Prophecy Essay Example | Topics and Well Written Essays - 750 words

Prophecy - Essay Example The prophecy of denunciation is when the events in the future are foretold based on the surrounding causes which can be prevented only by divine intervention or a miracle. Prophets speak definitely when they tell such prophecies of denunciation (newadvent.org). The prophecy of foreknowledge deals more with the individual, and man, in general. This kind of prophecy occurs when God shows the future that are relatively the consequences of man’s actions and decisions, including the occurrences of war and the unending debates between the religious and the government (newadvent.org). The prophecy of predestination is a kind of prophecy where it is only God who can make such events happen, and He is the only one who knows when it will happen. This implies God’s infallibility and divine power over all living things on earth (newadvent.org). History. The Catholic Church has recognized the Book of Revelation as the last form of prophecy, despite the numerous blessed individuals that she has recognized to have the gift of prophecy. From the Greek word, apokalypto, meaning to reveal, the Book of Revelation has been also known as the Apocalypse (newadvent.org). The Apocalypse was written by the apostle John, who traditionally, was recognized as the Seer. Arguments have been raised against the Apocalypse during the early ages, as Romans have contested its context, and it was only before the beginning of the third century, historians of the Catholic Church recognized the Apocalypse to be a gospel of John, the apostle (newadvent.org). Major Divisions of the Apocalypse. The Book of revelations is structured into three divisions, namely: the exhortatory letters, the seven seals and the drama of the lamb. The first part of the book focuses on the seven churches of Ephesus, Smyrna, Pergamum, Thyatira, Sardis, Philadelphia and Laodicea. The letters are epistles written for

Education Essay Example | Topics and Well Written Essays - 500 words - 23

Education - Essay Example This means that students relying on these programs lag behind in terms of technological proficiency and are not able to compete for jobs with their counterparts from other schools (Ross, 2006). Another concern rises from the curriculum’s dependence on theoretical approaches to concepts taught in science classes. Currently, practical examinations contribute very little to the final grades of students. This has made most students to concentrate more on their theoretical studies at the expense of practical studies. There is also need for inclusion of critical co-curricular activities to ensure that students develop to their full potential. While there is need to emphasize on academic success, this should not be achieved at the expense of co-curricular activities such as music and drama (Stark & Lattuca, 2013). Having raised these concerns, I believe the following changes can be important in improving the curriculum. One of the changes relates with aligning the curriculum to ensure that it emphasizes more on analytical thinking skills required at workplace. Science courses at the school should emphasize on science practices. This can be achieved through increasing the percentage contribution of practical examinations to the final grades of students while increasing practical classes (Stark & Lattuca, 2013). There is also need to increase the minimum requirement for entry into mathematics courses in the school to ensure that students who enroll in these courses are able to complete them. This will not only reduce the number of dropouts but also ensure that students graduating from the school have the required standards of mathematical knowledge. The curriculum should further be adjusted such that more emphasis is put on applications of mathematical concepts rather than just learning the concepts in class. Technology programs should also be reviewed to ensure that they equip students with the

The grief process at different lifespan stages

The grief process at different lifespan stages Most theories of grieving derive from the works of Sigmund Freud and Eric Lindemanns understanding of mourning and include two assumptions: A / Grieving is time limited. The process should be completed or resolved after a year or two. B / The main task of grieving is to achieve decathexis (one should detach oneself from emotional ties to the deceased so as to be able to form new relationships.). Horacek, (1991). There are two complex processes taking place within this topic that we call Grief. Firstly there is the emotional side (grief) and can take on many obvious and subtle forms. Secondly there is the process or grieving stage as it is more commonly indentified. It is within this second stage that the bereaved is called upon and to allow them selves to make a raft of choices and decisions such as the funeral arrangements or when at some point do they allow themselves to decide what to keep as mementos and what not to. Often these sides can become entwined into one and the bereaved may end up in a state of confusion and stagnant response. This may lead to a third state in which the bereaved becomes dysfunctional within their grief processing and literally becomes stuck in whatever position or state they are in and cannot allow themselves release from that state and to move forward. Grief does not exist within the world of death only. Grief may come from many physical and psychological changes that are totally unrelated to death. Loss of a limb; incapacitation of body use as a result of an accident; loss of a boyfriend or girlfriend; loss of a marriage; bankruptcy; loss of a personal business. I could list more but the point is to say that grief covers an extremely wide and complex area of understanding and acceptance. For the purposes of this essay, I will concentrate upon the subject of death and how does one handle the situations of that death. I will cover various models as they relate to a child (0 11) and to that of an adolescent. Then, we will look at those of an older person and also take into account the elderly. How do the various models of grief and the process of grieving change with age? Are there stages of recovery or is the recovery a process that may never be finally finished? Either way, grief and grieving is a personal experience and will vary among ages, culture and background. It would become too involved for the purpose of this topic to introduce culture and background, so I will therefore keep this essay to the more general form of models of grief and their relationship to those of age. Does a child have the capacity to experience grief and to mourn as do adults? Bowlby (1963), and Fusman (1964), sees a child as capable of suffering major bereavement particularly with a close family member and probably with other close significant losses as well. In that reference, there were no given age ranges so I will take the point of a child being of 0 11 yrs of age. Lindemanns seminal study in 1944 on the Symptomatology and Management of acute grief is similar to Freuds understanding. But how does that apply to a child? Whilst Bowlby recognised a similarity to Freuds point of view, he also recognised that a young child is capable of suffering major bereavement as mentioned. But these responses can come from many influences. Obviously, they are different to those of an adult but none the less they (adults) do have an influence upon the childs perception and response to their ability to handle grief and grieving. It is suggested that a child will copy to the best of their ability, the grieving patterns of their remaining significant parent or even that of an older sibling (Bowlby, 1980; Kubler-Ross, 1983; Schumacher, 1984). Other factors can also have an influence on the childs response such as the nature and intensity of their attachment to the deceased; their developmental level; the capacity to understand what has happened (the conceptualisation of death and what explanations are given to them); and the nature and circumstances of the death. It is reasonable to assume that a child can experience a bereavement response, probably in an attenuated form death of a grandparent, parent, uncle, teacher, playmate, family pet or even the loss of a favourite toy. Ambivalence and dependence are core themes of a childs relationship with family members and a childs grief may be influenced by this aspect of their attachment to the deceased. Childrens conception of death closely parallel Piagets (1952) successive levels of cognitive development (Berlinsky Biller, 1982). For example, during the sensorimotor period (birth 2yrs), the childs concept of death is non-existent or incomplete (Kane, 1979). Most workers agree that the younger childs response, particularly to the death of a parent, is likely to be indistinguishable from that of separation response. For a child of 2 or younger, they do not have the concepts of time, finality or of death itself but they may show, if for instance their mother dies, typical phases of denial, protest, despair, and eventually detachment (Kastenbaum, 1967; Berlinsky Biller, 1982). During Piagets pre occupational period (2 6yrs), a childs cognitive development is dominated by magical thinking and egocentrism. Consequentially at this stage, they believe that death can be either avoided or reversed (Melear, 1973; Anthony, 1971; Stillion Wass, 1979). Furman (1963) believes that from 2 2 Â ½ years onwards a child is able to conceptualise death to some degree and to mourn. Melear found that children within this age group viewed the dead as having feelings existing in a life like state. Because of their thinking, the child may feel responsible for causing the death and consequently feel shame and guilt. Progressively, through the period of concrete operations (6 7yrs through to 11 or 12 years), children begin to understand the reality of death but do not realise that death is universal and that those around them, including their loved ones, will die some day (Berlinskey Biller, 1982). Anthony, (1971) suggested that children conceptualise death in concrete terms and view death as distant from themselves. Gradually, from ages 9 or 10, children acquire a more mature understanding of death; that death is irreversible in nature and that they themselves will eventually experience it (Anthony, 1971; Melear, 1973; Stillion Wass, 1979). A child will experience the developmental nature of death associations which progress from no understanding toward an abstract and realistic understanding of the concept of death (McCown, 1988). Within the years of adolescence, the persons understanding of death and what has happened; closely approximates that of an adult and their grief may take on similar forms. But because they are in that realm halfway between childhood and adulthood, their responses may fit neither mould. If they cry, they may be accused of being babyish. Equally, if they dont, they may seem cold and uninvolved. With so many conflicting areas and so many stressful situations of this age group, they may neither express their emotions directly nor verbalise them. They may instead, act out within their personal environment, indicating their need for care, their anger, their guilt and their longing. Although privy to increased knowledge about death through instant communication and increasing exposure to death, adolescents do not have the social or emotional maturity to fully incorporate and process those experiences into a coherent world view (Rowling, 2002). Adolescents tend to be more extreme in their risk taking and it seems to be the closer to the edge that they go, the greater the thrill of cheating death. Living life to the fullest inherently has some risks. Consciously or otherwise, they may pursue this ambiguity more than others, due to their cognitive development and the need for excitement (Spear, 2000). Emotional reactions to a loss can be devastating to the adolescent, whether the loss is the perceived detachment from parents, actual losses that are literal deaths such as the suicide of a friend; or metaphorical deaths such as the breaking up with a boyfriend or girlfriend. Meshot Leitner (1993), have observed that the extent of grief is often much stronger in teenagers than in adults. There is evidence that adolescents are constantly grappling with life and death contrasts as a normal part of their development (Noppe Noppe, 1991). These years help to construct a personal stamp with their understanding of death as they are engaging in both life affirmation and death acknowledgement. They are questioning and assuming different belief systems regarding death and the after life prior to settling onto a more permanent value system as well as incorporating the very reality of personal mortality into their evolving sense of identity. Adolescent grief experience is profoundly personal in nature. Although they grieve more intensely than adults (Christ et al. 2002; Oltjenbruns, 1996), their grief may be expressed in short outbursts, or there may be concentrated efforts to control emotions. They can often believe that their experiences are completely unique unto themselves (Elkind, 1967). The adolescent grief pattern may follow a life long developmental trajectory. That is, the loss may be continued to be felt throughout their life span as they graduate from college, their work, marriage and so on. This can be accentuated as they grow older than the parent, sibling or friend who has died (Silverman, 2000). Adolescents are more sophisticated than children in their understanding and response to death, but neither is their mourning adult like. The overall nature of the adolescents response is intimately tied to their developmental issues. The consideration of ones own death, as part of the treads of the totality of the life cycle, cannot be a comfortable notion for an adolescent to accept. Creating a unified sense of identity must be reconciled with this consideration. Adolescents encounter this dilemma in the context of a system of values, philosophy of life and particular spiritual or religious beliefs. Sterling and Van Horn (1989) found that adolescents who were at the peak of their struggle with identity formation, had the highest levels of death anxiety. With regard to personal characteristics or the adolescent, self esteem was found to be important in adolescents response to loss. Balk (1990) and Hogan and Greenfield (1991) found that adolescents with lowered self concept scores s howed more problems with their grief. More adolescent males than females die suddenly and violently, via accidents, homicides and suicides (Corr et al., 2003). However, no one knows if, as a consequence, teenage males grieve more than females over the loss of their same sex best friend. Parallels between the socialization of males into hiding emotions, being independent and displaying aggressive behaviour when upset are reflected in adolescent males grief reactions (Adams, 2001). Bereaved adolescent girls may express more adjustment difficulties (Servaty Hayslip, 2001), but this may be consistent with the latitude afforded women to talk of their feelings. Reaching out to others seems to be easier for females than males (Noppe et al., 2003). As mentioned earlier and in closing of this section, the myriad of adolescent tasks serve as a framework for how the adolescent is affected by grief and their response to loss is intimately tied to their developmental issues. Adolescents do not grieve in the same way as do adults and their grief processes may be more intermittent, intense and overwhelming. We began this essay with the generally accepted theory of mourning from the work done by Freud and Lindemann as cited by Horacek (1991). Whilst Freud did not officially modify his theory, he did modify it in a letter written to Swiss psychiatrist Ludwig Binswanger in 1929. In this letter he reflected on the death of his daughter in 1920 from influenza and the death of his grandson in 1923. He stated that although we know that after such a loss the acute stage of mourning will subside, we also know we shall remain inconsolable and will never find a substitute. Freud realised that some losses can never be fully resolved and that grieving can continue indefinitely for such potentially high grief deaths such as the loss of a child or a grandchild. Gorer (1965), described eight styles of grieving that fall into three categories based on the length of the grieving process. The first category includes grieving styles that demonstrating little or no mourning, such as the denial of mourning, the absence of mourning, anticipatory grieving and hiding grief. The second category is time limited mourning, which includes a period of intense grief followed by a return to the pre grief status. His third category is unlimited mourning, a continuing grief that does not radically interfere radically with everyday living; mummification, in which the mourner makes a room or a whole house as a shrine for the deceased; and despair, a never ending, deeply painful process. Adults view death through the lens of wisdom gained through the myriad of life experiences associated with expanded interactions with different people, work settings and family relationships. Whilst studies on parental and sibling grieving challenge the assumption that grieving is time bounded and that decathexis can and should be accomplished. In his interviews of some 155 families, Knapp (1986, 1987), found six significant similarities in the way in which families responded to the deaths of their children. The sixth was what he called shadow grief, a lingering, emotional dullness of affect that continues indefinitely, indicating that grief such as this is never totally resolved. He called shadow grief a form of chronic grief that moderately inhibits normal activity, yet it is an abnormal form of mourning that it was quite normal, perhaps even routine. In support of this finding, Lund (1989) stated that there is considerable evidence that some aspects of bereavement and subsequent r eadjustments may continue throughout a persons life and it might be appropriate to question the use of conceptualizing grief as a process which culminates in resolution, because there may never be a full resolution. Though death separates the mourner from the deceased, a relationship with the deceased continues. It is largely agreed that particularly with adults and the more elderly, the bereaved should regain everyday functioning within a two to three year period, but, also, that grief may never come to an end and can still be considered normal. Fulton (1978), produced a model that began to reflect the complicated reality of the grieving process. He put forward that in a high grief situation, three sets of reactions can be delineated: 1. Initial reactions. These can include numbness, shock and disbelief. These reactions could last for days, weeks or even months. 2. Grief tasks. These reactions may include such tasks as dealing with anger, guilt, emptiness, depression, ambivalent relationships and life reviewing. Working through these tasks can take months or years and in some cases can continue indefinitely. 3. Adjusting to the loss and continuing grieving. In addition, this model recognises that the three sets of reactions overlap and can recur and that the mourner could deal with one specific grief task such as resolving excess guilt and then face another grief task months later. Most important, this model recognises that the basic loss does not disappear like a wound that heals in time, but rather that the loss continues like an amputation or dismemberment. Likening grieving to amputation denotes the mourner must continually adapt and adjust to the loss. Although the griever can reach a new everyday functioning status, the loss and its concomitant reactions, for example shadow grief, continue indefinitely. In final conclusion, both the grief and grieving process is complicated and has many variable aspects to how one deals with the bereavement. Probably the most obvious is that the ability to handle bereavement lies in the cognitive developmental stage of the bereaved. This is probably more pronounced within the child and adolescent stages of life due to the aspects already discussed earlier. It is also of note that the elderly are more likely to experience multiple losses, such as the deaths of a spouse, friends, or relatives or the loss of roles, health, or income, over relatively short periods of time. At the same time, many older grievers are quite resilient and exhibit strong and effective coping abilities (Lund, 1989). An aspect of grief that was only briefly touched upon, was that of anticipatory grief. Such would occur during the period of extended terminal illness. Whether this type of grief assists the survivor or not, has not been really established. In some cases it can lea d also to confusion and subsequently, to a dysfunctional grief. In dealing with and assisting the bereaved caregivers need to be aware of the need to adjust their understanding of the grieving process relative to the age, gender and the situation with which the bereaved is finding them selves. Grieving is a complex emotional and active process and there are no simple answers nor are there simple repairs.

F. S. Fitzgeralds Fighting the Past and Self-loathing in Babylon Revis

F. S. Fitzgerald's Fighting the Past and Self-Loathing in "Babylon Revisited" Franklin Scott Fitzgerald's life as a writer in the 1920's shaped the stories that he created. Much of the content of many of his tales correlates with his private life with his wife Zelda, his trouble with alcohol, and their lives in Europe. Fitzgerald wrote the story "Babylon Revisited" - perhaps his most widely read story - in December of 1930, and then it was published in February of 1931 in The Saturday Evening Post. Mathew J. Bruccoli writes in "A Brief Life of F. Scott Fitzgerald" that "The dominant influences on F. Scott Fitzgerald were aspiration...Zelda Sayre Fitzgerald, and alcohol," and each of these influences are painfully visible in "Babylon Revisited." Charlie Wales, the main character in "Babylon Revisited," is obviously an image of Fitzgerald and the life that he lived in the roaring twenties, but the sympathy that Fitzgerald's writing seems to presume is as shallow as Charlie's giving up alcohol. The bond between Fitzgerald and Charlie Wales, however, is not as sh allow as the contempt that Fitzgerald holds for the life that both he and Charlie experienced: both Charlie and Fitzgerald experience financial success, suffering marriages, and alcoholism. Through the narration of Charlie's past and his conversations with various characters in "Babylon Revisited," it is explained that Charlie became somewhat wealthy in the boom of the 1920's and spent it frivolously. Charlie and Helen Wales enjoyed a carefree life full of parties, plays, and other functions of high society in which they paid exorbitant amounts of money to every person that they dealt with, where Charlie remembers "thousand-franc notes given to an orchestra for playing... ...rough her affair with a French naval aviator contributed almost the entire storyline from which Fitzgerald created Charlie and the whole of "Babylon Revisited." Bibliography Fitzgerald, F. Scott. "Babylon Revisited." From The International Story. Spack, Robert, ed. St. Martin's Press: New York. 1994, pp86-102. William J. Brondell, "Structural Metaphors in Fitzgerald's Short Fiction," in Kansas Quarterly, Vol. 14, No. 2, Spring, 1982, pp. 107-11. James M. Harrison, "Fitzgerald's 'Babylon Revisited'," in The Explicator, Vol. 16, No. 4, January, 1958, pp. 1, 3. Reprinted in Short Story Criticism, Vol. 31. Matthew J. Bruccoli's "A Brief Life of Fitzgerald" originally appeared in F. Scott Fitzgerald: A Life in Letters, ed. Bruccoli with the assistance of Judith S. Baughman (New York: Scribners, 1994.); essay reprinted courtesy of Simon & Schuster.

Importance of Baptism

Importance of Baptism It has great significance. It is an outward symbol of an inner change and transformation that is supposed to take place beforehand. It is an act of sincerity and purity. So what exactly is this? – Baptism. In Christianity, Baptism is very important and signifies the beginning of a new life. It takes a lot of courage and fortitude to make this decision. Baptism is very important. Jesus said â€Å"If anyone desires to come after me, let him deny himself, and take up his cross daily, and follow me. (Luke 9:23). Baptism goes hand in hand with this scripture from the bible. When one is baptized, he or she is making a decision to stand with God and not conform to traditional values/ways of the society. They’re making a decision to start afresh and be renewed. Also, they are to leave behind their past life as quoted in the scripture. â€Å"Therefore put to death your members which are on the earth: fornication, uncleanness, passion, evil desire, and cov etousness, which is idolatry. † (Colossians 3:5)So why exactly is baptism important? Well, It is very important to understand that baptism guarantees no one an entrance into the gates of heaven. If there isn’t true conversion, being baptized would be meaningless. In the bible, Jesus said, â€Å"He that believeth and is baptized shall be saved; but he that believeth not shall be damned. † (Mark 16:16). It is obvious that baptism is very important to Jesus. It is also an important role to one, as a Christian. Since it was important to him, it should be important to us followers.The best and very significant quote from the bible that explains how important baptism is is in Matthew 28:19-20. This is also very important due to the fact that it was one of Jesus’ closing words here on earth. It says, â€Å"†Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost: Teaching them to observe all t hings whatsoever I have commanded you: and, lo, I am with you always, even unto the end of the world. Amen. â€Å"

Skin Deep Response

Jasmine Cardenas October 17, 2012 English 1000C Professor Bell Skin Deep 1. Since a young boy Dane was not taught about any other races than that of his own. Dane’s family raised him to believe he was superior over other races. His grandfather and great grandfather both fought in the Confederacy and were both very racist Caucasian men. Dane states directly to the other teens in the group, â€Å"no way I can step back and change that,† meaning his grandparents that were involved in the Confederacy.Because Dane was raised in a mainly racist family and dominantly white neighborhood he was brought up to think he was better than those children and teens of other races. He was raised to believe that everyone in mankind has struggles in their own way but does realize that minorities have a harder time with these everyday struggles. Dane states in one of his conversations with other college students that, â€Å"life is rough† and that should be able to handle their situa tion on their own.This is a connection I made between Dane’s early life experiences and his struggles to make sense of his own racial identity. I feel as though Dane’s early life at home impacted his views of interactions with other students at the workshop. 2. Tammy was raised in an all white neighborhood but at the same time realized the struggles and racism toward minorities. I feel as though Tammy is in the Pseudo-Independent stage of Beverly Daniel Tatum’s â€Å"Racial Identity Development† model.I think Tammy’s in this developmental stage because she was very aware of the conflicts that minorities faced in that time period; she was also very concerned and wanted to learn more about the feelings of those from other cultures. She doesn’t believe that Whites are â€Å"superior† to any other race and she wanted to make a change in herself and in her neighborhood. Tammy wants to connect with those of other races but others donâ€℠¢t take to it well because she is white and many young minds believed that all Caucasians were racist.It was very difficult for Tammy to get her point across in group discussions because she felt so strongly about the subject. Tammy stated, â€Å"my family taught me an honest day’s work, and honest day’s pay†¦but I’ve come to realize that for some culture’s in our society that’s not true they have to work twice as hard and are being taught they can’t do something. † This quote really set it apart for me in figuring out which developmental stage Tammy belonged in.