Implementing Qualitative Approaches -Sheila Essay

Actualizing Qualitative Approaches - Sheila - Essay Example The quantity of preventable passings that happen in our wellbeing organizations consistently has been on the expansion. One of the significant explanation with respect to why this has been the situation is absence of the vital information that these wellbeing experts need. The wellbeing officials in certain circumstances are compelled to trust that long will get the clinical reports of a patient who may be in a basic condition. Over the long haul the patient may lose his life because generally treatment or absence of treatment absolutely (Berg, Occasions for Information Technologies in Medical Work, 2012). In some uncommon cases the clinical associations approach the Electronic Health Record which empowers them get data about patients rapidly. The issue that this examination tries to settle is the unavailability of the electronic wellbeing records by most social insurance officials because of the moderate adaption of these associations to the electronic framework. There are increasingly clinical dangers because of this explanation. Reports postponed by the Institute of Medicine demonstrate that near 98,000 US residents lose their lives yearly because of blunders brought about by detachment of full patient clinical data. Most clinical offices in the United States utilize the manual arrangement of recording and keeping information of their patients. The information for this situation is kept on paper representing a great deal of difficulties to the experts when they try to guarantee unwavering quality of their administrations (Berg, Implementing Information Systems in Health Care Organizations: Myths and difficulties, 2012). For instance, near a hundred thousand residents bite the dust in the United States yearly due absence of fast access to patients’ clinical records. One motivation behind why the wellbeing associations are delayed to move to this strategy is the significant expense foreseen to this electronic wellbeing record technique. The significant expenses of running an EHR (Electronic Health Record) framework block little clinical specialist co-ops from embracing the framework. In spite of these associations

Juliet is surrounded by caring adults who are concerned for her. Explore this view of the adults in the play Essay Example

Juliet is encircled via caring grown-ups who are worried for her. Investigate this perspective on the grown-ups in the play Essay Romeo and Juliet was composed by Shakespeare at a generally early crossroads in his scholarly profession, most likely in 1594 or 1595. It is a deplorable story of illegal love. The entire scene of Romeo and Juliets meeting, experiencing passionate feelings for, marriage, and awful end, happens inside five days.Around when Romeo and Juliet was composed, individuals were starting to interrogate customary convictions concerning rank and social request, and thoughts that individuals ought to be prevalent in light of the fact that they were naturally introduced to wealthier families, or that people with great influence ought to consistently be obeyed beyond a shadow of a doubt. Maybe this is appeared in Romeo Juliet when Juliet doesn't follow her dads deciding that she ought to wed Paris and leaves on an unsafe arrangement to pull off Romeo. Elizabethan ladies were raised to accept that they were sub-par compared to men. The congregation accepted this and cited the Bible to guarantee the proceeded with adherence to this standard. Elizabethan ladies were likewise overwhelmed by the male individuals from their family.In Juliets case, she is commanded and enslaved by her dad. Juliet, the lone offspring of the Capulet family implies she is main goal to her folks. Alongside this came an obligation and decision for Juliet to either obey or repudiate her childhood. This being valid; to her greatest advantage; her dad attempts to give her a real existence which he figures she will be glad in. All through the play we relate Juliet to be a supported young lady, having numerous grown-ups around her to guarantee that she is raised secured and instructed about life.The Nurses relationship with Juliet centers consideration around Juliets age. Juliet is as yet a little youngster when the play starts, not yet fourteen, as we learn in Act I, Scene 3, the Nurse over and over attests that Juliet has not yet had her fourteenth birthday celebration. Rather than Juliets youth, the Nurse is old and appreciates grumbling about her a throbbing painfulness. Fie, how my bones hurt! By the Nurse: Even or odd, of the entire days in the year, Come Lammas Eve around evening time will she be fourteen(18-19).The Nurse knows this date very well since she had a little girl who that equivalent day passed on during childbirth in this way; she raised Juliet maybe as she would have brought up her own youngster. The Nurses principle reason inside the play is to go about as a go-between for Romeo and Juliet, and is the main other character other than Friar Laurence to know about their wedding. The Nurse, in spite of being a worker in the Capulet family unit, has a job identical to that of Juliets mother and views Juliet as her own daughter.Juliet considers the To be as a companion, friend, and acknowledges the assistance the medical caretaker has given her. All through the play, Juliet depends on and confides in the Nurse in the greater part of her undertakings and endeavors. Each ti me Juliet needs to connect with Romeo the Nurse is there, helping her in any capacity she can. Anyway When we initially get acquainted with the Nurse, we decipher her as a coarse and talkative, however benevolent lady, without gesture, and having Juliets eventual benefits at heart.At last we find, as Juliet does, that the Nurse doesn't generally comprehend Juliets love for Romeo and her dependability. She doesnt share Juliets thought of adoration; for her, affection is a transitory and physical relationship, so she cannot comprehend the serious and otherworldly love Romeo and Juliet share. The Nurse, frequently rehashes herself, and her indecent references to the sexual part of affection set the optimistic love of Romeo and Juliet separated from the adoration portrayed by different characters in the play. The Nurse is demonstrated to be generally scurrilous and indiscriminate. Juliets disappointment at depending upon the Nurse as her errand person is utilized to comic impact in Act II, Scene 5, when Juliet is compelled to tune in to the Nurses objection and infirmities while attempting to flatter from her, the updates on her wedding plans.O nectar nurture, what news? /Now, great sweet nurse,O Lord, why lookst thou miserable? At the point when the Nurse brings Juliet updates on Romeos wedding game plans, she centers around the joys of Juliets wedding night, I am the menial worker, and drudge in your pleasure,/But you will bear the weight soon around evening time (II.5.75-76). This conflict in viewpoint shows itself when she encourages Juliet to overlook the exiled Romeo and rather wed Paris, double-crossing Juliets trust by upholding a bogus marriage. Act 3 Scene 5 I think it best you wedded with the County. O, hes a dazzling honorable man. Romeos a dishclout to him. (218-220). Juliet cannot accept that the Nurse offers such a strategy after she commended Romeo and actually united them. The medical caretakers social position puts her in the serving class; she i sn't enabled to make change around her.Her maternal intuition toward Juliet continues her to help Juliet in wedding Romeo; be that as it may, when Capulet gets angered and irritated; the Nurse withdraws rapidly into accommodation and desires Juliet to overlook Romeo. The medical attendants response toward Juliets passing is certified and common. O misfortune, O woeful, woeful day! Most sad day, most woeful day. That ever, ever I did at this point observe. This shows how close her relationship with Juliet was regardless of her informing Juliet to wed Paris rather concerning her genuine romance Romeo. It could be contended that she responded the manner in which she did on the grounds that she felt remorseful of letting Juliet continue with her arrangement to meet Romeo indeed. Whichever way this shows she had Juliets wellbeing in mind.Lady Capulet, Juliets organic mother just guides her, and has never been by and by close with Juliet. When Juliet grows up to get hitched, Lady Capulet needs her to wed Paris, and couldn't care less how Juliet feels about it. At the point when Lady Capulet comes to reveal to Juliet the report about her orchestrated marriage with Paris, Lady Capulet botches Juliets tears for Romeo as anguish over Tybalts demise. Juliets answers fortify this conviction, as they were purposely equivocal; to conceal her affections for Romeo as Lady Capulet compromises retribution; promising that Romeo will be harmed in Mantra. Juliet attempts to converse with her mom, and discloses to her that she wouldn't like to wed Paris, yet Lord Capulet strolls in and irately reveals to her that she will proceed to wed Paris regardless of whether he needs to drag her there.Juliet again begs her mom to defer the marriage in any event, for seven days, yet Lady Capulet shows no regret and fondness to support her girl so all things considered she just reacts with, Talk not to me, for Ill not talk a word. Do as thou wither, for I have finished with thee Act 3 Scene 5 ( 214-215). This line deciphers how woman Capulet would prefer picked not let out the slightest peep; to help her girls circumstance, than embrace and live with her spouses response since she is too frightened to even think about speaking out against him inspired by a paranoid fear of his rage.Even if the ladies mother thought about her little girls sentiments, she would only sometimes intercede, right off the bat since she would not be especially near her girl, as the youngster would be raised by a wet attendant, particularly among the more extravagant families. Besides, spouses had no force against their husbands, as is appeared in Romeo and Juliet. Woman Capulet in this shows she has never needed to manage a wilful youngster. Just when Juliet professes to oblige the orchestrated union with Paris does she win back her moms considerations. In this scene Juliet, just minutes in the wake of being along with Romeo, is in a troublesome circumstance. From the start she attempts straightfo rward defiance, as she is as yet a youthful child.At a similar time she utilizes incongruity, making statements that have an alternate genuine significance from what shows up on a superficial level. However let me sob for such an inclination misfortune. Be that as it may, she is additionally creative and eventually extremely fearless. Woman Capulet from the outset appears to be worried for her little girl, yet when Juliet opposes her, she gives the issue to her better half. Towards the finish of the scene woman Capulet says I would the simpleton were hitched to her grave! This is an utilization of sensational incongruity in light of the fact that the crowd realizes that what Lady Capulet had said is really going to occur and that the wedded couple Romeo and Juliet will bite the dust. Towards the end when Lady Capulet accepts that her little girl Juliet has passed on her sentiments and feelings towards her have changed drastically and visibly.It is as though Lady Capulet has demonstr ated her solitary girl her most concern and compassion when she thinks she is dead. O me, O me, my youngster, my lone life! Resuscitate turn upward, or I will call thee help, help! Call help. Woman Capulets response is once more, vague. She laments for her lost Juliet, but then her last words propose a sort of self-concern. O me! This sight of death is as a ringer. That cautions my mature age to a sepulcher.Lord Capulet has a philosophical and optimistic viewpoint and needs the wedding to proceed on schedule. Ruler Capulet adjusts his perspective on when Juliet ought to get hitched; this is on the grounds that he has had the opportunity to think about Paris proposition and now accepts that he has Juliets eventual benefits on the most fundamental level. He thinks Juliet will obey him and be administered in all regards by him. He hasnt counseled his girl about union with Paris yet accepts, absurdly, that she will obey him.He may accept that by wedding her to Paris her sorrow for Tybal t will be overlooked and she will become upbeat indeed. With such an abrupt change in Lord Capulets conduct; it impacts our perspective on him as a dad in numerous angles; he is presently depicted as a dad who needs to be in charge and have control over his little girl and her life. Before realizing that Juliet doesn't concur with his choice for her to wed Paris he attempts to comfort her when he mediates and confuses Juliets tears with her lamenting over Tybalts passing. What, still in tears? Evermore showering?In one little body Thou counterfeitst a bark, an ocean, a breeze; For still thy eyes, which I may call the ocean, Do recurring pattern with tears; the bark thy body is, Sailing in this salt flood; the breezes thy murmurs who, seething with thy tears, and they with them, without an abrupt quiet, will overset thy whirlwind hurled body? In this

Three Tales of Junior Year

Three Tales of Junior Year The Accidental Harvard Class It is possible to miss a class. Not in the “sleep through it” way, but rather in the “harbor a feeling of longing for lessons past” way. I discovered 5 classes like that junior year (that’s 46.5% of the total class load!). The ones at MIT were: 17.801 Political Science Scope and Methods, 17.803 Political Science Laboratory (the sequel to 801), WGS.151 Gender, Health, and Society, and WGS.229 Race, Culture, Gender in the U.S Beyond: A Psychological Perspective. Two of these made me love social science. The rest got me two summer UROPs plus a summer job. All four were  incredible. The fifth class I loved was SOC-STD 98LH Education and American society at Harvard (note the letter-intensive name). I got into it through an embarrassing accident. Junior fall, I wanted to take a Harvard class. Philosophy of Education seemed idealâ€"an elective for my Philosophy (Course 24-1) major and the final class for my Education (Course 11) concentration. Just in case, I also petitioned for some extras. The next day, I got a personal email from a Harvard professor: “you signed up for an education seminar; here’s a logistical thing to do before you start.” I was so excited for Philosophy of Education, I responded right away… But that email wasnt from a Philosophy professor! Even worse, he figured out I wanted to take a different class before  I did… So I came clean and asked to attend the first lecture of SOC-STD 98LH. In the end, I couldnt take Philosophy of Education, but by the end of the first Education and American Society lecture, I didn’t even want to. 98LH was an academic adventure, and a fascinating look into the lives of Harvard Social Studies majors (for whom the class fulfilled a pre-thesis requirement). On the first day of class, my classmates were shocked I could be a non-technical major at MIT (pro-tip: great Harvard conversation starter). Over the course of the semester, I learned a lot from them and the professor: through extensive readings, analytical discussions, and a 25-page research project (shared here). Now I can hold a conversation about American education (just don’t ask me about charter schools). UROPs The MIT UROP program is awesome! As long as you work with an MIT-affiliated mentor, you can get pay or academic credit. One of my summer UROPs is for the Boston Children’s Hospital/Harvard School of Public Health. The other is for the Bedford Veterans Affairs (VA) Medical Center. Both of these are with MIT WGS lecturers who only spend about 4 hours a week at the Institute. Both provide experiences in the medical field MIT cant. I’ve mainly worked on the first of these so far, and already learned many fun party facts. My third summer UROP is a continuing almost-individual project at MIT Global Studies and Languages (21G). I started this project, on the history of early international students at MIT, with a professor who is now on sabbatical. A different professor approved the UROP in the spring and summer. Now I have the freedom to take the project where I want, and meet with my mentor for updates and advice. Ive shared the research on the blogs here,  here, and here. These three UROPs are possible because of the trust that exists between students and professors. Our first-name basis communications aren’t just a cool feature; they are a sign of respect. When I was in the hospital earlier this year and missed one class, the professor sent me a get well email. Another professor set aside class time at the end of the semester to just chat about her field. I can email a professor anytime to ask about life, UROPs, the universe, and everything, and they will likely respond. Two of my UROPs were the result of simply approaching the professors with, “I really like your class. What can I do in this area for a summer job?” Experimenting in College Stuff Ive experimented with in college: Mathematics, Theoretical (Course 18-3): brief experimentation freshman year, though I swore back then the math love would never die. Education (sub-field of Course 11): through a concentration and a ~1-year UROP at the Teaching Systems Lab/Woodrow Wilson Academy. Political Science (Course 17): through a major and, if the COUHES (Committee on the Use of Humans as Experimental Subjects) allows it, a thesis experiment (TBA). Philosophy (Course 24-1): through a major and some exciting papers, e.g. the one where I suggested we can eat ducks and spiders because they are terrible individuals but we probably shouldn’t eat the innocent chickens. Medical research, mainly in reproductive health: through work at Planned Parenthood, this summers UROPs at the Boston Childrens Hospital/Harvard SPH and (not in reproductive health) at the VA. Global Studies and Languages (Course 21G): through the UROP on the history of international students at MIT. Women’s and Gender Studies (sub-field of Course 21): considered minoring in this. WGS is an exceptionally welcoming departmentâ€"I’ve gone to several fancy pizza dinners with the majors and minors. And the department lounge has a computer with free Hulu, Netflix, and HBO. Majors and minors can access the department lounge with the computer  and  delicious tea even after work hours. Brain and Cognitive Sciences (Course 9): hoping for a minor in this one, which is a new development, with five requirements left for one senior year; Ive only taken  9.01 Introduction to Neuroscience so far. Fortunately, in true MIT style, some of the BCS classes are also Philosophy electives! Example: 9.46 Neuroscience of Morality. Conclusion: college has been fun, but I still have no idea what I will do in life. Graduate school would be useful, but in what field: political science? public health? government? education? Ive written on the blogs that, no matter where you end up, youll be ok. Now that Im a senior again, the statement is as hard to internalize as four years ago. Dear applicants: I feel your pain. In a perfect world, I would be an investigative journalist, pursuing stories in the medical field. Like Professor Seth Mnookin, head of the Grad Program in Science Writing at MIT and author of this article, the exact kind of piece Id want to work on. MIT has one of about five Science Writing programs in the country, so it’d be cool to stick around. If I can. In the meantime, I can at least tell interested friends and dental hygienists, “I want to be an investigative journalist.” Then hope for the best. Post Tagged #Course 21G - Global Studies and Languages #Course 24-1 - Philosophy #Course 9 - Brain and Cognitive Sciences #cross-registration #Science Writing #WGS - Women's and Gender Studies

Intertestamental Paper - 3091 Words

LIBERTY UNIVERSITY THE INTERTESTAMENTAL PAPER A PAPER SUBMITTED TO DR. CHARLES E. POWELL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE COURSE NBST 525 LIBERTY THEOLOGICAL SEMINARY BY RICHARD ASOMANING AUGUST 12TH 2012 Table of Contents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 Grecian Period†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.4 Ptolemaic Period†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..5 Seleucid Period†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.7 Maccabean Period†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 Hasmonean Period†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Roman Period†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.10 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12†¦show more content†¦Whenever his army marched into a land, it was not just an army of warriors; he brought an entourage of scholars to spread the culture as well. Interspersed within the fighting battalions were architects, philosophers, scribes, musicians, and educators whose whole duty was to spread the culture to those who were conquered. Some of these strategies were the establishment of Greek cities, Greek schools (Gymnasia), and commanding the Greek language as the official language for government and the de facto language for commerce. Many people began to give their children Greek names, and local styles of art and architecture began to imitate Greek models. Even some of the Jewish High Priests took Greek names. All of this wa s not a good turn of events for Israel since the Greek culture was very ungodly and humanistic. Despite the bright and promising future ahead of him, Alexander met an unexpected death in Babylon at the age of 32 and though one will like to believe that all that he stood for will now be in vain, the case was not so but rather what he initiated had only just begun. After the death of Alexander his field marshals struggled for dominion of the lands they had conquered. Ptolemaic Period (198-167 BC) After the death of Alexander was the appointment of his successor Ptolemy (one of Alexander commanders), germinating conflict between four emerging generals.[7]Show MoreRelatedHistorical Significance Of The City Of Jerusalem1193 Words   |  5 Pageswhich is discussed in the Bible itself. J. Carl Laney divides the history of Jerusalem into six periods: (1) the Canaanite Period; (2) the Israelite Period; (3) the Post-Exilic Period; (4) the Intertestamental Period; (5) the Herodian Period; and (6) the Post-Biblical Period (Laney 1988). In this paper, the first five will be considered, as the Post-Biblical Period (A.D. 70 – present) has little relevance (as its name suggests) to Jerusalem’s Biblical history. The Canaanite Period last from 2100-1010Read MoreIntertestamental Period2955 Words   |  12 PagesINTERTESTAMENTAL PERIOD NEW TESTAMENT ORIENTATION I NBST 525 AN ANALYSIS SUBMITTED IN PARTIAL FULFILLMENT IN CANDIDACY FOR THE DEGREE OF MASTERS OF ARTS IN RELIGION LIBERTY THEOLOGICAL SEMINARY BY: LYNCHBURG, VIRGINIA SUNDAY, OCTOBER 9, 2011 TABLE OF CONTENTS INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 THE INTERTESTAMENTAL PERIOD†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.1 HEROD THE GREAT’S PALESTINIAN RULE†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...7 CONCLUSION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..9 INTRODUCTION The Intertestamental periodRead MoreEssay about Biblical Numerology 1142 Words   |  5 Pagesbecome a symbolic representation of many Christians faith and continues as one today. The Bible has many forms of symbolism not only in itself but also in the pages. Biblical numerology is one form of symbolism that appears though out the Bible. This paper will explore the origins of symbolic numbers, the development of the symbolism and the interpretation of symbolic numbers. To understand what Biblical numerology is we must first take a look at its origins. There are many arguments to where symbolismRead MoreJewish And Christian Sacred Text1001 Words   |  5 Pages 278). This is why the sacred text amongst these religions are alike, yet so different. The Old Testament are written accounts of what occurred before Christ. Between the Old and New Testament there was a 400 year gap that is known as the â€Å"Intertestamental Period† (The Bible Almanac, pg.36). After this time period, Jesus was born. The New Testament is the recorded interpretations of Christ’s life. While Jews do not realize it, the Old and New Testaments go hand and hand. 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This paper will describe what is meant by the Kingdom of God; examine the religious philosophy of the various sects of Judaism during the Second Temple period: Pharisee, Sadducees, Essenes, and Zealots, describe the religious philosophy and political philosophyRead MoreWorldview Analysis (Judaism) Essay example1543 Words   |  7 PagesCONCLUSION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 BIBLIOGRAPHY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 INTRODUCTION Judaism is the religion and culture of the Jewish people. The word â€Å"Judaism† derives from the Greek Ioudaismos, a term first used in the Intertestamental Period by Greek-speaking Jews to distinguish their religion from Hellenism. The unifying principles of Judaism are an identity by covenant with God as His â€Å"chosen people† based on the Bible (Old Testament) and a unifying expression of this relationshipRead MoreWhat Was The Second Temple Period?2361 Words   |  10 Pagesreligion, leaderships, and accomplishments of the period. The numerous different leaders changed the foundation of the Jewish people down to the core. In this paper I will review the various transitions that took place during the second time period. It is evident that the changes that took place influenced the Jews in a variety of ways. This paper will highlight those influences. What was the Second Temple Period? The Second Temple Period was a time in history that bought about a lot of physical and

SOC201 Session Long Project Module 3 †Social Structure

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The Environment Where Public Administration Is Being...

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Sub-Saharan Africa is home to the world’s largest number of people living with HIV/AIDS. This region faces a disaster if not fixed soon. This epidemic has stopped the development and economic growth in that region. While this is taking place in the sub-Saharan region of Africa, the entire continent is struggling. For developing countries, there is mostly corruption in the government by public officials and therefore it is difficult to have a stable government that can help it to grow. With that being said,Show MoreRelatedPolice Agencies Are Multifarious Organizations Comprised1073 Words   |  5 Pageshierarchical relation between citizens and administration. Over the past several years agencies have changed internally and externally. Consequently personnel must upgrade their knowledge, skills, and techniques. Bureaucratic organization is part of contemporary democracies that enrich our understanding of public administration. 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AOD Support Intervention for Socially Responsible Leadership

Question: Discuss about theAOD Support Intervention for Socially Responsible Leadership. Answer: Introduction In the case, the patient is a 26 year old single male, named Reese, who is facing the issues related to the Alcohol and other Drug and visited the AOD counselling for receiving the guidance and to deal with the issue which is affecting the concerned life and routine. Reese is single and lives with his mother and brother in the apartment. Reese works part time in a store and is addicted towards the excessive intake of the Alcohol when at home. According to Reese after he is drunk he becomes quite aggressive in his behaviour and starts yelling at his brother and mother and loses his temper with throwing the things around the house. Reese is in the habbit of drinking for the whole day when he is at home and cannot manage his booze. Reese told that he started drinking when he was in his eight grades and was 13 years old. At a time when the kids were discussing their higher classes, Resse was trying out to figure from where he could get his bottle of drink. He is in habit of drinking whol e night 3-4 bottles of beer with the few shots of the vodka and on the weekends he uses to party hard. Reese says he loves to mix the drinks and have them and his favourite drug is methamphetamine or Speed. Reese in his younger age also visited the physiatrist and was put on Ritalin for the ADD that is attention deficient disorder. In the information provided by the Reese, it is observed that he moved from the recreational stage of the drug use towards the habitual stage of consuming the drug. Strength based therapy The high-quality treatment plan is an inclusive set of strategies and tools which may help to identify and address the strengths of the Reese and also the deficits and the issues. The treatment plan helps to present an approach for the resources, sequencing and identifying the standard of improvement to direct evaluation (Hastings, 2016). During the AOD counselling for the AOD issues of the Reese will include the strength based therapy. Such therapy may help in the counselling of the Reesce in a better way with the AOD issue and getting the resolution for such issues. The Strengths-based practice therapy in the AOD issue is a two-way practice between the individual supported by the services and also among the individuals supporting them, allowing the counsellor and patient to effort together for determining a result which draws the individual assets and strengths (Mcilwraith, Kinner Najman, 2011). Applying the strength based therapy in the treatment plan will benefit Reese and suppo rts him in the recovery. Such therapy will help in increasing the internal strength and capabilities of the individual affected form the AOD, which helps in resolving the issues and delivering his own solutions for the issues. Such approach of the therapy in the treatment plan will be successful in shifting the balance of care and developing the services which are focused on the independence and prevention (Mcilwraith, Kinner Najman, 2011).. As a counsellor through the strength based therapy a formalized structure can be developed that requires participation from Reese and also from the family members and the community (Hastings, 2016).Educational sessions, social interventional gatherings and meetings act to be conducted among Resse and his family members where practitioners act as the part of dignified structure (Amaral, Saitz Souza, 2010). With the help of such therapy, Reese will be set with a certain goal which will help him to fight with the issue and to empower him with personal strength add aid recovery. Such goals will also help him to focus on his health and well being and to remain away from the excessive drinking habit (Padesky Mooney, 2012). As a practitioner to deal with the AOD issue of the Reese will primarily focus on the deficit and the issue which lead to the excessive consumption of the alcohol and will also recognise the inherent resources which may help him in the disposal of such habit of drinking. The strength based therapy will help Reese in identifying his exceptional set of abilities and strengths on which he can depend for overcoming the deficits or the problems related to the AOD (Padesky Mooney, 2012). As a practitioner will focus mainly on the Reese desires, strengths, interests, abilities, knowledge, and aspirations and not on the problems, deficits, weaknesses, or needs that are observed by the others (Odell, 2008). Such therapy will help to assist the clients to recognise and reaching a precise estimate of their individual strengths ought to emphasize, but not limited with the intention of an appropriate to recovery. The strengths assessment will help in determining the interests of the client or the things that inspire him or with the identification of such things where the client is having the brain of pride. Therapeutic community settings frequently recognize precise roles in the treatment environment with the purpose where Reese can acquire his own strengths and also work in developing it further (Odell, 2008). Such recognising his strength will divert him toward such goal of life and to fight with the habit of excessive drinking. Will ask him to focus on his strengths and to work in such direction and with the slowly reduce the alcohol consumption. With the recognition of such strength keep him busy in certain communal activities which will help in avoiding alcohol. Conclusion: The strength based therapy mainly focuses on the optimistic aspect of the client. Utilization and identification of the client strengths help them in the recovery and treatment with mainly emphasising on the care and centred approach of an individual are in the situation to support the strength-based approach (Odell, 2008). The conception of partnership among clients, practitioners and community agencies, also with the implementing certain practices and policies also diminish or prevail over possible challenges connected with strengths-based therapy (Odell, 2008). References Amaral-Sabadini, M., Saitz, R., Souza-Formigoni, M. (2010). Do attitudes about unhealthy alcohol and other drug (AOD) use impact primary care professionals' readiness to implement AOD-related preventive care?.Drug And Alcohol Review,29(6), 655-661. https://dx.doi.org/10.1111/j.1465-3362.2010.00222.x Hastings, L. (2016). Intersecting Asset-Based Service, Strengths, and Mentoring for Socially Responsible Leadership.New Directions For Student Leadership,2016(150), 85-96. https://dx.doi.org/10.1002/yd.20173 Mcilwraith, F., Kinner, S., Najman, J. (2011). AOD treatment agencies: Does religious affiliation influence service delivery?.Drug And Alcohol Review,30(6), 664-670. https://dx.doi.org/10.1111/j.1465-3362.2010.00273.x Odell, T. (2008). Promoting Foster Carer Strengths: Suggestions for Strengths-Based Practice.Adoption Fostering,32(1), 19-28. https://dx.doi.org/10.1177/030857590803200104 Padesky, C., Mooney, K. (2012). Strengths-Based Cognitive-Behavioural Therapy: A Four-Step Model to Build Resilience.Clinical Psychology Psychotherapy,19(4), 283-290. https://dx.doi.org/10.1002/cpp.1795