Martin Luther s Teachings For Guidance, And The Belief Of...

Europe was, for many centuries, a region unified by the single commonality of religion. Specifically, catholicism was universally accepted as being the singular of Christianity. On October 31, 1517, a professor of theology at Wittenberg University decidedly changed the manner in which Christianity could be understood. Martin Luther’s famed Ninety-Five Theses encompasses two major themes: Christians should look to scripture for guidance, and the belief in redemption through faith alone. By providing this alternative analysis of the Christian religion, Luther’s ideology dichotomized beliefs and challenged papal authority. By penning the Ninety-Five Theses in 1517, Luther became the epicenter of a religious earthquake that would fracture a previously unified Europe. The initial tremors of this Reformation resulted from Luther’s disputation of indulgences. The idea of being able to purchase remission of sin through the church, was considered by Luther to be diminish ment of God’s power. He argued repentance and salvation should be obtained through personal connection with Christ, and not something that could be purchased from priests. â€Å"The true treasure of the church,† Luther argued, â€Å"is the most holy gospel of the glory and grace of God† (Coursebook, 18). This directly countered the idea that â€Å"the treasures of the Church, from which the pope grants indulgences, are not the merits of Christ and of the saints† (Pope Leo X). This dichotomy of beliefs served as one of the moreShow MoreRelatedProject Mgmt296381 Words   |  1186 Pagesmanagement, organizational behavior, and leadership. His research and consulting activities focus on project management. He has published numerous articles on matrix management, product development, and project partnering. He has been honored with teaching awards from both the Oregon State University MBA program and the University of Oregon Executive MBA program. He has been a member of the Portland, Oregon, chapter of the Project Management Institute since 1984. In 1995 he worked as a Fulbright scholar

The Theory Of Evolution Or Intelligent Design - 1677 Words

The origin of life may seem to be shrouded in mystery, but in modern America two main theories have come to dominate as the explanation; either the theory of evolution or Intelligent Design. The theory of evolution was first published by Charles Darwin, a famous figure who is just as controversial in modern society as he was in his own time. He introduced the public to the theory of evolution in his book On the Origin of Species, where he proposed that new species evolve from older ones through Natural Selection, or the process of the organism which are better adapted to their environment being the ones to survive and reproduce. He took twenty- three years to publish his theory because, as someone who studied both Divinity and Biology at Edinburgh, he was aware of the religious implications. (Charles Darwin, BBC)The shockwaves produced by the publication of his theory can still be felt today, leading to conflict with regards towards whether or not evolution should be taught in schoo l. Currently creationism is not taught in public schools in the United States, but many believe it should be, while others are just as adamant that it has no place in the public school system. The current system with regards to teaching evolution is a bit of a compromise between those who wish to teach Creationism or Intelligent Design, both of which state that the Christian belief in Genesis is the true origin of life, and those who wish to teach only evolution in public schools. Officially,Show MoreRelatedIntelligent Design: A Bona Fide Theory Essay1278 Words   |  6 Pagesdiscovery of gravity, Isaac Newton held a convicting belief in an intelligent designer who created the universe and humanity. According to Discovery Institute (n.d.), â€Å"The theory of intelligent design holds that certain feature of the universe and of living things are best explained by an intelligent cause, not an undirected process such as natural selection† (para.1). Although intelligent design i s quickly becoming regarded as a scientific theory with more than 50 peer-reviewed journals published, as ofRead MoreCreationism Vs Intelligent Design Creationism1474 Words   |  6 Pagescreationism and intelligent design are valid alternative theories that should be embodied within the curriculum of science classes. ‘Through local school boards, sympathetic politicians, and well-funded organizations, a strong movement has developed to encourage the teaching of the latest incarnation of creationism—intelligent design—as a scientifically credible theory alongside evolution in science classes.’ Creationism is the rejection of evolution in favor of supernatural design (Pennock, 2003)Read MoreIntelligent Design Essays1315 Words   |  6 PagesIntelligent design also referred to as ID is a concept that has its early origins from 4th century BC in the works Timaeus by Plato were he describes a supreme wisdom and intelligence as the creator of the cosmos. In the Metaphysics Aristotle furthers developed the idea of a natural creator of the cosmos. One of the most famous ideas for intelligent design today comes the 13th century where Thomas Aguinas described the concept of design as the fifth of five proofs for the existence of God in hisRead MoreIntelligent Design: An Intelligent Way of Disguising Religion1346 Words   |  6 Pagesreligious people have voiced their unhappiness that schools teach evolution. The Bible says that God put all the plants, animals, and people on this planet, and evolution completely contradicts that. The idea of including creationism in schools has been brought to courts multiple times but with no success. Now the creationists have a new way of presenting it. They disguise it behind science and use the term Intelligent Design. Intelligent Design is a form of creationism under new terminology and is the attemptRead MoreEssay on Intelligent Design: The Best of Both Theories1112 Words   |  5 PagesShould scho ols be allowed to teach evolution without teaching creationism? The courts have ruled, the answer is no, the theory of creationism cannot be included in a public school’s academic curriculum. With the court’s decision, it has been made clear there is no place for faith based theories to be taught in our public schools. What if there was a different approach that took God out of the equation? Public high schools should allow a course in intelligent design to be included in the curriculumRead MoreEssay on Should Intelligent Design be Taught in Public Schools?1665 Words   |  7 Pagesof Species, which would introduce the seminal theory of evolution to the scientific community. Over 150 years later, the majority of scientists have come to a consensus in agreement with this theory, citing evidence in newer scientific research. In an average high school biology classroom, one may imagine an instructor that has devoted much of his life to science and a predominantly Chr istian class of about twenty-five students. On the topic of evolution, one of the students might ask, â€Å"Why would GodRead MoreA Case Against Evolution Of Public Schools1082 Words   |  5 Pages A Case Against Evolution in Public Schools Evolution is the most popular theory currently taught in public high schools, and is widely accepted as a sound scientific concept to teach. However, it is equally true that many disagree with evolution and many of its concepts as an explanation of the origin of life on our planet, and it is thus my opinion that evolution should not even be taught in public science classes, as it is not scientifically sound, nor should be a part of a wide variety of conceptsRead MoreEssay about The Origins of Life: Evolution vs Intelligent Design1634 Words   |  7 Pagesreligion and science – challenging the ideological edifice on which the nation stands. The contention is shrouded by vehement claims from those who claim Intelligent Design, a refinement of creationism, to be true; and believers of the theory of evolution, who claim scientific merit yields no other conclusion than what is presented in the theory of evolution. As a result, the spills of conflict are in the classrooms now. In Austin, Texas, every decade fifteen people influence what is taught to the nextRead MoreCreationism vs. Darwinism: A Comparative Analysis1530 Words   |  6 PagesAdditionally, Darwinism is explored and the differences between Creationism and Darwinism are analyzed. Despite overwhelming evidence that supports the existence and validity of Darwinism, there are still arguments made that attempt to discredit evolution. The battle between Creationists and Darwinists extends beyond science and religion and has proliferated academia. Although this issue has often been presented before the courts at a federal level, Creationists have repeatedly lost their claims. Read MoreEvolution And Creationism : An Intelligent Design1341 Words   |  6 PagesPaul Reed Professor Stevens English 1C 12/11/15 An Evolution to an Intelligent Design: Can Intelligent Design be Proven There are a great variety of embodiments of counterfeit science, cheap science, and deviant science. Over time, mankind has seen the rise and fall of various scientific fields of study. However, none ever seem to completely become useless or . Humanity’s views of the flat earth, astrology, crop circles, ancient astronauts, and perpetual motion continue to gain advocates even today

Understanding of Mathematical Concepts

Question: Disvuss about theUnderstanding of Mathematical Concepts. Answer: Introduction In mathematics, students are supposed to comprehend the relevant concepts, mathematical relations, and operations. Conceptual understanding ensures that students understand mathematics by developing new knowledge from the prerequisite knowledge and prior experience. The angle concept develops gradually with time as learners recognize deeper and more relationship between physical angle scenarios like using scissors and climbing a slope. When the angle concept is not developed progressively, learners may have difficulties using a protractor. This essay describes the initial activities that can help in understanding the angle concept and the common misconceptions. The Initial Activities for Promoting the Conceptual Comprehension of Angles by Students Abstract mathematical concepts generally require understanding, fluency, problem solving, and reasoning (Australiancurriculum.edu.au, 2016). One of the initial classroom activities that can help the students in understanding angles is the art of comparison of practical life application of the angle concept. In this case, the students are taken through the concept using similarity. The students should be engaged in comparing different angles before actual measurement with a protractor. In order to understand the angle concept, the students should be made to realize that an angle is a turning as is the case with the hand of a clock. By turning the clocks hand, the students appreciate practically the concept of an angle (Reys, 2012, p. 411). In addition, the students should be made to appreciate that an angle is an amount of turning by an object. This can be effectively done using a rotogram to help in comparing the amount of turning space (Reys, 2012, p. 411). This device consists of a reference line and two plastic discs. The other activity that can be used to enhance the conceptual understanding of angles by the students is the introduction of an angle measurement instrument called protractor. This instrument could prove to be a challenge where students do not have a proper foundation on the practical instances where the angle concept is applied in daily life. This learning activity can be followed by a progressive knowledge of unit conversion. The students should be introduced to the equivalent angle measurements such as the equivalence of degrees in radians and the equivalence of minutes in degrees and other similar conversions (Reys, 2012, p. 420). This is because different instruments and devices use different measurement units. The concept of familiarity is another approach of promoting the angle concept among the learners Using the right angle as a benchmark, the students should be introduced to various shapes such as triangles, rectangles, squares, rhombus, among others by measuring the angles subtended at the corners. This helps them in identifying the common angles such as right angles, 45 degrees (Bobis, Mulligan, Lowrie, 2004). This concept can be combined with reification where by the learners undertake practical angle operations in daily life such as bends, and corners. Further reification can be enhanced by the use of instruments and devices that involve angles such as scissors, pliers, plumb line, and door. Common Misconceptions There are certain common misconceptions about the mathematical concepts. A misconception occurs when learners misunderstand mathematical concepts by incorrect hearing, from incorrect thinking, or use shortcut approaches that interfere with solid mathematical concept development (Education. Vic. Gov. Au, 2016). For example, a learner would read 404 to mean forty-four. In angles, students usually have difficulties in identifying the hypotenuse and the height of a right-angled triangle. Another instance where learners can have a misconception about angles is the space between the lines that subtends an angle. Generally, an angle is the amount of turn by an object and can easily be determined by a geostick (Bobis, Mulligan, Lowrie, 2004). When forming shapes using angles such as a triangle, the students usually have a misconception that triangles must have one point at the top and two points at the bottom. Conclusion In conclusion, learners are required to grasp the pertinent mathematical concepts, relationships, procedures, and operations. A conceptual understanding of mathematical concepts sees to it that learners appreciate mathematics by explicating new knowledge from the prior knowledge and experience acquired. The angle concept evolves systematically with time as students identify deeper correlation between physical angle cases such as using tools like scissors or walking up a slope. When the concept of angles is not built up progressively, students may have problems with using mathematical instruments like a protractor. Reference List Australiancurriculum.edu.au. 2016,Mathematics Foundation to Year 10 Curriculum by rows - The Australian Curriculum v8.2, Available at: https://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1 Bobis, J, Mulligan, J Lowrie, T 2004, Mathematics for Children, Sydney, Pearson Prentice Hall. Education.vic.gov.au. 2016,Common Misunderstandings - Level 3 Multiplicative Thinking. Available at: https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/assessment/Pages/lvl3multi.aspx Reys, RE, Lindquist, MM, Lambdin, DV, Smith, NL, Falle, J, Frid, S Bennett, S 2012,Helping children learn mathematics, 1st edn, John Wiley Sons, Milton, GLD.

The Epic Of Gilgamesh Essays - Operas, Oedipus, Haemon, Antigone

The Epic of Gilgamesh The great heroes of the ancient world have been passed on in many ways, stories, plays, biographies and many other forms of literature. Here I will explore The Epic o f Gilgamesh, two plays by Sophocles, and two writings by Plutarch. The Epic of Gilgamesh is one of the earliest pieces of literature to be discovered. Dating back to the third millennium BC, it was a series of poems carved into clay tablets. It told of the hero, Gilgamesh, who was created by the gods, was two-thirds god and one-third man. This makeup of god and man gave him a perfect body; to go along with this the gods gave him a know-all intellect. In the epic he is described as, "...the man to whom all things were known...he saw mysteries and knew secret things..." To this there was no equal, so the men of Uruk cried to the gods in complaint. The gods then created him an equal, Enkindu. Born to the wilderness, Enkindu lived surrounded by wild beasts until a woman teaches him the "woman's art." After this the animals he grew up with reject him, and he starts to live with humans. Eventually Enkindu meets Gilgamesh and they become best friends, and set out on a journey so that Gilgamesh can make a name for himself in a land where no man has been before. On this journey, Enkindu dies and Gilgamesh is heart broken without his companion. After this, Gilgamesh sets out on a journey for everlasting life in which he realizes too soon that it is an unattainable goal. An adventure story, such as this one that was verbally passed on until it was recorded, instilled values, gave comfort, and provided entertainment. It showed that true friendship was something to value and also showed how to be a friend. The epic also demonstrated struggles that people go through every day such as losing someone, attaining fame, and fearing death. There is a great value put on life in the story. The listeners or readers of the story would learn that life is something to be lived, not a search for something unattainable like eternal life or impossible to control such as death. The overall message given by the story is, that you shouldn't let life pass you by without having lived it. Sophocles was a Greek tragedian in fifth century Athens. His works were entered in to contests, where many won awards. His plays Antigone and Oedipus the King deal with two heroes whose lives end in death. Oedipus the King tells of the unlucky fate Oedipus is dealt. Through out the play it is revealed that Oedipus was destined to kill his father and marry his mother. The discovery of his past and future causes his mother/wife Iocasta to commit suicide and Oedipus to tear his eyes out as he sits at the feet of her dead body. All of this unfolds because Oedipus' real father, Laius, was the former king of Thebes. And since Oedipus reigns over Thebes, the city was hit with a plague until the killer of Laius was banished. So the result is Oedipus leaving the city blind and poor. The play, Antigone, takes place after Oedipus the King. Since then, Antigone is engaged to Haemon, Creon's son, Oedipus has passed on and Antigone's brothers, Eteocles and Polyneices have killed each other in a battle over the throne. In the play, Antigone defies the king by burying Polyneices who, after his death was left to rot in the streets of Thebes while Eteocles was given a proper burial. When her actions are discovered, Antigone is sentenced to be sealed alive in a cave with little food. A profit tells Creon that a terrible fate is set for him if he goes along with the punishment. The chorus convinces Creon that his judgment is too harsh and he goes to free Antigone but it is too late. When Creon gets to the cave Antigone has already hung herself. Haemon finds this out and tries to kill Creon and fails. He then turns his sword onto himself and dies. Eurydice, Creon's wife and Haemon's mother hears the news of her son's