INTRODUCTION The aim of this assignment is to present as clearly as possible the Pentateuch and the assumptions about the Pentateuch. This will be done by vigorously and thoroughly challenging the first five books of the Bible. It will enable students to know the Pentateuch’s basic and theory content. 1.2.1. What is the Pentateuch? The Pentateuch (that is, a book in five parts) has been a title for the first five books (Genesis, Exodus, Leviticus, Numbers and Deuteronomy) of the Old Testament since the second century at least. When it assumed this five-part form is not really known. Though it may always have had such a form and was formally known to Philo (c. 20 B.C. – A.D. 50) and Josephus (c. A.D. 37-100) and probably earlier, the flow of the Sinai narrative from Exodus 19 through Leviticus to Numbers 10 shows and suggests a later division. More than ever, the Pentateuch must be viewed as a single book (Sailhamer 1992:1-2). The basic content of the Pentateuch is not legal in character; it is the story of God who saved the people of Israel. While a theological use of law, as revealing of Israel’s sin, is present throughout the Pentateuch, inspiring words about God’s gracious actions also flow through the narrative (Arnold and Beyer 1999:27). We can see that the five books give us the historical basis of biblical faith and are fundamentally important and will always remain so (Arnold and Beyer 1999:27). 1.2.2. What is the Pentateuch about? The Pentateuch handles God’s dealings with the world and especially the family of Abraham, from creation to the death of Moses. When the proper time came and Israel cried out to God from their bondage, God heard their cry and remembered His covenant with them (Arnold and Beyer 1999:27-28). The Pentateuch is not just a book about the historical background within which it was written or the historical background of the events recorded, it is a book of faith. It speaks about the effective Word of God whilst giving comfort and warning to us (Arnold and Beyer 1999:28). The book starts with Genesis (Genesis 1-11, LASB), explaining to us the origin of the world and of the nations. This section describes the Creation, the fall of man, the beginnings of civilisation, the flood, the table of the nations and the tower of Babel. Then came the patriarchal period (Genesis 12-50, LASB). This period depicts the call of Abraham, the initiation of the Abrahamic covenant, the lives of Isaac, Jacob and Joseph and the settling of the covenant (Arnold and Beyer 1999:28). Exodus explains the departure of Moses and the Israelites from Egypt and the giving of the law at Mount Sinai. Exodus consists of a variety of traditions from various periods in Israel’s life. God’s creational and historical promises are fulfilled among Jacob’s family in Egypt (Arnold and Beyer 1999:28-29). The book of Leviticus calls the people to physical, moral purities and moral holiness. This book is devoted to describe to us that sacrifices are ordained by God that bear on the upholding of man’s relationship with God. Worship without sacrifice is inconceivable (Arnold and Beyer 1999:29). In Numbers the Israelites have heard much from both God and Moses since reaching Sinai. Instructions, rules and exhortations have been abundant. Now is the time to break camp and move on. Three different scenes are presented in this book. First, there is a general complaining about misfortunes in the camp. God responds with a consuming fire on the borders of the camp. Second, not satisfied with an ordinary menu (manna), the people cry to God for diverse food. Third, Miriam challenges both the wisdom of Moses in the choice of a wife and the credibility of his unique relationship with God. Therefore they were doomed to wander in the desert for forty years (Arnold and Beyer 1999:29). Deuteronomy represents a long series of laws and Moses undertook to explain this law. These public addresses were the last words Moses spoke to the people as they were preparing to enter the Promised Land (Arnold and Beyer 1999:29). 1.2.3. What are the main themes of the Pentateuch? For me the themes of the Pentateuch are as follows: God as Ruler God created the world and all living creatures on it. Human beings received life from the Creator quite apart from any knowledge of its source. It demonstrates that God’s work in the world has to do with more than human beings. We can see that God’s activity in Genesis 1 involves the creation of that which is other than human; indeed God involves things like the flood and the Tower of Babel. God chooses to interact with Isaac rather than Ishmael and Jacob rather than Esau (Fretheim 1996:44-45). History By far the greatest majority of events recorded in the Pentateuch can be seen as history. The first is the historical background within which the book was written (who wrote the book and for whom), second, the historical background of the events recorded in the book (the Garden of Eden, the Flood and Sinai wilderness). All of the above is theological truths and we as evangelicals don’t have to choose, we know the importance of all these historical events (Sailhamer 1992:3-4). Human Beings as Sinful Creatures The message is simple: Adam and Eve are put in the Garden of Eden to worship God and obey Him. They were there to enjoy God’s blessings, to trust Him and to be at peace. God alone knows what is good for human beings and God alone knows what is not good for them. The disobedience of Adam and Eve leads to temptation and the whole picture changes. Adam and Eve wanted to be like God, although the irony is that they were already created “like God” and in the “image of God”. So because of their sin, the perfect relationship with God was lost forever (Arnold and Beyer 1999:31). God’s Protection In striking contrast to God’s judgment on Adam and Eve, we can see that immediately after He judged them, God was at work: “Also for Adam and his wife the Lord God made tunics of skin, and clothed them” (Genesis 3:21:12, LASB). God covered their nakedness because of His love and grace for them. God chooses to be our Saviour, nobody forced Him. God is the Saviour of the world and also the Saviour of the people of Israel like in the Pentateuch (Arnold and Beyer 1999:31-32). God as Relational God is present and active in the Pentateuch. In all of this, God has chosen not to stay distant, but to get caught up with the people of Israel. God gives the law and human beings are to be obedient, but not just because “God said so”. God gives motivations for obedience; the law is given for the sake of life, health and the flourishing of the people. 1.2. Critically evaluate the Documentary Theory and provide a defence of Mosaic authorship. An evaluation of the Documentary Theory The Documentary Theory was actually an attempt to take out the supernatural out of the Pentateuch and to deny its Mosaic authorship. It denies that Moses wrote the Pentateuch and instead ascribes its authorship to four or more authors (Wolf 1991:1). Jean Astruc came to believe that he could uncover the sources of the Pentateuch by using the divine names Yahweh and Elohim as a guide. He placed passages that use the name Elohim in one column (A), those that use Yahweh in another column (B) and passages with repetitions (C) and non-Israelite sources (D) in a third and fourth column. From this simple groundwork the Documentary Theory originated. Behind the Pentateuch are four source documents that came from different people, called J (Yahwist), E (Elohist), D (Deuteronomist) and P (Priestly Code) (Wolf 1991:11-14). Wilhelm DeWette (Wolf 1991:12-13) argued that none of the Pentateuch was written before David. He said that the “D” document stood for Deuteronomy, which he believed was written during the reign of King Josiah around 621 B.C. They now had three source documents: J, E and D. Weaknesses in the Theory Here are just some of the weaknesses in the Document Theory: There is no such thing as supernatural revelation. The Bible can’t be a supernatural revelation. The O.T. writers were incapable of using more than one name for God or more than one style of writing. The whole structure of source division has been applied exclusively to the Pentateuch and not to any other literature. Biblical statements are considered unreliable and suspect as archaeological evidence unless it conforms to the accepted theories. Pagan and heathen sources are automatically given preference over the Bible as historical witnesses. Hebrew literature alone cannot show any repetition or duplication by the same author. Repetition and duplication betray diverse authorship (Wolf 1991:16-19). Accepting Mosaic authorship of the Pentateuch In Exodus the author gives eyewitness detail of every event that only Moses would know about. Moses was raised by the Egyptians and in Genesis and Exodus we read about all the Egyptian names and places. This knowledge is evident even in the style of writing used. The author used a large number of idioms and terms of speech, which is characteristically Egyptian in origin, even though translated into Hebrew (Wolf 1991:2) First, there are many passages in Exodus, Numbers and Deuteronomy that point Moses as author. For instance, “Then the Lord said to Moses, “Write down these words, for according to the tenor of these words I have made a covenant with you and with Israel” (Exodus 34:27, LASB). In fact, there are references throughout the O.T. (Joshua, 1
Shaian Vandenburg Monroe College This research paper dissects the problems and consequences of some Sexually Transmitted Diseases (STD) such as The Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS), Gonorrhea, Chlamydia, Genital Herpes, Hepatitis B Virus and the Cytomegalovirus, and how it impacts all facets of pregnancy. Additionally, this paper will further discuss the Signs and Symptoms, Treatment, and preventative methods that can be used for these complications. Sexually Transmitted Diseases can complicate pregnancy and have serious effects on both the mother and the developing baby. Some of these problems may be seen at birth; others may not be discovered until months or years later. HIV/AIDS Human Immunodeficiency Virus (HIV) is a virus that causes Acquired Immunodeficiency Syndrome (AIDS). In the United States, the number of women with AIDS is on the rise (Johnstone, 1992). There have been many concerns of the effects that HIV/AIDS can have on pregnancy. In most cases, immune-compromised women reduces the CD Lymphocyte count below is normal threshold. Studies have proven that the outcome of Aids in pregnancy can be fatal. In the United States, the first 6 cases of Aids related pregnancies of Pneumocystis carinii pneumonia were fatal (Johnstone, 1992). Similarly, other studies have reported cases of pre-term labor, syphilis, and low birth weight. In the first controlled study of women who were infected with HIV/AIDS, results proved that there were correlations of pre-term labor, intrauterine growth retardation, and low birth weight. This infection can be transmitted to the baby through breastfeeding or at delivery. Other factors such as placental damage can also be related to an increased rate of transmission of the disease from the mother and the baby (Johnstone, 1992). Other retroviruses, such as Moloney murine leukaemia virus126 or HTLV I in the human are also transmitted to the baby by breast feeding. HIV-1 occurs in breast milk and there is no doubt that infection has been transmitted to the baby postnatally. Syphilis This is a bacterial infection that is caused by sexual contact which usually starts off as a painless sore on common sites such as your genitals, rectum or mouth. It is caused by spiral shaped bacteria called Treponema pallidum. Syphilis is transmitted from the mother to the fetus if the disease is left untreated. This can often lead to death of the baby (WHO, 2017). According to World Health Organization, the transmission of this disease from the mother to child resulted in approximately 143,000 early fatal deaths or stillbirths, 62,000 neonatal deaths and 44,000 babies were born either prematurely or with low birth weight (WHO, 2017). Syphilis is treated with antibiotics. Benzathine penicillin is usually injected into the arm or buttocks of the infected patient, this form of treatment is known as the most effective treatment for this disease. However, like any other sexually transmitted disease, the best prevention from this disease is by abstaining or sexual contact with one partner who has been tested negatively for this disease. Chlamydia Chlamydia is a sexually transmitted disease that can be easily cured. This disease affects both men and women and can cause permanent damages to a woman’s reproductive system, making it difficult for her to get pregnant. This infection is caused by the bacterium Chlamydia trachomatis. Like gonorrhea, it is spread by unprotected vaginal or anal sex with an infected person. Chlamydia is easily spread because most men and women have no signs and are unaware of the disease. However, the signs in women are vaginal discharge, bleeding between periods or after sex, burning or pain when urinating, pain the abdominal or pelvic area and pain during sex. In rare cases, people with chlamydia have Arthritis or sore joints and inflammation of the eye (CDC, 2016). Men are rarely linked to health problems that are associated with chlamydia. Infections sometimes spread to the tube that carries sperm from the testicles, which causes pain and fever. Rarely, chlamydia can prevent a man from being able to have children (CDC, 2016). This can have some effect on the baby if transmitted. Similarly, like Gonorrhea, Chlamydia can cause PID, which can cause Ectopic pregnancies. It can spread to newborn babies during delivery which can cause pneumonia and eye infections. In addition, pregnant women who are infected, have an increased risk of having a premature baby (CDC, 2016). Generally, this disease is treated with antibiotics. It is usually advised to avoid sexual contact until the treatment has been completed. Some ways to prevent contracting Chlamydia are by protecting yourself with the use of condoms, and also by being in a monogamous relationship with someone who has been tested negatively for this disease. Gonorrhea Gonorrhea is a Sexually Transmitted Disease (STD) that is transferred from one person to another by unprotected vaginal, oral or anal sex. The infection is caused by the bacterium Neisseria gonorrhoeae (Keifer and Sarachik, 2016). This disease usually affects warm and moist areas of the body such as the eyes, throat, vagina, anus, urethra and the female reproductive tract. In females, these infections can appear like a common bacterial or yeast infection (Keifer, 2016). Some of the symptoms are discharge from the vagina which can appear watery, creamy or slightly green, pain or burning sensation while urinating, the need to urinate more frequently, heavier periods or spotting, sore throat, pain while engaging in sexual intercourse, sharp pain in the lower abdomen and also fever. According to the American Congress Obstetricians and Gynecologists (2016), miscarriage rates increases in women with this disease. Gonorrhea affects approximately 13,000 pregnant women each year in the United States (CDC). It poses a risk for an unborn child during pregnancy and also during delivery. Often times, women with this disease develop Pelvic Inflammatory Disease (PID),which can increase the chances of an ectopic pregnancy (Perkins, 2015). An ectopic pregnancy is a condition where the fetus implants in the fallopian tube instead of the uterus. Since this tube is too small to accommodate the fetus, tubal rupture and serious bleeding can result if the tube is not removed. Babies that are delivered vaginally have a higher chance of contracting this disease from secretions in the vaginal tract. These symptoms can be very detrimental to the baby’s health. The signs are often discovered by skin infections, respiratory infections, blindness, meningitis, arthritis of the joints and lastly, systematic blood infections which can be life threatening to the baby. The best protection against this disease is abstinence, monogamy, and the proper use of condoms. Some lifestyle practices such as drugs and alcohol abuse can also increase the chances of contracting this disease (Sarachik, 2016). Hepatitis B Virus The term Hepatitis means inflammation of the liver that can be caused by many viruses or other infections. In addition to Hepatitis B, there are also Hepatitis A and C. However, Hepatitis B virus, Hepatitis B is a viral infection, that attacks the liver and can cause acute and chronic disease. This virus is transmitted through contact with the blood or other fluids of the body of an infected person. It is also spread by exposure to infected blood and various body fluids such as saliva, menstrual, vaginal and seminal fluids. Sexual Transmission of this virus particularly occurs in unvaccinated men who participate in sexual activities with partners with this disease This virus can survive outside of the body for at least 7 days. During this time, it is still possible to cause an infection if it enters the body of someone who is unvaccinated. The incubation period of the Hepatitis B virus is approximately 75 days, but it can vary from 30 to 180 days. (Nettleman, 2016). Like any other disease, Hepatitis B, has many effects on the baby. Some of which includes, low birth weight and prematurity, neonatal jaundice and congenital anomalies or perinatal mortality. However, the effects of chronic Hepatitis B Virus infection on pregnancy outcomes have not been clearly defined (Nettleman, 2016). Genital Herpes Genital Herpes is caused by the Herpes Simplex virus (HSV). Having this disease during pregnancy can cause significant health risks resulting in neonatal diseases (Aga, 2009). This virus causes herpes by entering the body via mucous membranes or breaks in the skin. Like every other STD, Genital Herpes is spred by unprotected vaginal, anal and oral sex. There are two types of HSV, Herpes Simplex 1, which causes cold sores and Herpes Simplex 2, which causes Genital Herpes. Some signs and symptoms are fever
Packet Tracer task.
As a network engineer for Kamehameha Institute, you will need to become familiar with the Packet Tracer simulation tool from Cisco. Packet Tracer is used to simulate and test network configurations. This allows you to work out and improve upon the settings before implementing them.Using the diagram and configuration information from your first task, create a Packet Tracer simulation.How Will My Work Be Evaluated?1.1.3: Present ideas in a clear, logical order appropriate to the task.10.1.1: Identify the problem to be solved.10.1.2: Gather project requirements to meet stakeholder needs.10.1.3: Define the specifications of required technologies.13.1.1: Create documentation appropriate to the stakeholder.13.2.1: Evaluate vendor recommendations in the context of organization requirements.
Packet Tracer task
Task-Based Language Teaching among Omani Young Learners Essay (Critical Writing)
Introduction In this paper, the teaching of English as a foreign language (EFL) to young learners (YLs) in the Arab classroom is discussed. In particular, the task-based language teaching (TBLT) of extensive reading (ER) for EFL YLs from Oman is considered. The specific features of YLs’ learning styles are described and applied to the notions of TBLT and ER. The particular details of the implementation of TBLT ER for EFL YLs in Oman classroom are discussed as well. It is concluded that both TBLT and ER are applicable to the work with EFL YLs, and their integration provides EFL Omani YLs with additional English language exposure as well as the opportunity to apply their skills in a motivational and engaging way. Young Learners The term “young learners” can be defined as “those who a learning a foreign or second language and who are doing so during the first six or seven years of foreign schooling” (McKay, 2006, p. 1). In this work, students aged 7-10 years old are considered. Characteristics of Children as Learners The characteristics of young learners (YLs) can have both positive and negative effects on the learning process. For example, the positive features include their enthusiasm, creativity, readiness to work with the teacher, open-mindedness, a lack of inhibition, capacity for indirect (unconscious) learning, an “instinct” for interaction, and ability and willingness to take part in exercises that YL do not understand (Cameron, 2001; Halliwell, 1992). At the same time, it is more difficult to keep a child motivated, especially when a topic is difficult (Cameron, 2001). Moon (2000) also highlights the “instinct for interpreting the sense or meaning of a situation” in YLs (p. 5), an aspect that was first emphasized in Piaget’s theory (Cameron, 2001, p. 4). Moon (2000) insists that despite distracting students from aspects of language (like grammar), this instinct has a positive influence on language learning by helping YLs “attach meaning to the words used” (p. 5). YLs are less capable of abstract thinking about the language, and when provided with rules, they may choose to disregard them and come up with their own explanations (Al Malihi, 2015). Also, children are more vulnerable to criticism and may need a greater amount of support (McKay, 2006). These characteristics are generalized, but the possibility of such generalization suggests that YLs need a particular teaching approach that can be developed with the help of these generalizations. The socio-cultural context of learning Piaget’s theory implies that active indirect YL can be stimulated with the help of the environment (Cameron, 2001, pp. 3-5). However, this theory centers on the child and ignores the fact that the environment is filled with other actors. Vygotsky proceeds with this idea by putting the emphasis on the social environment, that is, the people who surround the YL, his or her socio-cultural context. The context contains actors who can facilitate learning, and this idea led Vygotsky to develop the concept of the zone of proximal development (ZPD). ZPD suggests considering the intelligence of a child from the point of view of what he or she can do with “skilled help,” which can also be defined as scaffolding (Cameron, 2001, pp. 5-7). By paying attention to the settings and actors (primarily, parents) of the learning environment, the teacher offers YLs extra opportunities for learning. Moreover, the teacher is a part of this environment, and while he or she may lack the knowledge of the child’s parents, he or she is most capable of providing “skilled help.” Teaching EFL to Oman YLs EFL YLs have certain specific learning features as well. EFL teaching presupposes working with the children who do not live in an English-speaking country (Cohen, 2014). EFL students are rarely in contact with the language that they are studying; because they have little exposure to the English language, they have limited opportunities for the application of knowledge, even though TV and the Internet may help in this respect (Al-Jardani, 2012). As a result, an EFL teacher in this situation would be expected to encourage YLs to both apply and be exposed to English as much as possible. Also, unlike students who learn English as a second language in an English-speaking environment and are thus motivated to learn since they need the language in everyday life, EFL students must find another source of motivation (Long, 2014). YLs’ enthusiasm for the learning needs to be discovered, nurtured, and maintained by the EFL teacher. Get your 100% original paper on any topic done in as little as 3 hours Learn More In Oman, the national language is Arabic, but English is widely used in various spheres of communication, which is why it is typical for Omani parents to want their children to take up EFL (Al-Jardani, 2012). English and Arabic are sufficiently different to cause certain problems in EFL skills development among Omani EFL children, which can lead to decreased motivation levels (Cameron, 2001). For example, Arabic-speaking EFL YLs face a number of challenges in reading, such as the differences between the alphabets, the different numbers and usages of vowels and consonants, and even the direction of writing. Similarly, Arab learners find English language consonant clusters difficult to read and discern; in Arabic, the maximum consonant cluster contains only two letters (Mourtaga, 2006, pp. 80-86). By providing skilled help, a teacher can facilitate the process of overcoming these difficulties and motivate children to proceed with their studies. Reading and Teaching Reading to YLs Reading is essential for a language user since it is a powerful tool in language acquisition. However, it is rather difficult for an EFL child to develop (Ahmed
Activities of the Fed
nursing essay writing service Activities of the Fed. I’m trying to study for my Economics course and I need some help to understand this question.
Use the Wall Street Journal menu link to find a recent article related to activities of the Federal Reserve. Alternatively, your source may be any other business periodical (e.g., Forbes, BusinessWeek, The Economist) with an article that contains relevant information.
Consider the Fed activity described in the article in the light of the four major goals listed below:
Conduct national monetary policy
Supervise and regulate banking institutions
Maintain financial system stability
Protect financial institutions and consumers
Provide a link or reference to the article. Then respond to the prompts below:
Briefly summarize the key points of the article
Which of the four goals listed above does the Fed’s activity from the article aim to promote?
NOTE: It may aim to address more than one of the listed items
Do you believe that the Fed’s activity succeeded in promoting those goals? Why or why not?
Have these actions of the Fed directly affected your company or workplace? Why or why not?
Activities of the Fed
Ferris State University Maslows Hierarchy of Needs Analysis Paper
Ferris State University Maslows Hierarchy of Needs Analysis Paper.
Patient Centered Care Assignment 1: 400 words Review Maslow Hierarchy of Needs1. Discuss the principles of the Hierarchy2. List one example of how the Covid Pandemic has impacted each stage of Maslow. (Credible resources and /or personal experience)3. Do you think Maslow contributes to the care of patients? Give examples to support your answer.Assignment 2: Answer the questions below, full 5-6 sentences each questions, punctuation, grammar, etc.Book: https://pb.openlcc.net/socl120oer/front-matter/cov…Please read the “Nacirema” article by Horace Miner. Here is a link to the article: Nacirema, by Horace MinerAfter reading the article, thoroughly and thoughtfully answer the following questions, and submit your answers to this assignment folder:1. What was your initial reaction when reading about the Nacirema rituals?2. Which norms and values from the Nacirema culture seemed the most outlandish to you? Why?3. Which norms and values seemed the most familiar to you? Why?After reading the “Nacirema” Article and reading about ethnocentrism and cultural relativism in your textbook (Section 2.3), please respond to the following questions:4. In your own words, answer the following questions: What is ethnocentrism? What is cultural relativism? 5. How does your reading on the Nacirema relate to each of these concepts? Explain.6. Discuss an example of a norm or value from another culture or subculture that you have looked at ethnocentrically. Explain why you perceived this norm or value in this way?7. What could you do to try to look at this norm or value from a more relativistic point of view?
Ferris State University Maslows Hierarchy of Needs Analysis Paper
JWI 531 Strayer University Business Finance Learning Journal Paper
JWI 531 Strayer University Business Finance Learning Journal Paper.
(Due by Sunday, midnight of your time zone in Week 10) Inviting Your Feedback In
this course, you explored the skills required to analyze the financial
health of companies. You also learned how to analyze, develop, and
implement financial strategies that create a sustainable competitive
advantage. Reflect on what you have learned by responding to the prompts
below: How has your learning in this course changed your perspective on business finance?How has your experience in this course increased your confidence as a business leader?Explain how you will apply your new skills in your current professional work and your future career
JWI 531 Strayer University Business Finance Learning Journal Paper