungry Minds, Inc. Distributed by CDG Books Canada Inc. for Canada; by Transworld Publishers Limited in the United Kingdom; by IDG Norge Books for Norway; by IDG Sweden Books for Sweden; by IDG Books Australia Publishing Corporation Pty. Ltd. for Australia and New Zealand; by TransQuest Publishers Pte Ltd. for Singapore, Malaysia, Thailand, Indonesia, and Hong Kong; by Gotop Information Inc. for Taiwan; by ICG Muse, Inc. for Japan; by Intersoft for South Africa; by Eyrolles for France; by International Thomson Publishing...
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...BIBLE STUDY METHODS OUTLINE OF CONTENTS Section Page OUTLINE OF CONTENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 I. OBSERVATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 A. B. C. D. II. Observe the Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Observe the Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Observe the Literary Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Observe the Atmosphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 INTERPRETATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 A. B. C. Ask Interpretive Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Give Interpretive Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Integrate and Summarize Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 III. APPLICATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 A. B. C. D. Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Relate. . . . . . . . . . . . . . . . . . . . . . . . . . . . ....
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...[pic] FIRST ARMY EQUAL OPPORTUNITY REPRESENTATIVE COURSE STUDENT GUIDE TO CULTURAL AWARENESS INDEX LESSON TITLE PAGE 1 Philosophical Aspects of Culture SG- 3 C1 Native American Experience SG- 4 C2 White American Experience SG- 23 C3 Arab American Experience SG- 43 C4 Hispanic American Experience SG- 53 C5 Black American Experience SG- 76 C6 Asian American Experience SG-109 C7 Jewish American Experience SG-126 C8 Women in the Military SG-150 C9 Extremist Organizations/Gangs SG-167 STUDENTS ARE RESPONSIBLE FOR BEING FAMILIARIZED WITH ALL CLASS MATERIAL PRIOR TO CLASS. INFORMATION PAPER ON THE PHILOSOPHICAL ASPECTS OF CULTURAL DIFFERENCE Developed by Edwin J. Nichols, Ph.D. |Ethnic Groups/ |Axiology |Epistemology |Logic |Process | |World Views | | | | | |European |Member-Object |Cognitive |Dichotomous |Technology | |Euro-American |The highest value lies in the object |One knows through counting |Either/Or...
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...[pic] Christian Relationships Unit 1: Worship 1. Preliminary concerns 1.1. Misconceptions about worship The first popular misconception is that ‘worship is singing’. We treat ‘worship’ and ‘singing praises’ as synonymous terms. We speak as if they are the same thing. To reduce worship to singing is to dilute the biblical concept of worship in a way that is grossly irresponsible. It reduces the richness of biblical worship to one of its components. Yet when many Christians today commonly speak about worship, they mean nothing more than ‘singing’. |When you think or speak of worship, do you automatically associate it with ‘singing worship songs’? Is this the common usage| |in your church? If so, how do you think this fault crept into your vocabulary? | | | There are probably many ways this misconception has crept into our language and our thought. One key factor is that we have tended to label Christian music as ‘worship’, and we often call the person who leads the singing in our churches ‘the worship leader’. Unfortunately, this has caused us to equate worship with singing. A second misconception is that ‘worship is something we do on special occasions’. Worship is what we do when we gather with God’s people. The activities that make...
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...Hajj (The Pilgrimage ) Dr. Ali Shariati Translated by: Ali A. Behzadnia, M.D. & Najla Denny Prepared by the Evecina Cultural & Education Foundation (ECEF) P.O Box 11402 - Costa Mesa, CA 92627 Copyrights Preserved Published by Jubilee Press Reproduced with permission by the Ahlul Bayt Digital Islamic Library Project team About the Author Dr. Ali Shariati was born in Mazinan, a suburb of Mashad, Iran. He completed his elementary and high school in Mashad. In his years at the Teacher's Training College, he came into contact with youth who were from the lower economic strata of the society and tasted the poverty and hardship that existed. At the age of eighteen, he started as a teacher and ever since had been a student as well as a teacher. After graduating from college in 1960, on a scholarship he pursued graduate studies in France. Dr. Shariati, an honor student, received his doctorate in sociology in 1964. When he returned to Iran he was arrested at the border and imprisoned on the pretext that he had participated in political activities while studying in France. Released in 1965, he began teaching again at Mashad University. As a Muslim sociologist, he sought to explain the problems of Muslim societies in the light of Islamic principles - explaining them and discussing them with his students. Very soon, he gained popularity with the students and different social classes in Iran. For this reason, the regime felt obliged to discontinue his courses at the university. Then...
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...This is a good article. Click here for more information. The Tempest From Wikipedia, the free encyclopedia (Redirected from The tempest) This article is about the Shakespeare play. For other uses, see The Tempest (disambiguation). The shipwreck in Act I, Scene 1, in a 1797 engraving by Benjamin Smith after a painting by George Romney The Tempest is a play by William Shakespeare, believed to have been written in 1610–11, and thought by many critics to be the last play that Shakespeare wrote alone. It is set on a remote island, where Prospero, the rightful Duke of Milan, plots to restore his daughter Miranda to her rightful place using illusion and skilful manipulation. He conjures up a storm, the eponymous tempest, to lure his usurping brother Antonio and the complicit King Alonso of Naples to the island. There, his machinations bring about the revelation of Antonio's lowly nature, the redemption of the King, and the marriage of Miranda to Alonso's son, Ferdinand. There is no obvious single source for the plot of The Tempest, but researchers have seen parallels in Erasmus's Naufragium, Peter Martyr's De orbe novo, and eyewitness reports by William Strachey and Sylvester Jordain of the real-life shipwreck of the Sea Venture on the islands of Bermuda, and the subsequent conflict between Sir Thomas Gates and Sir George Somers. In addition, one of Gonzalo's speeches is derived from Montaigne's essay Of the Canibales, and much of Prospero's renunciative speech is taken...
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...AS Religious Studies [pic] PHILOSOPHY & ETHICS Revision Summary Notes Revision Notes Foundation for the Study of Religion Part One: Philosophy of Religion Plato and the Forms Influence of Socrates • Socrates said that virtue is knowledge – to know what is right is to do what is right. • All wrongdoing is the result of ignorance – nobody chooses to do wrong deliberately. • Therefore, to be moral you must have true knowledge. The problem of the One and the Many Plato was trying to find a solution to the problem that although there is underlying stability in the world (sun comes up every morning), it is constantly changing (you never step into the same river twice). 1. An old theory about this problem is that we gain all knowledge from our senses – empirically. 2. Plato disagreed with this. He said that because the world is constantly changing, our senses cannot be trusted. Plato illustrated his idea in the dialogue, ‘Meno’: Socrates sets a slave boy a mathematical problem. The slave boy knows the answer, yet he has not been taught maths. Plato suggests that the slave boy remembers the answer to the problem, which has been in his mind all along. So, according to Plato, we don't learn new things, we remember them. In other words, knowledge is innate. Plato’s Theory of the Forms Plato believed that the world was divided into: 1. Reality and; 2. Appearance |REALITY ...
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...The White Tiger Summary The entire novel is narrated through letters by Balram Halwai to the Premier of China, who will soon be visiting India. Balram is an Indian man from an impoverished background, born in the village of Laxmangarh. Early on, he describes his basic story: he transcended his humble beginnings to become a successful entrepreneur in Bangalore, largely through the murder Mr. Ashok, who had been his employer. Balram also makes clear that because of the murder, it is likely that his own family has been massacred in retribution. In Laxmangarh, Balram was raised in a large, poor family from the Halwai caste, a caste that indicates sweet-makers. The village is dominated and oppressed by the “Four Animals,” four landlords known as the Wild Boar, the Stork, the Buffalo, and the Raven. Balram's father is a struggling rickshaw driver, and his mother died when he is young. The alpha figure of his family was his pushy grandmother, Kusum. Balram was initially referred to simply as “Munna,” meaning “boy," since his family had not bothered to name him. He did not have another name until his schoolteacher dubbed him Balram. The boy proved himself intelligent and talented, and was praised one day as a rare “White Tiger” by a visiting school inspector. Unfortunately, Balram was removed from school after only a few years, to work in a tea shop with his brother, Kishan. There, he furthered his education by eavesdropping on the conversations of shop customers. Balram feels that...
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