Old Testament Exegetical Psalm 74 Essays - David, Ketuvim, Psalms

Old Testament Exegetical: Psalm 74 Old Testament Exegetical Paper: Psalm 74 For my Old Testament exegetical paper I have chosen Psalm 74. This passage was hard for me to read because it rebukes God for letting temples and other holy places be destroyed. In this paper I hope to gain a better understanding of this chapter. I will define two terms that I find to be key to understanding this passage. Reading two commentaries on Psalm 74 I will discuss the authorship, date and place of writing, audience and purpose of this passage. The term congregation is defined by The Eerdmans Bible Dictionary as a gathering of various types. More specifically congregation is defined as the popular assembly or the Israelite religious community (Meyers 232). The Zondervan Pictorial Encyclopedia of the Bible says that congregation expresses the assembly of the people of Israel (Carey 939). Congregation is used 138 times in the Old Testament (Kohlenberger 265). I examined five other passages outside of Psalms to try to gain a better understanding of the term. All the passages I Kings 8, 2 Chronicles 5, 7, 24, and Ezra 10 use the term congregation to describe a specific group of people. Ezra 10 is the only passage that does not use congregation to describe the people of Israel. The Zondervan Pictorial Encyclopedia of the Bible defines deliver as the saving, rescuing, redeeming, or setting free of material and temporal things, but also of spiritual and eternal things (Barker 89). W. R. F. Browning uses deliverance to describe the saving of Gods people, as well as the giving over of traditions (96). In the Old Testament the word deliver or one of its derivatives is used 107 times, predominantly in Psalms (Kohlenberger 319). I read Genesis 32, Exodus 3, Deuteronomy 32, Amos 6, and Micah 5 to find out how the term is used in other passages throughout the Bible. In Genesis 32 Jacob uses deliver as a plea. He says, Deliver me, please, from the hand of Esau, for I am afraid of him. God uses deliver to describe his preserving of the Israelites from Egypt in Exodus 3. However in Deuteronomy 32 God uses deliver to say that no one can be saved from his judgment. Micah 5 uses a metaphor with a young lion amongst the sheep with no one to deliver or save the sheep. God refuses to protect the inhabitants of earth from evil in Zechariah 11. Derek Kidner breaks Psalm 74 down into 5 parts. Verses 1 3 deal with the cast-off heritage, 4 8 speak of the pillaged temple, verses 9 11 convey the impenetrable silence. In verses 12 17 the ancient exploits are reviewed and 18 23 concentrate on the continuing ordeal (264). 1 O God, why do you cast us off forever? Why does your anger smoke against the sheep of your pasture? 2 Remember your congregation, which you acquired long ago, which you redeemed to be the tribe of your heritage. Remember Mount Zion, where you came to dwell. 3 Direct your steps to the perpetual ruins; the enemy has destroyed everything in the sanctuary. The psalm takes as its starting-point the protest of the people against their God, a protest based on their belief in their election (Weiser 518). It is faith, more than doubt, that precipitates the shower of questions which begins and ends this half of the psalm, since the real perplexity is not over the bare fact of punishment but over its apparent finality. Is it for ever?yet how can it be when this is thy pasturethy congregationthy heritage (Kidner 265)? With the sanctuaries in ruin, the enemy laying siege to the land of the Israelites they question their faith in Gods promises in verses 1 3. Verses 4 8 show the destruction and violation of the sanctuaries of God. 4 Your foes have roared within your holy place; they set up their emblems there. 5 At the upper entrance they hacked the wooden trellis with axes. 6 And then, with hatchets and hammer, they smashed all its carved work. 7 They set your sanctuary on fire; they desecrated the dwelling place of your name, bringing

Answers to Questions About Possessives

Answers to Questions About Possessives Answers to Questions About Possessives Answers to Questions About Possessives By Mark Nichol Here are three queries from DailyWritingTips.com readers about pesky apostrophes, followed by my responses. 1. Please tell me the proper placement of an apostrophe when making possessive a singular abbreviation that ends in an s. In other words, for â€Å"Office of Financial Services,† should it be written OFS’s or OFS’, or something different? Either form is correct, depending on which style you use. Associated Press style, for example, which prevails in newspaper journalism and other less formal contexts, requires the possessive form for the spelled-out name as shown here: â€Å"The Office of Financial Services’ report has been delayed,† so the abbreviated form is â€Å"The OFS’ report has been delayed.† However, The Chicago Manual of Style, which prevails in book publishing and other more formal contexts, and similar style guides recommend, for example, â€Å"The Office of Financial Services’s report has been delayed.† The abbreviated form is â€Å"The OFS’s report has been delayed.† I recommend this style. (Note that an s follows the apostrophe even when a word or an abbreviation ends in s, such as in â€Å"Thomas’s report has been delayed.†) 2. I edit corporate documents that use this rule: The first time a government name appears in the document, spell out the name for example, National Institutes of Health and follow it in parentheses with its acronym (NIH). But when the name’s first appearance in the document is in the possessive form, do I use the possessive form in the parentheses? For example, should it read, â€Å"The National Institutes of Health’s (NIH’s) new mandate is clear† or â€Å"The National Institutes of Health’s (NIH) new mandate is clear†? The Chicago Manual of Style does not cover this issue, but its website recommends what I suggest to resolve the related issue in this post: Recast the sentence to avoid the possessive form (â€Å"The new mandate of the National Institutes of Health is clear†). 3. The title of a brochure I’m designing is â€Å"Wholesale Buyer’s Guide.† Is the possessive apostrophe needed on Buyer’s, or is it just â€Å"Wholesale Buyers Guide†? Or, perhaps, â€Å"Wholesale Buyers’ Guide†? â€Å"Buyers Guide,† â€Å"Buyer’s Guide,† and â€Å"Buyers’ Guide† are all common, and they all have some merit, though I favor the latter. In â€Å"Buyers Guide,† Buyers is an attributive noun one that serves as an adjective (just like school in â€Å"school bus† or window in â€Å"window seat†). It means, essentially, â€Å"guide of the buyers,† which I don’t think sufficiently expresses that idea that it’s something offered for someone’s use. â€Å"Buyer’s Guide† suggests that it’s for one person technically correct, but the guide was created for all buyers, not just one, so I think â€Å"Buyers’ Guide† is the best option. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:When to Use â€Å"That,† â€Å"Which,† and â€Å"Who†Yay, Hooray, Woo-hoo and Other Acclamations10 Varieties of Syntax to Improve Your Writing

Application of Marketing Theories to Practice

Application of Marketing Theories to Practice Introduction This report shows the different field of businesses and the methods that our company was using in SimVenture comparing with theories. Marketing and Sales Our company’s main marketing tool was advertising but we were using different like direct marketing, exhibitions and our website. However, digital marketing is limited only to website in the game, although this is getting more popular these days (Pittsburgh Post-Gazzette, 2006). Digital marketing defined by Jobber, 2007: â€Å"The application of digital technologies that form channels to market (the Internet, mobile communications, interactive television and wireless) to achieve corporate goal through meeting and exceeding customer need better than the competition.† Digital marketing is almost completely missing from the game, it is only limited to website. Network theory studies relationships of all sorts, whether between people, animals or things. Social network analysis is an overlapping tool for learn ing about patterns that develop within social networks and how they influence behaviour. Digital marketing channels such as Facebook, Twitter, Foursquare and Instagram are useful in this regard, as they allow marketers to listen to what consumers are saying, and they allow marketers to leverage the power of influential users to spread messages throughout their networks (Harvard Business Review, 2006.). Generational marketing theory holds that consumers born of the same generation — defined as a 20-year period — have common attitudes and behaviours because of shared experiences that influenced their childhoods and shaped their views of the world. The relevance of generational theory to digital marketing is primarily in the ways in which each generation communicates and the online places where marketers can reach them (Zickuhr, 2010.). The customer research in the game is only limited to where the customers heard about but nothing who they are (age, gender, education, et c.). All in all the game had good opportunities in traditional marketing channels like direct marketing and advertisement but digital marketing part is really limited which makes it less realistic. Operations Efficient operations management is a key element to make a company successful. Without supply network a company cannot exist. A supply network perspective means setting an operation in the context of all the other operations with which it interact some of which are its suppliers and its customers. Materials, parts, other information, ideas and network of customer-supplier relationships formed by all these operations (Slack, Chambers, Johnston, 2004.). The supply network view can also help in decision making about the design. The design activity in operations has one overriding objective: to provide products, services and processes which will satisfy the operation’s customers. During the game our company used ‘Just in time’ method for the production because i f there was more order then our organisation was able to produce then we contracted some out when it was financially possible. Furthermore, in the meanwhile of last year in the game, all of our production was contracted out because the four employees weren’t enough to build the product and to handle other task that were essential to run the company at the same time. High dependency theory is one of the explanation of the ‘Just in Time’ approach to operations management. With high inventories insulating each stage in the production process, the dependency of the stages on one another was low. Take away the inventory and heir mutual dependency increases. The ‘Just in Time’ practice of empowering ‘shopfloor’ staff makes the organisation dependent on their actions (Slack, Chambers, Johnston, 2004.). However, this theory perfectly suits with SimVenture, thus it is realistically show the opportunities and limitations of ‘Just in Timeâ₠¬â„¢ delivery and production because in the first year when financially it was not a possibility to contract out some of the production we bumped into some limitations according to the ‘Just in Time’ manufacture technique.

Future of Forensic Accounting and Accountants Essay

Future of Forensic Accounting and Accountants - Essay Example This takes us to our discussion regarding the future aspects of forensic accounting and the role of forensic accountants in the light of the current events and endless possibilities and opportunities in the profession. The current economic recession has yet again revealed the weaknesses in the corporate structure which is under pressure to sustain itself and the crisis which started from prime loans and credit crisis in the financial sector did not take long time to spill over its adversities to other sectors in the US. Similar conditions also prevail in other countries in particular European and Far Eastern countries which rely heavily on US interests in these countries. Present glooming conditions are not favoring businesses and stocks are plummeting as shareholders hold a more conservative approach and feel that presently a more careful approach is required. In this situation businesses are not able to benefit from the capital markets as raising capital becomes difficult and slowing trading activity making businesses fall back on their commitments and disputes are more than likely to happen. In addition to this to stay as a favorable investment choice amongst shareholders it is imperative that companies will indulge in manipulation of their accounts to report healthy view of their companies which may not be the case. Despite of the tougher regulation of the accounting profession and attempts by international regulators to converge all countries on a single set of accounting standards there still remains certain loopholes as participants are not willing to compromise their sovereignty and identification. Fraudsters and culprits are always in search of such gaps that remain in both accounting and legal systems and it is in their interests to misreport their financial condition or avoid such commitments which they may not be able to fulfill. This scenario would surely create further demand for forensic accounting and forensic

Try to apply keneth waltz's three images to the orgins of the Article

Try to apply keneth waltz's three images to the orgins of the cold war and analyize which image considerations were more important in the development of the cold war - Article Example In the second image, Waltz posits that wars are mainly caused by the domestic ambitions of the states (Waltz 45). He employed the Lenin theory of imperialism to explain that capitalists are driven by their ambitions to create new frontiers in other places to increase their domestic economic power. Separates states structures influence war. This is why Waltz argued that multipolar systems had a higher likelihood of war conflicts that bipolar systems. The third image, one that he put great emphasis, is a fine tuning of the structural realism that he had devised (Waltz 56). The anarchic structure of the international system is a huge influence of the international relations. The structure of the international power is dependent on frequency and size of power fluctuations, offense-defense balance, size of first-move advantages and the amount of resources. Arguably, the cold war was about the balance of power. Kenneth Waltz third image shows more concern to the dynamics of the anarchic nature of the international system (Suganami 384). The standoff between the United States of American and the Soviet Union during the cold war depicts a scenario where the two major powers were exhibiting interests in third parties. On this note, Waltz argues that bipolarity stands to lessen a conflict such as that of the cold war because the countries would go back to relying on their resources instead of competing for those of the third parties to try and bring a balance of power. This third image shows an in-depth focus on the bigger perspective of the cause of war by showcasing the underlying causes rather than only highlighting the superficial causes such as the human nature in the first image and the domestic influence of the second image. This implies that the third image is more refined to show how the players of the cold war envisioned the mann er to influence the balance

E-Learning Sites Essay Example for Free

E-Learning Sites Essay E-learning has emerged as a revolutionizing concept in 21st century. It has given numerous opportunities to educational institutes and students in the form of flexibility, construction of knowledge and knowledge transfer using electronic media components. Contemporary services are more in need of e-learning facilities especially for educational institutes that aim at providing convenience and flexibility to students with better accessibility to course material/information content. E-learning websites have popularity due to its enormous benefits to individuals; however, raised several ethical and social issues that need to be addressed. E-Learning Sites Growth of internet and advancement in technology integration for supporting application processes has provided an opportunity to educational institutes to move towards e-learning educational facilities. E-learning sites provide user accessibility to course material from diverse places that increases the flexibility and information sharing capabilities of system. Majority of universities have developed e-learning management systems for its students that have multiple advantages both to university and students (Stair, 2008). These learning management systems involve the integration of technology and communication medium to enhance learning processes. Students have access to electronic features routing them to information sharing, customizability of information, presence of electronic contents and downloading features for supporting advance and better learning processes. Considering the advantages of e-learning sites several issues in dimensions of ethics, social, and professional principles arise that require evaluating the functionality and viability of e-learning sites. These issues place consideration on information system developers for proper analyzability and management to restrain the system effectiveness from potential risks associated with such issues. A number of social, ethical and professional issues have arisen concerning the development of e-learning sites for a university. These issues include the exercise of power, data quality, access to data and system, privacy and data protection, intellectual property rights of material available on website, plagiarism and copyright policy, prevention of fraudulent actions by users, equity for users, and impact of such information and communication system on the perception of individuals (Weert, 2003). E-learning Sites and Ethical Issues Electronic data is accessible to users irrespective of geographical boundaries. However, certain restrictions by regulatory authority may restrict the flow of traffic from specific IP locations. Development of e-learning sites although provided many benefits to individuals but also resulted in certain ethical implications for a professional. These ethical issues require proper management in order to maintain the practicability of system. It is essential for professional to analyze the component system of e-learning sites. Site should provide quality data to students based on their educational standard and need; such as availability of research papers and reference sections is being provided to university students. Data quality available on site must be proven for effective information and knowledge transfer ability to users that increase the understanding and enhance the knowledge level at better rate (Azari, 2003). Material available on e-learning websites is exposed to certain ethical challenges which include intellectual property rights; copy/pasting of text highlighting the principles of plagiarism, and use of owner’s content without his prior permission which directly affects the legal procedure for cyber theft crime (Azari, 2003). Such issues require maintaining the content material ownership rights and copyright policy in compliance with legal code of conduct. Students are given access to wider range of information and material content uploaded by teachers, and university management for students’ flexibility; such material content can be downloaded, easily transformed and integrated into other piece of content. This raises question on ethical responsibility of students for preserving the rights of material available on e-learning site and require considering it as theft, and cheating in case of plagiarised material (Weert, 2003). Cyber-technology provides accessibility to system development content which is exposed to serious threats for modification and alteration that reduces the effective functionality of such e-learning websites (Azari, 2003). Considering the role of e-learning sites in providing rich information benefit to students; viability issues raised on the ethical principles of information issue and subsequent loss risk for other student associated with such malpractices. E-learning Sites and Social Issues E-learning site development also encompasses certain social issues in relation to subjecting ethical obligations. System development professional must ensure that e-learning site for university does not result in discrimination at operative level. At some places, racial and cultural discrimination is observed by restricting the right of specific group to e-learning site (Adams McCrindle, 2008). This results in serious destructive behaviour by students affecting the reputation of university. Focus must be given to equity principles for users to e-learning site functions and materials irrespective of gender, racial or cultural differences. E-learning sites now offer advantages to student to share their views in blog’s section page on e-learning site. Such functionality components although are encouraging students to be productive in information and views sharing, but in some cases it create discrepancies among students behaviour which results in destructive behaviour action by students (Weert, 2003). It must be ensured that such blog section provides access to students only to filtered blog content. Perception of student is also influenced greatly by the information available on website and communication system that directly impact their behaviour and constructive attitude building. However, in consideration to that social issues strengthen concerning e-learning site; therefore, greater emphasis should be on formal aspects of education. Discriminatory behaviour must be restricted and equitable social practices must be adopted towards providing facility to students irrespective of their social class (Cross et al. , 2002). This would enhance the equity principle for learning and enhance the effectiveness of system. E-learning Sites and Professional Issues A number of professional issues are associated with e-learning sites development. First of all, security concern of sites must be addressed. Plagiarism, data theft, and unauthorized accessed to secure and restricted contents by users must be prevented through proper security system management (Bullen Janes, 2007). Professional issues enlarge concerning the prevention of fraudulent actions by users, and managing the access rights for specific group. Such as teachers panel must not be viewable to students, and students must have access to material only related their subjects. Customizability of features and privacy in relation to intellectual property rights advances the responsibility of professional towards addressing the ethical issues. E-learning sites encompass application system to foster easy access to information content for students. Professional must ensure that system procedure manual is easily conveyable to students and users while maintaining their privacy rights. Copyright policy must need to be formed to address the potential risk of plagiarism and copy/pasting of material irrespective of owner’s consent (Adams McCrindle, 2008). Related to this site security and content access must be proactive to potential harms and risks of modification by unidentified identity. Students are more oriented towards cracking the shortcut methods for doing their academic works especially assignments. Hence they prefer copying it from source that can not be detected from plagiarism detection software (Khan, 2005). Including to this, material available on e-learning sites can be changed and uploaded on other e-learning sites without consent of actual teacher especially presentation files. Professionals criticize this activity by claiming it as malpractices and direct theft on the intellectual property of teacher. Hence cyber crime act protect individuals (owners) from such activities and enforce legislations for preventing issues like unauthorized access to e-learning site material resources, protect intellectual property owner rights, and specifies code line for legal obligations on e-learning sites (Cross et al. , 2002). RECOMMENDATIONS Considering the issues specified in the above text following recommendation will enable managing the issues effectively. First of all, a specific user id and password must be assigned to all individuals on equality basis. To limit the unauthorized access student must be allowed to view only contents of courses in which he is registered. To protect the unauthorized use of owners’ material downloading option must be removed; only view feature for specific files will allow university to protect intellectual property rights and avoid plagiarism cases (Khan, 2005). Access to data can be secured through encryption of data content which will enable to access only limited feature and restrict the unwanted users to decrypt the high quality data content. In order to effectively manage the social issues associated with e-learning sites complete freedom must be given to students irrespective of their cultural/racial differences. E-learning site should encompass a protection feature to avoid fraudulent actions by users; document sharing feature by students must be refine and only approved featured responses/sharing documents by students must be allowed to visible on e-learning site for user flexibility (Adams McCrindle, 2008). CONCLUSION E-learning sites are attractive solutions for university to manage its need for information and learning material sharing with students. However, certain issues related to security, fraudulent actions, and malpractices by students such as plagiarism content reduce the effectiveness of such system. In order to effectively manage the ethical, professional and social issues for e-learning sites system developer must use contemporary techniques being used by other e-learning sites developers that not only maintains system security but also provides flexibility and customization feature to both students and faculty members while managing the issues related to intellectual property rights, plagiarism, and quality of data availability including accessibility based on equity rights. REFERENCES Adams, Andrew A. McCrindle, Rachel. (2008). Pandoras box: social and professional issues of the information age. Edition: 1. John Wiley and Sons Azari, Rasool. (2003). Current security management ethical issues of information technology. Edition: 1. Idea Group Inc. Bullen, Mark. Janes, Diane P. (2007). Making the transition to E-learning: strategies and issues. Edition: 1. Idea Group Inc. Cross, John A. et al. (2002). Implementing e-learning. Edition: 1. American Society for Training and Development Khan, Badrul Huda. (2005). Managing e-learning: design, delivery, implementation, and evaluation. Edition: 1. Idea Group Inc. Stair, Ralph M. (2008). Principles of Information Systems. Edition: 9. Cengage Learning Weert, Tom J. Munro, Robert K. (2003). Informatics and the digital society: social, ethical, and cognitive issues. Edition: 1. Springerlink

Supernatural in Shakespeares Macbeth - Power of the Witches :: GCSE English Literature Coursework

The Power of the Witches in Macbeth      Ã‚   Myths and religions often include divine or devilish beings with incredible powers. William Shakespeare incorporated witches with bizarre powers in his play, Macbeth. These witches possessed devilish powers to set the course of events in the plot and added to the flavor of the story. The witches' powers included omnientness, vision and apparition creation, and the ability to set the conditions for disaster, and the utilization of these abilities sets the movement of the play.    As opening characters in the story, the witches establish the major theme of the tale and predict future events. Upon hinting of their insight to the end of the war and revealing their relationship with demonic forces, the witches call out, "Fair is foul, and foul is fair,"(I, i, 12). In his first meeting with the Weird Sisters, Banquo questions the witches powers and asks, "If you can look into the seeds of time and say which will grow and which will not?"(I, iii, 65). The witches prophecies linger through the story and reveal their accuracy, and Banquo takes notice and comments to Macbeth, "I dreamt last night of the three Weird Sisters. To you they have showed some truth,"(II, i, 25). The witches prophecies place an underlying thought in Macbeth and Banquo's minds and hide there throughout their actions with an ever-present influence.    Another influential power of the Weird Sisters was their ability to create visions and apparitions. Early in the murder scene of Duncan, Macbeth sees a bloody dagger   and in a phantasmagoric state, remarks, "Thou marshal'st me the way that I was going, / And such an instrument I was to use,"(II, i, 51). Macbeth also states, "Witchcraft celebrates Pale Hecate's offerings,"(II, i, 60). Both of these statements may suggest a supernatural force in the affair. The witches' powers also extend to the summoning of apparitions that foretell future events. The three apparitions tell Macbeth, "Beware the Thane of Fife,"(IV, i, 81), "none of woman born / Shall harm Macbeth," (IV, i, 91), and "Macbeth shall never be vanquished be until / Great Birnham Wood to high Dunsinane Hill / Shall come against him,"(IV, i, 106). These visions and apparitions, as seen later on, have a profound effect on Macbeth's actions.    The most significant power of the Weird Sisters lies in their ability to set the conditions for disaster.