The Federalist Papers, John Jay Essay Example for Free

The Federalist Papers, John Jay Essay John Jay remarks in Federalist Number 3 that â€Å"[t]he safety of the people doubtless has relation to a great variety of circumstances and considerations, and consequently affords great latitude to those who wish to define it precisely and comprehensively   (Jay, 1787).†Ã‚   By this he means that the new government has the ability to define and defend the people against all threats.   Jay also discusses wars.   He says that â€Å"[t]he number of wars which have happened or will happen in the world will always be found to be n proportion to the number and weight of the causes, whether real or pretend (Jay, 1787). † His solution against the threat of war from foreign powers is to have a United America versus a disunited America.   He also feels that it is in the best interests of all concerned to have a national government that will collectively â€Å"observe the laws of nations towards all these powers (Jay 1787).†Ã‚   Under a national government, treaties would be created and observed, because states can be arbitrary and capricious.   Jay carries over his logic for a federal government because he states that â€Å"such violences are more frequently caused by the passions and interests of a part than of the whole; of one or two States than of the Union. Not a single Indian war has yet been occasioned by aggressions of the present federal government (Jay, 1787).†Ã‚   Jay says in Federalist Number 4 that we should not invite hostilities, but in order to assure that hostilities are not invited, we should stand together as a nation.   As he puts it, [a]s the safety of the whole is the interest of the whole, and cannot be provided for without government, either one or more or many, let us inquire whether one good government is not, relative to the object in question, more competent than any other given number whenever (Jay, 1787). Jay also intimates that a strong central government will be able to stand up to the long-established powers of Britain, Spain and France.   He also says in Federalist Number 5 that as a united nation, we would be free of all â€Å"jealousies† and we would be â€Å"joined in affection (Jay, 1787). It is at this point that Alexander Hamilton takes over the argument to discuss â€Å"dangers and dissentions between the states (Hamilton, 1787).†Ã‚   The first problem he sees is the problem of possible territorial disputes.   By having a   strong national government, the prospect of having this kind of dissention is diminished. Another source of dissention would be commerce.   According to Hamilton, â€Å"[t]he states less favorably circumstanced would be desirous of escaping from the disadvantages of local situation, and of sharing in the advantages of their more fortunate neighbors (Hamilton, 1787).†Ã‚   With independent states, there lies the threat of some states holding power over others that have less means.   There would be various duties that would have to be paid among the different states, and would negatively affect the buying power of the receiving state.   By having a unified national government, he argues, these fears would be allayed. Next, Hamilton discusses the public debt of the union.   He discusses the reapportionment of the debt, and how, under a weak federal government it would be impossible to determine each state’s individual liability.   By having a national government, would allow the debt to be paid collectively or discharged collectively, with no one or two states bearing the burden of repayment. Hamilton next addresses the â€Å"union as a safeguard against domestic faction and insurrection (Hamilton, 1787).†Ã‚   He starts out in Federalist Number 9 with a strong statement—â€Å"a firm union will be of the utmost moment to the peace and liberty of the States, as a barrier against domestic faction and insurrection (Hamilton 1787).† By having a strong union, there is less likely to be internal strife or problems.   This is not a new idea, according to Hamilton.   This goes back to the days of Montesquieu, and his theories, however, Montesquieu recommended a small republic rather than an expanded one such as the United States.   If we were to go by his theory, according to Hamilton, we would â€Å"be driven to the alternative either of taking refuge at once in the arms of monarchy, or of splitting ourselves into an infinity of little, jealous, clashing, tumultuous commonwealths (Hamilton 1787).†Ã‚   He also says that a larger body of smaller states â€Å"arrive to such a degree of power as to be able to provide for the security of the united body (Hamilton, 1787).† He also states that â€Å"[s]hould a popular insurrection happen in one of the confederate states the others are able to quell it.   Should abuses creep into one part, they are reformed by those that remain sound.   The state may be destroyed on one side, and not on the other; the confederacy may be dissolved, and the confederates preserve their sovereignty (Hamilton, 1787).† In Federalist Number 10, James Madison takes up the fight.   He argues that factions are bad for the country because the majority forces its will on the minority with no consideration for their ideas or thoughts.   He argues affectively that a national government can control factions because the effects can be controlled. The administration of democracy effectively deals with the effects from factions and quells minority dissent.   In a republic, Madison says, â€Å"the public voice, pronounced by the representatives of the people, will be more consonant to the public good than if pronounced by the people themselves, convened for the purpose (Hamilton, 1787).†Ã‚   He also notes that in a smaller society, there are fewer factions than in a larger society.   That makes it more probable that fewer people will dominate the society and the will of a few will rule the many.   In a larger society, there   is more of a chance that the will of all the parties will be heard and at some level be represented. Hamilton takes over at this point to talk about state connections and common ties that motivate the adoption of the new United States Constitution.   In Federalist Number 11, Hamilton talks about the â€Å"utility of the union in respect to commercial relations and a Navy (Hamilton, 1787).†Ã‚   He notes that the government is best able to handle the large amount of farming and beginning manufacturing interests.   Additionally, the union will benefit from a navy, and having a national navy will perpetuate the idea of the United States as a player on the world stage.   He also takes on revenue.   He notes that â€Å"[t]he ability of a country to pay taxes must always be proportioned, in great degree, to the quantity of money in circulation (Hamilton, 1787).† Hamilton takes on economy in government next.   This has to do with saving money and spending it wisely.   He talks of territory, stating that â€Å"at the natural limit of a democracy is that distance from the central point which will just permit the most remote citizens to assemble as often as their public functions demand (Hamilton, 1787).†Ã‚   He notes finally that â€Å"nothing can be more evident that the thirteen States will be able to support a national government (Hamilton, 1787).† In many ways, there is a dichotomy in what the Framers had to say about the new constitution.   They discuss many issues, from foreign and domestic threats to the threat of faction to how the new government will help facilitate the fledgling democracy.   The union is also meant to safeguard against domestic faction, help form a Navy, facilitate commerce and trade, and help maintain that democracy over the vast territory of the country.   The Framers had it right, that is, the new form of government was destined to be more complete and beneficial to the new country than the old Articles of Confederation. The Federalist Papers give us a new way to look at our Constitution and see it as a living document and not as a static display of old values and charm.   We must do our part to understand not only the document, but the fundamental readings that surround it, so that we are better able to make this Constitution OUR Constitution, and forever see it as an amazingly crafted document that will live in perpetuity. Works Cited Hamilton, Alexander. Federalist Number 6. The Federalist Papers. 2007. Founding   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Fathers.org. 10 Mar 2009 http://www.foundingfathers.info/federalistpapers/. Hamilton, Alexander. Federalist Number 7. The Federalist Papers. 2007. Founding

Creating a Web Site about the Cherokee Removal in 1838 :: Rhetorical Analysis

Rhetorical Analysis For my final project, I decided to work on a functional Web site, one that has a purpose. It's part of another project I'm working on with the Multicultural Archive of Georgia. The purpose of my final project is a pedagogical one. It is simply a helpful, educational site on the Web. For the most part, my project focuses on four maps that come from the Hargrett Rare Manuscript Library. Most of the maps focus on the state of Georgia, with an emphasis on the former territories of the Eastern Cherokee nation. My site takes these four maps and analyses them in the context of the Cherokee Removal in 1838. The site's analysis takes several dimensions that are only possible on the Internet. First and foremost, it offers visitors access to these four maps. In just seconds of loading time, visitors get a glimpse of these maps on a page without any interference. The viewers can see these rare maps without the hassle of going to the library and can access the maps at anytime they wish, day or night. My site and the Hargrett Rare Manuscript site provide this convenience, but more than just access my site offers context. For each of the four maps, I also provide a brief, but interesting and factually correct historically background for the maps. They emphasize the conditions of the Cherokee around the year each map was produced. Again providing this kind of information is only practical in the web. For one delivering such facts together in a library would be complicated and impossible. While no textbook, though it may offer the historical facts related to the Cherokee, could also deliver the details of the maps as well as a hypertext page can. While not featured in the current draught of my site, in the future lesson plans will be made available to take advantage of the Web's didactic possibilities. With the maps and the historical contexts, the lesson plan will be designed for high school students and teachers. The aim of which would be to cut out the research time for teachers. With their busy schedules its tough to come up with an interesting topic, on say the Cherokee, then research it, then implement an assignment. With my web site it will all be ready and available-because of the Internet-at their fingertips. As the website exists now, however, I have offered a draft of my proposal to the undergraduate research program at UGA, which presents my plan for the final version of this website. Creating a Web Site about the Cherokee Removal in 1838 :: Rhetorical Analysis Rhetorical Analysis For my final project, I decided to work on a functional Web site, one that has a purpose. It's part of another project I'm working on with the Multicultural Archive of Georgia. The purpose of my final project is a pedagogical one. It is simply a helpful, educational site on the Web. For the most part, my project focuses on four maps that come from the Hargrett Rare Manuscript Library. Most of the maps focus on the state of Georgia, with an emphasis on the former territories of the Eastern Cherokee nation. My site takes these four maps and analyses them in the context of the Cherokee Removal in 1838. The site's analysis takes several dimensions that are only possible on the Internet. First and foremost, it offers visitors access to these four maps. In just seconds of loading time, visitors get a glimpse of these maps on a page without any interference. The viewers can see these rare maps without the hassle of going to the library and can access the maps at anytime they wish, day or night. My site and the Hargrett Rare Manuscript site provide this convenience, but more than just access my site offers context. For each of the four maps, I also provide a brief, but interesting and factually correct historically background for the maps. They emphasize the conditions of the Cherokee around the year each map was produced. Again providing this kind of information is only practical in the web. For one delivering such facts together in a library would be complicated and impossible. While no textbook, though it may offer the historical facts related to the Cherokee, could also deliver the details of the maps as well as a hypertext page can. While not featured in the current draught of my site, in the future lesson plans will be made available to take advantage of the Web's didactic possibilities. With the maps and the historical contexts, the lesson plan will be designed for high school students and teachers. The aim of which would be to cut out the research time for teachers. With their busy schedules its tough to come up with an interesting topic, on say the Cherokee, then research it, then implement an assignment. With my web site it will all be ready and available-because of the Internet-at their fingertips. As the website exists now, however, I have offered a draft of my proposal to the undergraduate research program at UGA, which presents my plan for the final version of this website.

The Case for Christ

BOOK SUMMARY The Case for Christ Lee Strobel. Pub. Zondervan Publishing House About the Author Lee Strobel, Master of Studies in Law from Yale Law School. Award-winning journalist & investigative reporter for 13 yrs. at the Chicago Tribune. Pg. 303. His life changes when his wife becomes a Christian. He fears he will lose the fun-loving companion and friend he has known for years, but instead he is surprised by subtle changes in her character. This not only intrigues him but prompts him to learn more about Jesus by using the same logical and factual approach he follows while working as an investigative crime reporter. He starts his learning quest as an unconvinced skeptic. His underlying question is, â€Å"Can a case for Christ be made beyond a reasonable doubt†? To answer this, he sets out on a fact-finding mission. For nearly two years, he interviews numerous subject matter experts and biblical scholars to answer his questions with facts and evidence. His skills in investigative reporting help uncover the truth regarding the reliability of the gospels. Introduction: Who is Jesus? This comes down to two answers: This man was, and is, the Son of God: or else a madman or something worse. Part 1: Examining the Record Timeframe Skeptics: â€Å"Some scholars say the gospels were written so far after the events that legend developed and distorted what was finally written down, turning Jesus from merely a wise teacher into the mythological Son of God. † Pg. 32 Answers: â€Å"The standard scholarly dating is that Acts was written by Luke in A. D. 61-63, because Paul was still living and under house arrest in Rome. Since Acts is the 2nd of a two-part work, we know the 1st part – the gospel of Luke – must have been written earlier than that. And since Luke incorporates parts of the gospel of Mark, that means Mark is even earlier. So if you allow one year for each writing, you end up with Mark written no later than about A. D. 60, a maximum gap of 30 yrs. after Jesus’ death. Pg. 34 That’s still within the lifetimes of various eyewitnesses of the life of Jesus, including hostile eyewitnesses who would have served as a corrective if false teachings about Jesus were going around. † Pg. 33. Eyewitness testimony is the key here. The two earliest biographies of Alexander the Great were written by Arrian and Plutarch more than 400 years after Alexander’s death in 323 B. C. , yet historians consider them to be trustworthy. So whether the gospels were written 60 yrs. or 30 yrs. after the life of Jesus, the mount of time is negligible by comparison. Pg. 33. Character Test â€Å"The gospel writers had nothing to gain except criticism, ostracism, and martyrdom. The certainly had nothing to win financially. If anything this would have provided pressure to keep quiet, to deny Jesus, to downplay him, even to forget they ever met him—yet, because of their integrity, they proclaimed what they saw. Pg. 48. Eleven apostles were put to grisly deaths, which show deep conviction for what they believed and were preaching regarding Jesus. Pg. 45 Consistency â€Å"The gospels are extremely consistent with each other by ancient standards, which are the only standards by which it’s fair to judge them†. Pg. 45 â€Å"If the gospels were identical or too consistent, this would have raised awareness that the authors had conspired among themselves to coordinate their stories in advance, and that would h ave cast doubt on them†. Pg. 45 The Adverse Witness Test â€Å"Many people had reasons for wanting to discredit this movement and would have done so if they could have simply told history better. Pg. 51. Yet, look what his opponents did say. In later Jewish writings Jesus is called a sorcerer who led Israel astray—which acknowledges that he really did work marvelous wonders, although the writers dispute the source of his power. They never say he did not work the written miracles. If critics could have attacked the movement on the basis that it was full of falsehoods or distortions, they would have. But, that’s exactly what we don’t see†. Pg. 51 Corroborating evidence outside the Bible Josephus, Jewish historian, A. D. 37-100 †¢ Wrote about Jewish wars that have corroborated by other historians and archaeological excavations. Pg. 81 †¢ Writes about James, brother of Jesus, who was called the Christ. Stoned to death in A. D. 62. Pg. 78 †¢ Wrote about Jesus the tribe of his Christian followers that had still to this day not disappeared. Pg. 79 Tacitus, a senator and a historian of the Roman Empire, A. D. 56 –117 †¢ Writes about Christ suffering extreme penalty during the reign of Tiberius at the hands of Pontius Pilatus. Refers to an immense multitude of Christ followers willing to die for their beliefs. Pg. 82 Pliny the Younger, Roman citizen, and provincial governor, A. D. 23-79 †¢ Refers to rapid spread of Christianity among all classes of people, as well as Roman citizens that are sent to Rome for trial. â€Å"They have high ethical standards and if they repeatedly admit they honor Christ as God they are executed†. Thallus, a Greek historian, wrote in A. D. 52 a history of the Mediterranean world since the Trojan War. †¢ Referenced the total darkness at the time of the crucifixion. Pg. 84 Phlegon, a Greek author in A. D. 137 †¢ Reported about the greatest eclipse of the sun when it became night at noon in A. D. 33. Pg. 85 The Mishnah, the 1st part of the Talmud, an important Jewish work compiled in A. D. 200 regarding Judaism's Oral Law †¢ Refers to Jesus as a false messiah who practiced magic and was justly condemned to death. Pg. 86 Key Findings So if we didn’t have any New Testament or other Christian writings, we could conclude from non-Christian historical writings that: 1. Jesus was a Jewish teacher 2. Many believed he performed healings and exorcisms 3. Some believed he was the Messiah 4. He was rejected by Jewish leaders 5. He was crucified under Pontius Pilate in the reign of Tiberius 6. His followers spread beyond Palestine to there were multitudes of them in Rome by A. D. 64 7. All types of people worshiped him as God. Pg. 87. The Scientific Evidence Archaeology found an inscription from the time of Tiberius, from A. D. 14-37 which names Lysanias as tetrarch in Abila near Damascus—just as Luke had written. Pg. 97 John mentions the Pool of Bethesda and details the pool had five porticoes. When archaeologists excavated in this location 40 feet below the ground, they found the pool site and 5 porticoes (walk ways) exactly as John had described. A fragment copy of John 18 was found in Egypt that papyrologists have dated to about A. D. 125. Pg. 99 Part 2: Analyzing Jesus The Identity Evidence of Gospel Writings The cross: Pontius Pilate inscribed INRI, an acronym for â€Å"Jesus the Nazarene, King of the Jews. Pg. 135 The Psychological Evidence Gary Collins, Dr. in clinical psychology. â€Å"People suffering form psychosis display inappropriate emotions such as anxiety, depression or even anger. Jesus did not display any such emotions nor did he exhibit the misperceptions that plague people suffering from psychosis. Jesus did not show any symptoms of mental illness. Jesus supported what he said by his actions—healing, raising people from the dead and the casting out of demons. Pg. 153 Prophesy Fulfillment Louis Lapides, Jewish convert to Christianity. Grew up thinking Jesus was more derogatory than anything else. After returning from Vietnam War, he experimented with various religions and drugs. Was challenged about his disbelief in Jesus which led him to read the Old Testament prophesies. Was amazed of all the prophesies that Jesus fulfilled: â€Å"Isaiah revealed the manner of the Messiah's birth (of a virgin); Micah pinpointed the place of his birth (Bethlehem); Genesis and Jeremiah specified his ancestry (a descendent of Abraham, Isaac, and Jacob, from the tribe of Judah, the house of David); The Psalms foretold his betrayal, his accusation by false witnesses, his manner of death (pierced in the hands and feet, although crucifixion hadn't been invented yet), and his resurrection (he would not decay but would ascent on high); and on and on† (p. 179). Lapides goes on to earn a bachelor's degree in theology and a master of divinity of theology. Pg. 173 Part 3: Researching the Resurrection To establish that Jesus rose from the dead, one must first establish that he died on the cross. The Medical Evidence The gospels tell us that Jesus sweat blood. â€Å"And being in anguish, he prayed more earnestly, and his sweat was like drops of blood falling to the ground. † Luke 22:44 Dr. Metherell, M. D. & PH. D. in Engineering. Pg. 193 â€Å"In severe cases of anxiety, the body releases chemicals that break down the capillaries in the sweat glands. As a result, there’s a small amount of bleeding into these glands, and the sweat comes out tinged with a very small amount of blood†. Pg. 195 According to the Dr. , when Jesus was nailed to the cross, his arms would have immediately been stretched about 6 inches in length, and both shoulders would have become dislocated. This fulfilled the Old Testament prophesy in Psalm 22, which foretold the Crucifixion hundreds of years before it took place and says, â€Å"My bones are out of joint. † When Jesus suffocated on the cross, a Roman soldier confirmed it by thrusting a spear into his side, which likely went through his lung and into the heart. When the spear was pulled out, clear fluid and a large volume of blood would have come out. Clear fluid from the lung and large amounts of blood from the heart. This was confirmed in John 19:34 when John reported he saw blood and water come out Jesus’ side when the spear was removed. Pg. 199. The Dr. testified there would be no question that Jesus was dead at this point. Pg. 200. To speed up death, Romans would use a steel shaft to shatter the victim’s lower leg bones. This would prevent the victim from pushing up with his legs to breathe. Jesus’ legs were not broken, because the soldiers already determined that he was dead, and they just used the spear to confirm it. John 19:32-36 This fulfilled another Old Testament prophesy about the Messiah, which is that his bones would remain unbroken. Ps 34:20. Pg. 200 Roman soldiers had every incentive to ensure crucified prisoners were dead when removed from the cross, because they would be put to death if a prisoner escaped. Pg. 201. â€Å"Last of all, if Jesus did not die, and he somehow walked away from the tomb, he would have been in such poor condition and looked so pitiful that his followers would have felt sorry for him and try to nurse him back to health. They would never have been prompted to start a worldwide movement based on the hope that someday they too would have a resurrected body like his†. Pg. 202 The Evidence of the Missing Body Joseph of Arimathea takes to body of Jesus, puts it in a tomb, the tomb is visited by a small group of women followers of Jesus early on the Sunday morning following his crucifixion, and they find that the tomb is empty. They see a vision of angels saying that â€Å"Jesus has risen† (p. 215). Recorded in Acts 13:29-31 and prophesied in Ps. 16:10. Pg. 219. In the earliest Jewish writings, there was nobody claiming the tomb still contained Jesus’ body. The question always was, â€Å"What happened to the body? † The Jews proposed the guards of the tomb fell asleep, while the Christians proclaimed the guards were paid off to keep quiet. Pg. 221 â€Å"The site of Jesus’ tomb was known to Christian and Jew alike. If it were not empty, it would have been impossible for a movement founded on belief in the Resurrection to have come into existence in the same city where this man had been publicly executed and buried†. Pg. 20. The Evidence of Appearances Paul 5 B. C. – 67 A. D. †¢ Wrote in both 1 Cor. 9:1 and in1 Cor. 15:8 where he personally encountered the resurrected Christ. Pg. 228. †¢ Persecuted Christians until his conversion sometime in A. D. 33. †¢ Refers to the fact that Jesus was a descendant of David, that he was the Messiah, that he was betrayed, that he was tried, crucified for our s ins, and buried, and that he rose again on the third day and was seen by many people—including James, the brother of Jesus who hadn’t believed in him prior to his crucifixion. Pg. 8 †¢ â€Å"1 Corinthians 15:8 is part of an early church creed. In this portion of Scripture, the post-resurrection Jesus is said to have appeared to Peter, the twelve, plus more than five hundred people some of whom were still alive at the writing of this epistle†. †¢ People reading this at the time could still check with eye witnesses and question them if they wanted to confirm what it said†. Pg. 229. †¢ â€Å"This creed can be traced back to about A. D. 32 to 38 which means it lends it credence as primitive, unembellished testimony about Jesus appearing to skeptics like Paul and James† Pg. 30. Then they go on to cover the numerous sightings by other eye-witnesses mentioned in the gospels and the book of Acts†. Pg. 234. Were the appearances hallucina tions? Dr. Gary Habermas, PH. D. , considered expert on the resurrection. He refutes the theory that the appearances were hallucinations because a hallucination is an individual experience that happens to one person at a time. Pg. 238 The Circumstantial Evidence J. P. Moreland, PH. D. Professor and author. â€Å"When Jesus was crucified, his followers were discouraged and depressed. They no longer had confidence that Jesus had been sent by God, because they believed anyone crucified was accursed by God. They also had been taught that God would not let his Messiah suffer death. So they dispersed. The Jesus movement was all but stopped in its tracks. † Pg. 246 â€Å"Then, after a short period of time, we see them abandoning their occupations, regathering, and committing themselves to spreading a very specific message—that Jesus Christ was the Messiah of God who died on a cross, returned to life, and was seen alive by them. Pg. 247 â€Å"And when you've got eleven credible people with no ulterior motives, with nothing to gain and a lot to lose, who all agree they observed something with their own eyes–now you've got some difficulty explaining that away† Pg. 247. The Conversion of Skeptics â€Å"The gospels tell us Jesus’ family, including James, was embarrassed by what he was claiming to be. † â€Å"Later the historian Jos ephus tells us that James was stoned to death because of his belief in his brother. Why did James’s life change? Paul tells us: the resurrected Jesus appeared to him. There’s no other explanation. † Pg. 248 Saul executed Christians when he had the chance. â€Å"Suddenly, he doesn’t just ease off Christians but joins their movement. He writes that he saw the risen Christ and heard Christ appoint him to be one of his followers. † Pg. 249 Revolutionizing Jewish Life for followers of Jesus Immediately after Jesus’ death, 10,000 Jews were willing to give up five key practices that had served them sociologically and theologically for many centuries: 1. Jewish people no longer offered sacrifices they had been doing since the time of Abraham and Moses 2. You don’t become an upcoming Jewish member simply by keeping Moses’ laws. 3. Worshipped on Sunday (when Jesus rose) instead of Saturday, a 1500 year tradition. 4. Began to worship Jesus as God (trinity) 5. The Messiah was someone who suffered and died for the sins of the world, whereas Jews had been trained to believe that the Messiah was going to be a political leader who would destroy the Roman armies. † Pg. 251 Conclusion: So let’s revisit the underlying question of this book, â€Å"Who is Jesus†? Lee Strobel concluded the evidence of history and his own experiences was too strong to ignore. He made a personal decision to receive Christ. Later, his five-year-old daughter went up to his wife and said, â€Å"Mommy, I want God to do for me what he’s done for Daddy. † This book has helped strengthen my faith in Christ, by highlighting many intriguing historical facts and evidence that corroborates what is written in the Old and New Testament concerning Jesus. I will end with the book’s last paragraph which cites a quote from C. S. Lewis, an atheist and skeptical Cambridge University professor who was eventually won over by evidence for Jesus. C. S. Lewis is most notably known for his best-selling book series The Chronicles of Narnia. â€Å"I am trying to prevent anyone saying the really foolish thing that people often say about Him: â€Å"I’m ready to accept Jesus as a great moral teacher, but I don’t accept His claim to be God. † That is the one thing we must not say. A man ho was merely a man and said the sort of things Jesus said would not be a great moral teacher. He would either be a lunatic†¦or else he would be the Devil of Hell. You must make your choice. Either this man was, and is, the Son of God: or else a madman or something worse. You can shut Him up for a fool, you can spit at Him and kill Him as a demon; or you can fall at His feet and call Him Lord and God. But let us not come with any patr onizing nonsense about His being a great human teacher. He has not left that open to us. He did not intend to. Pg. 271.

Hcs 535 Public Health and Healthcare - 1394 Words

Public health and health care Concepts of Population Health HCS/535 The Center for Disease Control and Prevention, CDC, coordinate efforts in conjunction with states and other partnersto offer a system of health surveillance, which would monitor and prevent disease outbreaks, which includes bioterrorism. The goal of the agency is to implement strategies to prevent diseases as well as maintain national health statistics. Another role of the CDC is to safeguard against international disease transmission, this is vital as the agency has personnel located several countries outside the United States. Looking at the agency’s core functions, examining influences in the workplace, and identifying roles of the agency personnel is vital to†¦show more content†¦The rapidity of the agency is hinged on past years of targeted scientific development and experiences, with the main focus on the health of the public health. This proficiencysteers the agency in the direction which is criticalin securing the state and local public health systems (N ovick, Morrow, Mays, 2008). CDC partners with the Center for Global Health, the National Institute for Occupational Safety and Health, and the Office of the Director. This combination is referred to as the Center Institute and Office (CIO). Under the direction of the CIO, the organization is now able to be more alert and effective regarding health matters. Additionally, there are five affiliated offices which are connectedto the CIO; these are the Public Health Preparedness and Response, State and Local Support, Surveillance, Epidemiology and Laboratory Services, Noncommunicable Diseases, Injury and Environmental Health, and Infectious Diseases. The sub-set offices are able to perform CDC’s emergency procedures in accord to their range of proficiency offering intra-agency reinforcement and reserve distribution based on concerns and health threats(Center for Disease Control and Prevention [CDC], n.d.). Influence on Health Care The CDCsupports the health care system by its actions of prevention, surveillance, and communication. Through the prevention initiatives some diseases areShow MoreRelatedExploring Corporate Strategy - Case164366 Words   |  658 Pages11:54 Page 599 Guide to using the case studies The main text of this book includes 87 short illustrations and 15 case examples which have been chosen to enlarge speciï ¬ c issues in the text and/or provide practical examples of how business and public sector organisations are managing strategic issues. The case studies which follow allow the reader to extend this linking of theory and practice further by analysing the strategic issues of speciï ¬ c organisations in much greater depth – and often providing

Importance of Being Bilingual Essay - 901 Words

In the United States, it is important for a person to speak English fluently because it is the official language in America and everybody communicates in English. Many people believe that English should be the only language in America and that sometimes people may face prejudice when they speak English with an accent. For some parents, the fear of prejudice makes them decided not to teach their children their native tongue. On the other hand, there are many other reasons why some parents want to teach their children their native tongue. Gabriela Kuntz explains in My Spanish Standoff why she did not allow her children to speak Spanish at home. Kuntz’s explanations are acceptable, but some research studies reveal that most young children can†¦show more content†¦She writes that in the early 1960s, her father worked as a diplomat in Peru. Therefore, her family had to leave the United States and return to Peru to live. During that time, her brother who was born in the Uni ted States had to attend school in Peru. Interestingly, even though the school where he attended was taught in English, he still spoke English with an accent. She also argues that many Latinos who have lived in the United States for quite a long time, but they still speak English with an accent because they often talk to each other in Spanish. She says that many Latinos preferably attended Sunday mass in Spanish rather than in English. Obviously, it appears that Kuntz makes her decision not to teach her children her native tongue mainly based on those facts that she sees and experiences in her lifetime. Kuntz’s arguments are acceptable because they are somewhat related to the reason why I speak English with an accent. I was 16 years old when I came to the United States. At that time, my English vocabulary was very limited. Even without much English knowledge, my parents still wanted me to go school. 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Dealing with Learning Disabilities Essay - 1925 Words

Dealing with Learning Disabilities â€Å"He’ll know things one day, but not the next†. â€Å"She is seeing or writing words or numbers backwards.† â€Å"She has difficulty grasping simple concepts†. These are comments made by teachers who have classified certain students in their classroom as having the unfortunate burden of a learning disability. A learning disability is â€Å"a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations†(Metzger, 1983, p7). Students with learning disorders may exhibit difficulty learning in a number of ways. Such conditions as†¦show more content†¦Researching deeper into the definition, the more specific term adaptive technology means â€Å"any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or c ustomized, that is used to increase, maintain, or improve functional capabilities of individuals with a disability† (Braswell, 2001,p1). Assistive technology has been making it possible for children with disabilities to do more for themselves and become less dependent on others. For example, a child who cannot use her hands can operate a computer with a switch and an on-screen keyboard. A child with speech problems can communicate using a portable electronic device that â€Å"speaks†. These are just a few of the examples of the wide variety of adaptive equipment that is available today. Fortunately for the disabled students of the new millennium, adaptive technology has greatly improved. 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Characteristics of Ap Language and Composition Argument Essay Samples

Characteristics of Ap Language and Composition Argument Essay Samples Ap Language and Composition Argument Essay Samples and Ap Language and Composition Argument Essay Samples - The Perfect Combination Attempt to choose the best devices to back up your argument that you're able to. The second point, that making connections is a kind of thinking which can be taught, can't be proven until the very first point has been sufficiently supported. She might not be able to enable you to take them home, but even then you may be permitted to use them in a supervised setting. Each one directs you to finish a particular sort of response. Introducing Ap Language and Composition Argument Essay Samples The target of entire course is to teach you the way to analyze. It isn't important to us, whether you're too busy on the job concentrating on a passion undertaking, or simply tired of a seemingly infinite stream of assignments. Arrangement is when you know what you're likely to say but you must figure out which order you're going to set it in. Students lead busy lives and frequently forget about a coming deadline. AP Language and Composition course is a huge deal, and your primary intent is to demonstrate your capacity to produce decent analysis with an ideal structure and grammar indexes. Knowing the question you're answering is the most crucial portion of AP writing. The AP English argument FRQ is easily the most straightforward of the AP English FRQs as it is the most like essays you're already utilized to writing. The AP English Language and Composition Exam is utilized by colleges to rate your capacity to do college-level work. This kind of essay wants a good framework and exceptional support. After you own a thesis, think about your primary topic and discover words that relate to it in various ways. It is the principal element that contributes to the significance of a poem. In the majority of cases, symbolism is all about metaphors and imagery. It d oes not merely repeat the very same points. In the event the answer is yes, attempt to structure your argument in order for your points build off one another. If you can't determine what the question is, return and reread the prompt. All the questions within this section have equal price. Argue Both Sides in case you have to compose a longer or more elaborate essay, it may help to outline either side of the argument before you begin writing. It should also incorporate your thesis statement whilst outlining the argument. So when constructing an argument you have to grasp the audience and make certain they have acceptance of the unstated principle. Tie every claim you make to a bit of evidence to make sure the ideal essay possible. When you write your research paper based on the area of your study you want to adhere to a particular format. The grammar ought to be perfect, and structure should be wholly logical. As you are learning English, you really have a benefit. Physi cs chemistry designed styles to fulfill their distinct needs. As soon as you have your resources assembled, you may not be sure how to use them. After conducting research, you ought to be in a position to have a position on the matter. It is suggested to look for the one which has a great reputation and offers high-quality papers at economical prices. As an example, self-diagnosing has grown an enormous problem in American and other societies. The essays test your writing ability in many different modes and for a variety of uses. I'll review how to get the most out of different forms of resources here. A few of the categories I have described can be located in many textbooks together with different possibilities. Become acquainted with the sorts of topics and comfortable with writing in many different modes. How to Choose Ap Language and Composition Argument Essay Samples What is an excellent case of a persuasive essay. The evidence is a significant portion of your essa y. When you are psychologically set to compose the essay and with clear understanding of your audience, conduct research on the subject or essay. There is a particular essay in the prompt that you should analyze. You will find out more about the subject, and you'll have more vocabulary words to enrich the essay. It is possible to work on the prompt types which you find the most difficult or practice outlining essays in a particular period of time, or writing all 3 essays in 120 minutes. When you compose the essay, you have to choose 1 side to concentrate on. When you're writing an English essay, you have zero chance to confirm your paper by another individual. The cost of an essay depends upon the quantity of effort the writer has to exert. It's possible for you to employ the Best Essay Writing Service and receive an original customized essay written by a seasoned writer. Readers might not have heard of the most recent Comedy Central star, but they'll have known of these. Also make certain your readers will be considering reading an argumentative essay on such topic or issue. Only that you need to remember that both sides are arguable, pick one, and stick with it. A house without br ick and mortar won't fall, but nevertheless, it won't be quite a pleasant home to inhabit. Some might even attempt to use home remedies found online for things which they don't even have, which could actually be bad for their bodies.