Thursday, January 30, 2020

Eusebius Pamphili Essay Example for Free

Eusebius Pamphili Essay Eusebius Pamphili, also called Eusebius of Caesarea, is one of the key figures ever documented in the field of church history writing/narration. He took into account essential happenings about a specific event and made accounts for people of great importance in the christian realm. Eusebius was exposed to events and he himself was an eyewitness of some martyrdom in several occasions like what happened in the persecution of Christianity in the time of the many Roman emperors. He was famous for his two historical works: â€Å"Chronicle† and â€Å"Church History†. He also wrote several books which served as references by many people like the â€Å"Apology for Origen†, â€Å"Praeparatio de Evangelica† (Preparation for the Gospel), â€Å"Demostratio Evangelica† (Proof of the Gospel), and other scholarly works that possesses historical values in itself. He appended supplements on the work, â€Å"On the Theology of the Church† to preserve the Nicene doctrine of the Logos against Athanasius principles. But perhaps another historical mark for Eusebius was his detailed accounts in the lives of the martyrs of the Palestine, Origen, and others. He also claimed that he witnessed persecutions in Egypt and Tyre. Furthermore, his prominent works in heresy hunting was also successful, an attribute only a few individual have during his time. His works, being focused in several Christian doctrines and teachings, is what makes it valuable for Christians today. This does not necessarily mean all his teachings were of absolute truth, but the fact that his works can be studied either to resolve or abhor the philosophy which depends on the bias and principle of the reader. Claiming that he had opportunities to witness such brutality made to the early Christians, it is therefore valuable to read his accounts for the readers to assess his claims as well as to consider his claims or despise the same. 1 The focal point of his work is to narrate in a very explicit way possible what transpired during that specific event based on Eusebius accounts and other writings. Taking into account what happened during the persecution experienced by Christians during that period by the authorities is also one of the main points of his writing. The so-called â€Å"Martyrs of Christ† were also mentioned in the book including the method of execution applied unto them. Having burned live, fed into wild beasts, and other mutilation process were clearly stated in the book. Moreover, he made a careful manifestation on the essential parts of the book by giving commentaries which had disputable issues involved. He also expressed contrasts in the claims of Eusebius by including accounts from other manuscripts as well, and stating its case in contrary to Eusebius claims. One clear example would be on the issue of the questionable escape by Eusebius from the persecution while the rest of his company suffered. Eusebius claimed that he escaped through the help of his friends from the authority. However, he was accused by others that he denied the faith, the main reason why he escaped from the prison. Another excerpt from the book would be the concern on his teachings regarding the basic Christian doctrine as again being challenged by other Christians. The contents of the book tackle on numerous historical accounts which are very important in studying the church history. Eusebius accounts, as well as others’ writings must be acknowledged by those who ventures into the history of the early Christians. Describing explicitly the tortures experienced by early Christians, the author carried out the gravity of the said affliction. These reasons, the author believed were some of the factors why the book had to be furnished. Critical commentaries were in scripted by the writer of the book. He clearly included both sides of the issues whenever there are conflicting sides arguing for a specific event stated. Credibility of the author depends on where he got the details included in his writing, as well as on how he presented those data he gathered. Since these issues were clearly evident in the writing of this manuscript, one can say that the author’s credibility should not be in question. There are other writers who did a great job expounding the history of the church. They also claimed reliable sources as to where they acquired the details of their writings. They presented their commentaries with objectivity, making them a likely author. These descriptions cited were also integrated in the works of the author mentioned in this entire assessment. Readers of this generation would be having a clear insight on the topics included in the manuscript made by the author. They can either approve or detest some of the details written but this writing would surely provide them a good reference in studying church history. They can also witness the author’s independent view on certain issues in the history of the church. Aside from all of these, this book should also be treated as a supplement on the topic of persecutions of the early Christians and the other details in a particular regime of past Roman emperors. The substance of a manuscript depends on several factors which includes its intrinsic importance and on how appropriate the book is in its field. This work made a great contribution in narrating events which focused on the writings of Eusebius. Stating all the ideas and principles incorporated in this writing, there is no way that this manuscript be given less importance, particularly in the grounds of studying the history of Christianity. From narrating the life of Eusebius, his circumstances, his accounts on the persecution of Christians and other relevant accounts made this book commendable.

Wednesday, January 22, 2020

Revenge and Vengeance in Shakespeares Hamlet - Revenge :: Shakespeare Hamlet Essays

Hamlet: Revenge   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hamlet, by William Shakespeare, is a tragic play consisting of numerous deaths.   The deaths that took place played a very important role in the unfolding of the play.   In reading this play the reader can almost guess who was going to die.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A prince named Hamlet is the main character.   Hamlet is a college student who one day planned to take over the throne in Denmark, but treachery would spoil all of Hamlet's plans.   The King, Hamlet's father, was found dead in an orchard where he spent much of his time.   All of the King's subjects, including Hamlet, thought his majesty died because of a snake bite.   Hamlet was devastated when he learned of his father's death, but what made him more uneasy was the fact that Gertrude, Hamlet's mother, remarried so quickly to the brother of the dead King.   The brother would be the one who would betray Hamlet.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Horatio, a loyal friend to Hamlet, was on night watch outside the castle, he told the prince of an incident when they saw an apparition   who resembled King Hamlet.   Hamlet came out the next night hoping to see the ghost.   Sure enough, the ghost appeared and called to Hamlet, wanting to speak with him.   The spirit talked about how Claudius poisoned the King while he was sleeping, "Tis given out that, sleeping in my orchard,/ a serpent stung me ² (1.5, 36) but it was not a snake that the ghost is referring to.   The spirit wanted the prince to avenge his murder.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   All was quiet in the kingdom until the start of Hamlet's supposed insanity.   The Prince was with his mother talking when the prince noticed someone in the room.   Hamlet thought it was Claudius, "How now?   A rat?   Dead for a ducat, dead! " (3.4,25) Indeed Hamlet killed someone; but it was not Claudius, twas Polonius who was slain.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Time had gone by and supposedly Hamlet was getting worse, so Claudius decided to send Hamlet to an asylum in England.   Hamlet escaped and returned to Denmark and hid.   While Hamlet was away, Ophelia, Hamlet's girlfriend, was acting   strangely.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although it was never admitted, Ophelia had become insane.   It was her insanity that.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As Hamlet was hiding in the graveyard, a funeral procession approached him, but he did not know whose funeral it was.   Hamlet finally found that it was Ophelia who had died.   Even though Hamlet was hurt emotionally, Laertes was the one who was hurt the worst.   Laertes had these worlds to say, "O treble woe/ Fall ten times treble on that cursed head/ Whose wicked deed thy most ingenious

Monday, January 13, 2020

Steinbeck Model of “Paradox and Dream: Personal Essay

Victims of Love One of the generalities most often noted about Victims of Love is that we are impatient, incomplete, and unsatisfied once we discover what love is and that is possible for anyone to have. We complain when we want it, yet take it for granted when it’s ours. We say we cannot stand to live with our lovers, yet we proclaim it is unbearable to live without them. We claim to be strong and fearless, but in the face of love we fall weak to our knees with open arms reaching for all it has to offer. Love is endless, limitless, and powerful beyond measure.It has the ability to give you the best feeling no one other thing can, yet it has the power to hurt you beyond compare to anything else. We claim love is blinding to those lucky enough to have it, but are we really blind? Can we really not see beyond love’s overwhelming nature, or do we choose to not see the bad because its potential to be such a wonderful thing outweighs its negative qualities and its faults? On ce we fall victim to love and all it’s worth, an untamed fire is lit beneath the deepest layer of our hearts, burning brightly until greeted by the only conquerer of love- death.As we as victims of love believe, when the power of love overcomes the love of power, the world will know peace. We, as greedy, impatient people chase after love when we want it, yet we fail to realize we don’t find love, love finds us. We can choose who we hate, but we cannot control who we love. We love those who hurt us, but hurt those who love us. Victims of Love want to grasp onto love once they find it and never let it go, yet we learn that if you love someone, you have to set them free. We long to always be with those we love yet we are blind to see that distance makes the heart grow fonder.Because of this, we are left asking ‘what? ’. What is so addicting about love? Do we love imperfection, love to feel wanted, love the vision of love that ends with a happily ever after? I t is often portrayed that you cannot love what you do not know, yet, according to Paul Valery, it would be impossible to love anything or anyone completely because love is directed towards what lies hidden in its presence. We, as living paradoxes, fear the unknown, yet we have a passion and curiosity to know what lies beyond our existing knowledge.We search for our perfect vision of love, and we are disappointed with our results. We fail to see that true love doesn’t come by finding a perfect person, but by finding an imperfect person and learning to love them perfectly. We question to why sometimes love fails, but we make no effort to see it was our fault because we have failed to love. We are slaves to pleasure and pain once we have it, and use love as a motivation to find it. We try to make sense of love and the feelings that overcome us and thus become incapable of feeling it.We foolishly live a life for love instead of a having a life with love. When we have love, we fee l we do not need anything else and when we do not have it, we feel nothing else we have really matters. To have love is to have faith; those with little faith have little love and those with a lot of faith have a lot of love. We search for love with our thoughts and eyes and forget that love lies beyond what we see and think; it exists where we feel, it exists in our hearts. Love is a strange thing; it requires no inquisition, just acceptance.Love is an inevitable force of nature. We can choose to avoid it or choose to surrender to it, either way, it strikes back like lightening, unpredictable and irrefutable. Love does not come in favor of our own stipulations and conditions, hut it comes independently of our desires and wishes as does the moon, stars, and darkness of night with no regards to the day. Just as we may obtain the ability to control the time of night and day, we risk damaging a balance of laws without fully knowing the consequences of our intentions.In the same way, we practice elements of love, such as marriage or intercourse, yet we are left dismayed and puzzled, angered and suffering, questioning as to if our reason behind our insensible actions was truly love after all. We dream of a love inexplicable beyond words-one that proves without it, we are merely individuals limited to our ability of what we can do, but with it the boundaries are limitless with possibility at its fingertips. Our dream lies beyond not only understanding what love is, but also learning the ecret to keep its burning flame lit with passion and all the qualities that make for a perfect, successful expression of all that love is. We say we wish for a love without any pain, but how can we measure the power and endurance of that love if it only endures the easy road of life? What we truly, honestly long for is a love that shows its strength, surpassing even the most difficult obstacles and the harshest pain and coming out victorious, proving to us that in the end, love does conquer all.

Sunday, January 5, 2020

Instruction On The Context Of Curriculum - 1544 Words

Tiffani Flora Instruction in the Context of Curriculum, EDUC J500 Research Paper J. Wylie Sirk, Ed.S. November 19, 2011 1 Table of Contents†¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.1 Abstract†¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.2 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‚¬ ¦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 Research†¦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‚¬ ¦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 Effects on Curriculum†¦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‚¬ ¦..5 Effects on Students†¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 Effects on Educators†¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.6 Effects on Schools†¦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‚¬ ¦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‚¬ ¦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 2 Abstract: Today’s educators are faced with a new generation of†¦show more content†¦This report is based on information collected in 2010-2011 from technology plans submitted by schools and corporations across the state. The report shows that mindsets of schools are starting to shift with 46% of schools reporting that they have begun to virtualize their servers and 29% of schools reporting they are likely to do so in the future. In addition to this, many schools have begun to integrate one to one initiatives into their classrooms. This initiative provides a device, such as a laptop, to each student for their use at school or at home. Finally, according to a study done by the National Center for Educational Statistics, â€Å"American children between the ages of 9 and 17 use technology more than any other age group† (Gillard Bailey, 2007, p.87). We, as educators of a new generation, must realize that we have students who have been raised with technology at their fin gertips. Our students have grown up in a world immersed with technology. Many schools have been fighting against the use of technology in the classroom. 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