The Major Old Testament Eras Essay Example for Free

The Major Old Testament Eras Essay The Old Testament, the first section of the Christian bible has been reputed to date back to around 4000 years. Different scholars divide the old testament period into different epochs depending on the major events that occurred during this time. The occurrences may have happened in the world at that time or in the history as related by the bible. Some of the old most categorization divides the Old Testament history into primeval period/creation, patriarch era, exodus, Canaan conquest, the era of the judges, monarchial era, exile, return and restoration era. The dates of the eras are believed to have started from the beginning (4000BC). After this unique era of time, then came: the Patriarch Era around (1800-1290BC),Exodus era dated1447-1406,conquest of Canaan Era(1406-1390),The Era of Judges(1290-1050BC),the era monarchy(1050-750BC),Era of division and Exile(605-538BC)and finally the era of return and restoration (538-323BC). It is noteworthy that these given dates may not be precise and accurate. However they are archaeologically accepted. In the history of the Old Testament many outstanding events are recorded not only biblically but also secularly. This period of the existence of the old Old Testament could therefore be termed as one of the most outstanding historically active period in the history of world existence. In the primeval Era it is believed the creation took place. Heaven and earth with their contents remain inclusive were created as designed by God. In the Patriarchal Era recorded in Genesis 12-50, God in abide to reconcile with man ets requirements and laws to govern the existing generation of humans. During the Exodus, Moses led the Israelites who had been slavery in Egypt for 400yearsout of Egypt to go to the Promised Land as promised to Abraham their main descendant . This is the very period when the children of Israel of bondage stayed in the wilderness on their way to Canaan for 40 years. During this period world’s process of civilization continues in the powerful empires like Egypt. In the Era of conquest, Israelites led by Joshua after Moses death are conquering and entering Canaan hence focusing more on Joshua’s leadership. In other parts of the world the Iron Age commences, the 19th Dynasty is on and the powerful Chinese Chou Dynasty is in being. In era of Judges, there is no concrete leadership in Israel after their settlement the 19th Dynasty of Egypt is on and also the reign of raameser 2 perceived mistakenly to be spear led of the oppression to non- believers of alliterate translation by the liberal scholars of the time. In the Monarchial Era Israel comes up with Monarchy establishing a kingdom and doing away with the Judges. The king of Israel in this era was Saul, David and Solomon. Subsequently some world religions are being established secularly, it’s the period of time when a solar eclipse is recorded in Nineveh and Jerusalem on June 15th. In addition to that Mayan civilization commences in South America. After proper establishment and being of the kingdom there is division and exile of inhabitants and occupants of some portions of the kingdom go to Exile after capture by the Babylonians. Subsequently Rome was conquered by Etruscans and the existence of Buddha of India in rule hence development and establishment of Budhism. This is also time of some major prophets like Jeremiah of service to Gods people. Finally in the Era of Return and Restoration Israelites who were definitely of a generation were now set free from captivity and were to return to their original land. This is the very period that would when in the coming of the Messiah hence the New Testement. Majorly in the world, Mexander becomes the king of Macedonia and the statues of Zeus, Artenis temple Tomb of Mausollos are identified as 3rd, 4th, and 5th wonders of the ancient world respectively. In this era great scholars like: Alexander the great and Aristotle lived making there inventions remembered update. This is also the time of Confucius of China. Conclusively, these era of history are clearly cited in biblically as follows: The creation Era is found in Genesis 1-12, the Patriarch Era in Genesis 12-50, Exodus era in Exodus, Leviticus, Numbers and part of Deutronomy, conquest Era in the book of Joshua and even Deutronomy, the Era of Judges in Judges and era of Monarchy is found in Samuel and chronicles. The era of Division and Exile is found in 2kings, 2chronical, Jeremiah etc while the era of Return and restoration is chronologically cited in Jeremiah, Ezra, Nehemiah and Esther. After all these events the New Testament is ushered in with the coming of the Messiah (Jesus Christ) fulfilling the prophecies made in the Old Testament in during the existence of various prophets in various occasions and under different inspirational cases and circumstances. References NLJV (2007). Life application study bible. NY: Tyndale House Publishers. Merill. (2000). Settle for more. Alabama: Wisconsin.

Cross-cultural Learning Essay -- Personal Narrative Essay Example

I was lucky enough to be raised in a family that strongly felt its Irish and Celtic heritage should be celebrated. From them, I learned the beauty of my own culture, and an appreciation to learn the cultures of others. I brought that appreciation with me through life, and found it to make all the difference. Â   My earliest cross-cultural experience that I can remember with clarity was the Spanish exchange student who was hosted by one of my aunts. Mai not only taught me about her culture, which in turn piqued an interest in the Spanish/Latino culture that continues to this day, but she also helped me to appreciate many small, seemingly insignificant aspects of my own culture. Â   I built upon my cross-cultural experiences as I befriended exchange students from Belgium, Japan, and Korea. Each time, the friendships enriched my appreciation and understanding of not only my own culture, but the very concept of culture. What falls under the cultural blanket can vary from person to person, and I found it to be very interesting that while one person could claim lan...

Social Needs Affecting The Development Of Skill And Capabilities In Relation To Social Roles And Responsibilities

During the last two decades,a convincing body of evidence has accumulated to indicate that unless children achieve minimal social competence by about the age of six years, they have a high probability of being at risk throughout life. Hartup suggests that peer relationships contribute a great deal to both social and cognitive development and to the effectiveness with which we function as adults (1992). He states that: â€Å"Indeed, the single best childhood predictor of adult adaptation is not IQ, not school grades, and not classroom behavior but, rather the adequacy with which the child gets along with other children.Children who are generally disliked, who are aggressive and disruptive, who are unable to sustain close relationships with other children, and who cannot establish a place for themselves in the peer culture are seriously at risk. † (Hartup, 1992). The capacity to communicate is the ability and desire to connect with others by exchanging ideas and feelings, both v erbally and non-verbally. Most children learn to communicate to get a need met or to establish and maintain interaction with a loved adult.The child’s ability to communicate is critical in the developmental process where in when left unattended can cause damaging effect evident as the child struggles through adulthood. Children who are unable to communicate may in turn be unable to form close or satisfying relationships with peers and definitely should be of concern to parents and teachers alike. For one thing, these children miss out on opportunities to learn social skills that will be important throughout their lives. (Asher and others 1982). Children who lack ongoing peer involvements also may miss opportunities to build a sense of social self-confidence.These children may develop little faith in their own abilities to achieve interpersonal goals and, thus, are easily overwhelmed by the normal ups and downs of social interaction. Implications for the children's future soci al and professional adjustments are obvious. Problem solving skills are also contributory in the learning process that can affect child’s diverse role in his search for answers. By exploring social relationships, manipulating objects, and interacting with people, children are able to formulate ideas, try these ideas out, and accept or reject what they learn.Constructing knowledge by making mistakes is part of the natural process of problem solving. Through exploring, then experimenting, trying out a hypothesis, and finally, solving problems, children make learning personal and meaningful. Piaget states that children understand only what they discover or invent themselves. It is this discovery within the problem solving process that is the vehicle for children's learning. This discovery process allows children to construct their own learnings.Most problems have more than one solution; some problems cannot be solved. Experiences with these sorts of problems promote learning in young children. (Britz, 1992) Development of sound moral decision is also a skill which is considered important as our life's path is controlled or based on what we see as right and wrong. Lawrence Kohlberg's ideas of moral development are based on the premise that at birth, all humans are void of morals, ethics, and honesty. He identified the family as the first source of values and moral development for an individual.He believed that as one's intelligence and ability to interact with others matures, so does one's patterns of moral behavior (Woolfolk, 1993). Environment's role in the development of communication skills, problem-solving and making sound good judgment The life of a child can be affected by how he interacts in two different worlds common to him, which is the home and the school. Family Environment Child rearing practices are especially critical. In the terms of family policy dominant in the culture of North America, children are usually raised in ways that encourage t hem to become self-reliant and independent.Children are often allowed to act somewhat like equals to their parents. For instance, they are included in making decisions about what type of food and entertainment the family will have on a night out. Children are given allowances and small jobs around the house to teach them how to be responsible for themselves. In contrast, children in China are usually encouraged to think and act as a member of their family and to suppress their own wishes when they are in conflict with the needs of the family.Independence and self-reliance are viewed as an indication of family failure and are discouraged. It is not surprising that Chinese children traditionally have not been allowed to act as equals to their parents. (O'Neal, 2002) The way parent's react to external influences is important because they help design the first blueprint for their children's sense of self through the behavior they model. How they act, feel, and think is crucial, because their children see them as a reflection of the outside world-as a glimpse into what they'll be like when they grow up. Medhus, 2002)It all started with our need to communicate. It is very much vital in achieving our social needs as well as physiological needs.. It has been stated that during infancy when one starts to communicate his need we should be able to respond to it in a timely manner for this will definitely affect the child's psychologically, and will then affect his social skills having difficuty to trust people. Erik erikson proposed that the concept of trust versus mistrust is present throughout an individual's entire life.Therefore if the concept is not addressed, taught and handled properly during infancy (when it is first introduced), the individual may be negatively affected and never fully immerse themselves in the world. For example, a person may hide themselves from the outside world and be unable to form healthy and long-lasting relationships with others, or even themselves. If an individual does not learn to trust themselves, others and the world around them then they may lose the virtue of hope, which is directly linked to this concept.If a person loses their main belief in hope they will struggle with overcoming hard times and failures in their lives, and may never fully recover from them. This would prevent them from learning and maturing into a fully-developed person if the concept of trust versus mistrust was improperly learned, understood and used in all aspects of their lives. (1950) In order to develop the child's ability to communicate, it should start from person where in he can establish contact easily.A family environment that promotes communication like talking and listening to each other help is essential for him to for the development of his social skills which will determine how he would interact with the world outside as he grew up. Parents who communicate effectively with their children such children know what to expect f rom their parents, and once children know what is expected of them, they are more likely to live up to these expectations. They are also more likely to feel secure in their position in the family, and are thus more likely to be cooperative. ( Zolten and Long,1997)Relationships between parents and their children are greatly improved when there is effective communication taking place. They believe that these adults will nurture and protect them, unless repeated experience teaches them otherwise. When children form secure attachments, their development tends to flourish. Long-term studies show that children who have secure attachments early in life make better social adjustments as they grow up, and do better in school. ( Teo and others, 1996, p. 285) The family evironment should also be a place where growth is allowed and not restricted.Mistakes should not be considered as failure. If this happens the child's exploration will be limited for the fear of comiting mistakes. This will eve ntually help build up the child's self-esteem. Children with good self-esteem do better in school, act independently but enjoy group interaction, respond appropriately to peer-pressure, take pride in their accomplishments, tolerate frustration, try new tasks, and offer help to others. Therefore one way to help your children have self-esteem is to begin building your own.However, unreasonable parental control or domination being execised as a family environment may inhibit the development of the skills or capabilities of a person. Over centuries, parents have been brainwashed into believing that the best way to raise children is to exert control by using size and experience to their advantage. The basic premise is that, if we choose to twist our children's arms into becoming the adults we want them to be rather than coach and guide them to making choices for themselves, we're setting them up to be like us: externally directed.Physical punishment also does much to discourage self-dire ction. Many parents feel that spankings are vital to raising an obedient child, while others, drowning in the pressures of the day, simply lose control and, in the heat of the moment, fail to see an alternative. Either approach has two unfortunate effects. First, it teaches our children that violence is an acceptable solution to many of their conflicts. Second, it tells children that they are inferior beings who need to be dominated and oppressed. (Medhus, 2002) Classroom environmentResearch on work and home environments has shown that there can be a strong relationship between social settings and short and long-term emotional well-being. Considering how much time most children spend at school, psycho-social dimensions of schools have sparked the interest of a growing number of researchers concerned with school effectiveness and the emotional well-being of young people. The ‘climate’ of a school has been identified as one of the most important features of a good school. At its best,the school should be a caring, happy and safe environment in which to work and play.Where the atmosphere in a school is uncaring, unsupportive and unrewarding, the mental health, as well as the work of pupils and teachers, can be adversely affected. The impact of this unfriendly atmosphere is particularly damaging if it persists for many years. The role of the teacher includes taking care of his/her students' psychological welfare. In a school that scores high in this quality area, teachers and pupils feel valued. Parents are interested and supportive. They believe they have a role in the school and see reasons to give their support.At another level, it is about effective and sensitive communication: not only teachers providing appropriate, constructive feedback about the child’s work and giving encouragement but also pupils giving positive feedback to other pupils and to the teachers themselves. Through a greater attachment and sense of belonging, the school bec omes a place where boys and girls want to be. Promoting small group work in class and ongoing co-operative contact between pupils is central to creating a more child-friendly atmosphere.It can reduce stereotyping and improve relations between children from different social and ethnic groups. When students co-operate, the winners and losers are less obvious and subsequent humiliation for the losers is avoided. Students who participate in class are less likely to feel alienated from school. Alienation brings increased risks to mental and physical health. Active learning can help students to develop problem solving skills. In research where children have been left alone to play their own games, it has been found that children naturally develop agreements about egalitarian rules.They themselves see the intrinsic importance of sharing and co-operation, so it is possible to harness some of this potential. Showing boys and girls the value of cooperation encourages co-operative behaviour in situations and places outside the school setting, so that the family and community also benefit. Physical punishment of children in schools is unnecessary and unacceptable for good mental health and sound education. This is a contentious issue because in some cultures violence against students, in the form of corporal punishment, may be legally sanctioned, while in other cultures it may be viewed as a form of child abuse.Corporal punishment is unnecessary because it does not work; it suppresses undesirable behaviour for only a short period of time, and creates an atmosphere of fear that is counterproductive to learning. Aggression and deviant behaviour among children in school can, in turn, lead teachers to be fearful about their own personal safety. Harsh treatment of students is associated with high rates of mental health problems including substance abuse later in adulthood.There is growing evidence that discipline is not only derived from rules, punishment and external control, it is also learned from rewards and encouragement, and from consequences that are fair, firm and clearly communicated. Schools should strive for a school environment with a balance of warmth, positive interest and involvement from adults on the one hand, and the enforcement of firm limits to unacceptable behaviour, on the other. Where limitations and rules are violated, non-hostile, non-physical sanctions should be consistently applied. (Skevington, 1999) Adults at school and home must also act as authority figures in some respects.Having clear, fair rules and applying them consistently, is vital to good order. Children and adolescent themselves often agree that a good reason for having discipline is to make the home and school a safe place and can be encouraged to share the responsibility. It is very important that the environment where we interact with teaches us to communicate for us to ask questions and clarify things and will eventually come up to think of possible actions tow ards situations through problem solving skills and end up with a good moral decision that will guide us in dealing with our social roles and responsibilities.

Islam Is A Religion Of Violence - 1965 Words

In the article â€Å"Islam Is a Religion of Violence†, Ayaan Hirsi Ali discusses the long-debated question of whether Islam is a religion of violence or peace. Islamic terrorism was brought to the forefront of American and Western awareness on September 11, 2001 with the crash of the twin towers. More acts of terrorism committed by Muslims followed throughout the years in different parts of the world. To understand the cause of Islamic terrorism, Ali divides its adherents into three categories: the fundamentalists or the â€Å"Medina Muslims† who envision a regime based on Islamic religious law, the clear majority or the â€Å"Mecca Muslims† who are not inclined to practice violence or even intolerance towards non-Muslims, and Muslim reformers or†¦show more content†¦A year after moving to the U.S., she established the Ayaan Hirsi Ali Foundation to help protect women in the West against â€Å"militant Islam†. The author’s efforts to strive for her goal and the recognition she received shows she has gained the public’s attention and takes her stance against Islam seriously; however, despite the background, her writings on criticism of religious texts are still debatable and unsuccessful. The article, â€Å"Islam Is a Religion of Violence†, is organized in a manner that makes it easy to follow the argument. The author presents a question and then attempts to answer it, but it is evident the conclusion is already decided from the title. This bias dictates the critical tone on the analysis of the Islamic texts. It also leads to a strategic use of words and exclusion of critical information to appeal to the particular audience of Muslims and non-Muslims who have some knowledge of Islam. It is interesting that the author makes an important distinction â€Å"between Islam as a set of ideas and Muslims as adherents† as the statement creates a logical fallacy against her thesis. It can be inferred that the religious texts are only writings on paper; the people who follow the ideas interpret it to be peaceful or violent. From the beginning of the article, the author’s argument creates a contradiction. Furthermore, it is acknowledged with the separation of Muslims into three groups that the problem is Islam’s followers andShow MoreRelatedIslam : A Religion Of Violence1885 Words   |  8 PagesThe Refuting of Islam being born a Religion of Violence There are those in the world that maintain that Islam is a religion born of violence, but many scholars, including Timothy Rowe and William T. Cavanaugh, maintain that Islam was not a religion born of violence instead a religion that was born into a violent culture. 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