Paul’s Teachings Essay Example for Free

Paul’s Teachings Essay 1. Essay on the Epistle to the Galatians The New Testament Book Epistle to the Galatians is ascribed by the Catholic Church to St. Paul but now believed to be written by early Christian missionary Paul of Tarsus to the early Christian communities in Galatia, then a Roman province. It was an intensely personal letter wherein Paul primarily tackled the circumcision issue during those early days of Christianity. The issue of circumcising Gentile converts, considered to be culturally offensive to Romans, was then being hotly debated. In the Epistle, Paul cautions against the introduction of Jewish practices, such as circumcision, into the community of Christians. The circumcision debate written in Galatians was important for St. Paul because he wanted to point out to the Gentiles that the prescriptions that regulated the day-to-day lives of the Jews under the Law of Moses are meant to lead men to salvation through Christ. Some Galatian converts or Judaizers at that time insisted that observance of the Law, including circumcision, abstinence and certain ritual purifications, was prerequisite to being good or perfect Christians. During the Old Testament, circumcision served as a mans public pledge to the complete observance of Mosaic Law. In Pauls argument against circumcision, he mentions Old Testament figures such as Abraham, Isaac, Ishmael, Sarah and Hagar in order to explain and illustrate what it means to follow Gods advice ( 4:21, Galatians). Using the story of the birth of Isaac and Ishmael, Paul stresses that Christians should genuinely believe and follow all of Gods advise, not only religious traditions but more so, following the examples of Christ. In addressing the circumcision issue in the Epistle, Paul thereby explains that by itself, the Mosaic Law had no power to save because salvation needs individual faith and the grace of Jesus. 2. Essay on the Books of Timothy I, Timothy II and Titus The New Testament Books First Epistle to Timothy, Second Epistle to Timothy and Epistle to Titus are three Pastoral Epistles attributed to St. Paul but now believed to be from Paul of Tarsus. They are collectively termed as the Pastoral Epistles chiefly because the letters are addressed to pastors or heads of the early Church regarding proper handling of the ministry. Together, the Epistles instruct the Bishop Timothy and the Christian worker Titus on the general principles regarding community order and faith. Specifically, the greater part of the Timothy I is devoted to instructions on the proper ordering of Christian community life for it to function smoothly. It also admonishes Timothy on the duties of the bishops and deacons in terms of preaching, praying in public and care for the Church members. Timothy II, on the other stresses the faithful dispensing of the responsibilities by church leaders and provides encouragement to the Bishop. The Pastoral Epistles talk of the proper conduct of both men and women; proper behavior when inside the Church; respect for old and young people; treatment of elderly and rules for the enrollment of widows and other prescriptions for good and Christian behavior. They also talk of how to remain steadfast in faith by rejecting false teachings and safeguarding the truths in the Church. Such is a suggestion of the pressures against and the corresponding struggles to strengthen the faith within the community. The administrative activities, especially as found in Timothy I tell us that the early Church then was already, or at least beginning to be, structured and orderly and made up of united members. This is seen, for one, in the discussion on the selection of church leaders. These three Epistles definitely communicate to us the difficulties of the early Church. The part in Timothy II wherein Paul exhorted the Bishop to be patient in the face of persecution is best illustrates the serious problems they encountered. The recommendations in the Timothy I and Titus regarding the kind of character needed for the leaders of the Church suggest the earnest efforts to build and fortify what we know now to be a heavily challenged Church back then. In gist, Timothy I and II and Titus portray the picture of the Christian community during the incipient period of the Church. The Books show that times were hard but that the early Christians, herein guided by Paul, mustered their faith and effort for the ministry.

a post-modern analysis of women in the new east Essay -- essays rese

A Post-Modern Analysis of Women in the New East Good intentions do not beget positive results. Indeed what may seem to be good from one perspective may be seen as the complete opposite from another. Case in point: Western Feminism. To prove my point I will analyze the work of Ruth Frances Woodsmall, Women and the New East, written in 1960 as a feminist work, from a post-modern feminist perspective, and using works from Coco Fusco (English Broken Here) and Trinh Minh-ha (Women Native Other). One of the first problems encountered in Woodsmall’s work is in the delineation of her methodology. She writes that she began her study for each country with, â€Å"†¦the selection of a number of women leaders as advisers on the study as a whole and on specific phases†¦ The individual advisers were very helpful in making contacts, in giving advice about special interviews, suggesting institutions and projects and interpreting the general situation.† (viii) These women that she chose as her starting point from were most likely how many of the other informants and sources of information were found and therefore must have had a serious affect on the results of her research. These women are leaders, and therefore not accurate representations of the average women of Turkey. Indeed in the biographical appendix Woodsmall lists some of these leaders and not only do they all have â€Å"careers†, but they are all centered in military or scientific areas – not exactly a cross section of any society. This means much of this work was funneled through one class, and Fusco in her work exemplifies how class can make a difference in cultural views. â€Å"The reactions of Latin Americans differed according to class. Many upper class Latin American tourists †¦ voiced disgust that their part of the world should be represented in such a debased manner. Many other Latin Americans and Native Americans immediately recognized the symbolic significance of the piece, expressing solidarity with us†¦Ã¢â‚¬  (56) This means that what Woodsmall really wrote about was Westernized women in the new East. This was not a view of all the women in the Muslim world and India as Woodsmall attains, but just those that had been educated and influenced by the West. In the section entitled â€Å"Political Status†, Woodsmall delineates the â€Å"progress† of Turkish women in attainment of equal political rights when she writes, â€Å"The number of wome... ...rely present in its absence. Subject of discussion, â€Å"them† is only admitted among â€Å"us,† the discussing subjects, when accompanied or introduced by an â€Å"us,† member†¦Ã¢â‚¬  (67) Minh-ha is arguing that third-world non-Westernized feminists have been left out of the analysis of their own lives and societies. It is from this non-acceptance of the voice of the third world feminist, that Western feminism has served to colonize and dehumanize women of the third world rather than help them. It is precisely this point, which proves the argument of this paper. The well intentioned attempt of Western feminist to write a feminist book in order to help, both women in the East in an exchange of ideas and stimulation of still more ideas and women in the West in providing knowledge with which to further aid the women of the East. On both counts it fails. In the West it gives further ground to the false generalizations and assumptions of women in the Muslim and more generally the developing world who are seen as oppressed and in need of â€Å"liberation† while in the East it serves to colonize and dehumanize the women. These good intentions did not create what can be construed as a positive contribution.

Media assignment †Of Mice and Men Essay

Task: compare the opening sections of the two films versions of Of Mice and Men – the 1939 black and white film starring Lon Chaney Junior and Burgess Meredith, and the 1981 colour version starring Randy Quaid and Robert Blake. You should look at the sections from the beginning of each film to the point where in each one Lennie says, â€Å"I’m shutting up,† on the night before they go down to the ranch. The 1939 version starts off with George and Lennie running away from a group of angry men. Both sets of people are running on foot, this is different in the 1981 film because the pursuers are on horseback. The 1939 film is obviously shot in a studio because the back projection is easy to make out, also there is no sense of distance between the chasers and the chased because they are never seen in the same shot because the studio is not big enough to have a long shot so all of the shots are close-ups. However the 1981 film it is shot outdoors and the pursuers are on horseback in the 1981 film to make it more exciting and to shorten the odds on George and Lennie’s escape. Having horses would be impossible in the 1939 film because it is shot in the studio and it would have been very hard for them to shoot a chase with horses in. There is a very different use of music in the opening sections, in the 1939 film there is little use of music and it does not change during the chase however the 1981 film uses music very obviously to â€Å"make the viewing more pleasurable.† Whenever George and Lennie are on shot the music is all jumpy as if the characters are being chased (which they are!) this gets the viewers attention up and helps them to feel part of the chase. Whenever the chasers are on screen there is â€Å"bad-guy music† and this shows the viewer that they are the bad-guys and George and Lennie are the good guys. This is a very simple technique to use but the 1939 film does not even need to. The only technique it uses is it has a very peaceful scene with some rabbits at and this peacefulness is broken up by the thrill of the chase. There is a big contrast here and it is designed to take the viewer surprise and keep them interested. This is significant and symbolic because George and Lennie are peaceful and all of their plans are made and then they are destroyed as if horses have trampled on them. There are also clouds that are seen usually at the start of a storm and this could signify the start of the storm for George and Lennie. The 1981 film was made for television, to keep the viewer interested they have the credits over the top of the action and because of this the credits are done with just text over the picture, they are presented very simply and this is because it is faster to do it this way so that it takes up less of the film and it can be done over the action without ruining that action. In the 1939 film it was one of the first films ever to have action before the credits. This meant that they took time over the credits because they were actually in the middle of a scene. An extract from the poem that the book and therefore the film are connected to is written of the side of the train carriage as if it has been written there. Then the writers name comes up in what looks like a handwritten font to look like a signature. The 1939 film mentions the poem by Robert Burns, which goes: â€Å"The best-laid plans o’ mice an’ men Gang aft a-gley, An’ lea’e us nought but grief an’ pain For promised joy.† This is significant because the film is about plans made by George and Lennie which seem to be god and nothing could go wrong with them but something goes drastically wrong and leave George and Lennie with nought but grief an’ pain. The 1939 film does mention this however the book on which the film was based and the 1981 film do not. This could be because the 1939 film considers its viewers intelligent enough to understand and that they are at the cinema for a bit of culture however the 1981 film was made for television and so just for the action of it and it would not want to bore its viewers with poetry since most of the viewers will be watching for the action of the film rather than the significance of a link to a poem. The remaining credits are done skilfully and use the motion of the train and the objects that go past as wipes to change the credit picture so that it almost looks like they are actually written on the train. The way that the credits break up the action and are in between two sections of the film show us that time has elapsed and that the beginning was just setting the scene and the rest of the film is the main storyline. In the 1981 film there is a whole section with Aunt Clara that is not in the original film on which the later one is based. When George and Lennie are walking to Aunt Clara’s the music in the background is â€Å"Red River Valley† played on the mouth organ. This tells us a lot because the mouth organ was an instrument used a lot in â€Å"old school† western movies so tells us where and when this film is set. A more important point is that the song is about going home and that implies that Aunt Clara is â€Å"home.† At Aunt Clara’s we are shown by his actions what Lennie is like when he says, â€Å"I’ve been here before† and â€Å"Aren’t you going to eat your pie George?† This is a comical thing to say and produced some laughs while we were watching it but also shows that Lennie acts like a small child in the things that he says and does. Lennie obviously hero-worships George when he repeats everything George says and he is shown to be not so bright when he calls his own Aunt ma’am. George â€Å"moans† to Aunt Clara and the words are nearly exactly the same as when he moans to Lennie in the woods later on in this film and in the same place in the 1939 film. This could show that George is bitter about having Lennie tagging along with hi but the fact that he uses the same words again means that it is rehearsed and the words do not come from the heart so he does not really mean them. This also sets the scene for us when George says, â€Å"He ain’t no kin.† This tells us that George and Lennie are not related. The writer feels that he might need this scene in the film because Aunt Clara is mentioned later on and the fact that the film is intended for television where you get people watching who are not paying a lot of attention means that actions and characters need explaining more thoroughly. This also explains the music and some of Lennie’s comments such as â€Å"I’ve been here before.† George is presented a lot differently in the 1981 film than in the earlier version. The fact that George could even consider leaving Lennie would be impossible in the 1939 version. Even in the 1981 version George stutters when e tells Lennie to sit and wait as if he is not sure whether he should be doing it and that it is not planned. George then looks at Aunt Clara whose expression is impossible to read which tells us that she perhaps can understand why George would want to leave Lennie (backed up by her agreement to George’s moans earlier on) but does not think that he will go through with it (which he doesn’t.) Lennie then fidgets and looks helpless when George gets a lift, George has always been around and is Lennie’s â€Å"comfort blanket.† Lennie has complete faith in George when he mutters, â€Å"I know you’re going to come back† but this is heard when an image of George on the truck seen and this makes the viewer very doubtful to whet her Lennie is right to place his faith in George. There is more use of music when George walks back after changing his mind. There is music playing when George walks back which suggests that time has passed and it is used so that it is not silent. The music stands still when George stands still and jumps when Lennie jumps and there is â€Å"bad-guy music† when the bad-guys are on and â€Å"chasey† music when Lennie has to run. This music is to try and get the viewer involved and to help them understand the film. This is a literalist use of music but is also a simple technique and it provides the viewer with a sense of excitement and involvement. The 1939 film does not use this technique at all. The following chase in the 1981 film is very similar to the original chase in the 1939 film and the later film could even start there and miss out anything before it if it wanted to be the same as the film that it was based upon. It is shot outside and the chasers are on horseback, they are running a different way and there are long shots indicating distances and George and Lennie lose them in a different way but simply George and Lennie are being chased and are almost caught but somehow they manage to get away. Both films then have George and Lennie travelling, in the 1939 film they are on the bus and in the 1981 film they are walking down the railway track. Both films suggest that they have travelled a long way, they fact that they are on the bus shows that it was too far to walk and on the railway track you can se for miles backwards and that implies that they have walked for miles from â€Å"backwards.† When George throws the stone at the advert in the 1939 film it is a very good shot to hit the face and this is not very good film making – simply too good to be true. He throws the stone because there is an advert for the railway and by taking the bus they will have to walk for ten miles. The person on the advert is smiling a lot so this will irritate George because he will not be in the mood for smiling. Other examples of shots being done artificially include the huge amount of back-projection used in the 1939 film and the small amount used in 1981. The 1939 back projection includes: the original chase; jumping onto the train shown by the actors running on the spot and then stopping when they get on to the train and on the bus, first when sitting down and next when near the driver, shown by the phoney movement of the drivers arms on the wheel (there are fake bus noises when it stops, using brakes and then pulls away again.) The scene by the watering pond it is shot in a studio where again fake running water noises are used and fake bug noises that are â€Å"supposed† to be realistic but in the 1981 film it is shot outside in the real open air and there are no bug noises there because none have been added in. The only place where back-projection was obvious in the 1981 film was when George was sitting on the truck and behind him was back-projection, cleverly edited with long-shots that were real and real film when he got on and off. Back-projection was used a lot more in the earlier film because by 1981 it was possible to do a lot more filming outside because technology had improved. The 1981 film uses other techniques though. The choice of music is very important because the music nearly always has meaning, this can be as explained above or by the actual piece of music itself. â€Å"Red River Valley† is used again when George and Lennie are by the river and because it is a song about going home it suggests that George and Lennie are going t their new home, which will be the ranch. â€Å"New World Symphony† is used when George and Lennie are walking along after the visit to Aunt Clara’s and the second chase. â€Å"New World Symphony† is based on a song â€Å"Going Home† which is used at funerals, this could mean that George and Lennie are on a trip to take one of them (Lennie) home for good. All the music is played on the harmonica, which is a plaintive instrument that amplifies the point that the songs are making. The last scene by the river are almost word-for-word the same in both films. The second film is an adaptation on the first film so this is to be expected. Even the acting of the four men is very similar and the moving around is the same. This could be because the adaptors of the second film have liked the way the first film does this part of the production and could not think of a better way to do it so they did it in exactly the same way as the first film.

How Does Social Inequality Affect People Of Different...

FINAL EXAM Junjie Ouyang SOC 101 015 Prof. Pinderhughes 12/15/2016 â€Å"1]. How does social inequality impact people of different nationalities [ethnicities races], classes, and genders in society.† Inequality is ubiquity in our world, most people are looking at the downside or the surface of this phenomenon. In fact, that inequality is the drive of historical and social progress. Have an interesting experiment explain what response when monkeys encounter inequality treatment. Experimenters prepare two different foods, cucumbers and grapes, and two monkeys. Those monkeys had been training to do a simple work, after they pass a pebble the experimenter will give a piece of cucumber or a grape to those monkeys. First time when monkeys done their job, experimenter give both of them a piece of cucumber, they accept the cucumber and seem feel happy. Second time when monkeys done their job, experimenter give a monkey grape and another one give cucumber, in this time that monkey who get cucumber one is very wrath. Humans have more complex social structure and thinking, but some time we response are same like those monkeys. People not worry about poverty, but people indignation about inequality. But it is inadvisable for everyone are absolute equality. because of resources are limited, maybe we can eat a half bread, but we cannot drive a half of car, use a half of cell phone. On the other hand, absolute equality will let people getting lazy and lost they initiative and creativeShow MoreRelatedSociology Of Our Times By Diana Kendall And The Meaning Of Sociology By Charon And Vigilant1053 Words   |  5 Pagesfocused on the chapter about race and ethnicity. 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