...Noah and The Great Flood The Great Flood is a story that is questioned by some people, historians, and theologians. There always will be a question of whether this event really happened. If someone really believes that the messages in the Bible are real and they are coming from God, then that someone would believe that this event really happened. The messages in the Bible are lessons from God, he tries to teach us and tell us how to conduct our lives. This story is one of his lessons; he is trying to tell us something through this story. God uses Noah to reward humankind with his grace and mercy; he wanted to give humankind another chance to redeem themselves. With the story of the Great Flood, God recreates the world. God had to destroy humankind because of what they have turned into, evil and disobedient. God could see that humankind was lost in sin. They forgot all about him, he who created them. He did not like what his creation had turned into. God then made a decision to destroy and eliminate humankind from earth. Humankind made God regret the fact that he created them. But there was a good man, which God wanted to save, because he was good and faithful servant to him. Noah had an unbelievable faith in his Lord, so God trusted Noah. Noah was the man that God loved and cared for because Noah had shown his faith to him (Moore, 2005). Noah was the tenth in line from Adam, having descended from the line of Seth. He was the son of Lamech, as well as the grandson...
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...Liberty University’s Standard Lesson Plan Form |Lesson Plan: Hands on Mathematic | |Name: Charity Burns |Course: EDUC 360 | |LESSON PREPARATION [Before the lesson] | |Topic: Shapes and colors poster/ addition and subtraction |Specific Strategy: Introduction to the definition of taste, | | |the sensory descriptors, and the body part that helps us | | |taste things. | |Subject: math |Grade: 1st grade | |State Standard: | |1.A.1.1 Model addition and subtraction situations using the concepts of "part-whole," "adding to," "taking away from," "comparing," and | |"missing addend." | |Addition with...
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...story of David and Goliath. David was only a child in Saul’s army. He was tired of the giant, Goliath, mocking God and taunting the people of God. He gain courage and remained courageous through his life by standing up to Goliath and defeating him with “a sling shot and five smooth stones in his pocket” (Samuel). Just like David conquered his giant, children who are allowed to be kids and take risks can conquer their giants and become courageous adults. While courage is a great start, allowing kids to take on danger and uncomfortable tasks builds confidence and character to face any adversity and believe that great change can happen. In the Book of Genesis, Noah was building an ark for the great flood that was coming forewarned by God (Noah's Ark). Instead of doubting God and being afraid to do the abnormal, Noah built his ark and waited on God to do the...
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...To compare the theme of exiles into nature in Gilgamesh, the Odyssey, the Iliad, and the Mahabharata is to compare how these exiles were brought upon the heroes and the consequences when the hero returns to society. The difference between the Mahabharata and the other three epics, is that the exile of the Kuravas was imposed on them by others. Though Yudhisthira is technically the only one in the family who brought it upon himself by playing the crooked dice game. For the most part, the exile of the Kuravas is not self-imposed. This is very different to the exiles seen in the western epics. In the Iliad, Achilles exiles himself for feeling shamed by Agamemnon, he chooses not to fight and instead have hundreds of his countrymen die. In the Epic of Gilgamesh, Gilgamesh chooses to abandon his kingdom for an unplanned amount of time on a search for immortality somewhere in nature because of Enkidu’s death. Both Achilles and Gilgamesh exile themselves because of strong feelings they get. The exile of Odysseus is about brought on by himself, by making Poseidon extra mad, not leaving Calypso’s Island, among other transgressions against the gods. The results of these exiles are quite similar, when the hero returns to society they hav some form of enhanced ability or thinking process. In Gilgamesh, the hero returns to his kingdom, with the knowledge that physical objects can grant him a form of immortality. In the Iliad, Achilles is already known as the strongest Greek warrior, but when...
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...is a stowaway, a small woodworm. It retells the biblical story of Noah's Ark from Its point of view. The original biblical "metanarritive" is about a righteous person named Noah, who was chosen to be saved from a horrible flood that was to destroy all living creatures and plants on earth. He was, by God's demand to build an ark and save his family and animals. Using vivid images very detailed descriptions and somewhat a humorous and cynical tone of what went on during this famous voyage Barnes tells us a slightly different version of the original Noah's Ark story. Barnes chapter begins with letting readers know that this voyage was not a luxurious cruise nor was it as we pictured it when we learned the biblical version as youngsters. Noah, the man whom was chosen to survive had craftsmen to build the ships, as there was more than one ship to be built. The ships were made all from gopher wood; there were stalls for animals that were secured with double peg locks for security. The species which boarded the ships were picked not randomly, but by attending a beauty contest, only the best pair of breed species was picked to go up on ship and the others were left to drown. Some animals were brought not in pairs of two but in pairs of seven. These animals which were called "clean animals" had mixed feelings, as they felt superior when boarding the ship but realize that sooner rather than later, they will be Noah's and his family dinner. Only the "clean animals" were allowed to...
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...In the J and P Flood narratives there are three similar themes that can be also seen in other ancient myths such as the Near Ancient Floods told by Utnapishtim, the Flood in Mesopotamian literature and the Gilgamesh Flood story. In all the flood stories the deteriorating relations humans and the soil are a portion of why the flood occurs. The divinely ordained separation of the divine from human realms is another attribute and the continuous corruption of humanity leads to the flood. Inanother example of anthropomorphism, and promised never again to curse the ground regardless of human wickedness. In the P version of the flood, we find similar language as seen in the P account of Creation. The same reasons that brought about the flood in J are in P but instead of seven pairs of clean animals and two pairs of unclean animals, Noah is instructed to bring two of every kind of animal and they are to be male and female. The idea of having male and female animals is thought to be because of reproduction among the different species once the flood ends. Genesis 7. 11 say “All the fountains of great Deep burst forth and the windows of the heavens were opened.” The flood lasted a year opposed to the 40 days and nights in the J version of the flood. At the end of the flood, creation was renewed and ravens were released instead of doves. Genesis 9:1 says “Be fruitful and multiply and fill the earth”, which displays the second creation. Humans are now allowed to eat meat but are warned...
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...almost always forms the cultural plot to describe a bad or good point in time. Certain sequences of myths describe a situation where god destroys mankind for not going through with their intentions when they created mankind, by creating a massive flood. These stories include: “Noah’s Ark”, “Tata and Nena”, and the “Deucalion”. All of these stories have cultural aspects that provide similarities and differences in each other. One thing that is important to point out is that “Tata and Nena”, “Deucalion”, and “Noah’s Ark” all explain what happened to the world after it was destroyed, in different ways. For example in the story of “Deucalion”, “Tlaloc then appeared to them and said, “This is how I am repaid for saving your lives?” They were changed into dogs” (Bierlein30). In the story “Tata and Nena”, they were asked to only eat corn but instead they ate fish, so then Tlaloc got mad and turned them into dogs, in a world that was completely destroyed with no intention of repopulation. In the “Deucalion” story, “These rocks were transformed into people who repopulated the earth” (Deucalion30). Rocks were thrown behind Zeus who then was turned to people who soon remade the world all over again. Also the myth of “Noah’s Ark” has a different story, “God then repopulated the world with what Noah had saved. Like the one of each animal” (Noah29). God decided to make the world again and used the animals Noah saved to do so. This all proves that all of the stories had a different way of explaining...
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...There are many similarities between the Gilgamesh flood and also the story “Noah’s Ark” in the bible. (I’ll point out a few similarities after I explain one that stuck out to me) God chose an angelic man to build an ark for he knows of an approaching flood. Pairs of all species and animals were to be on the ark, while birds were used once the flood was finished to determine if there was any dry land for them to go to. Just like in the bible, in the story Gilgamesh there was a flood as well. Parts of the Gilgamesh story (Chaldean Flood Tablets) have been found going back to 2000 BC or possibly earlier. The Tablets tell you about how Babylonian God decided to end all life except for the ark dwellers with a great flood. Their God believed by the Babylonians to be the ‘god’ who created the earth and had Utnapishtum to construct the six story square ark. God (or several gods in the Gilgamesh account) decided to destroy humankind because of its wickedness and sinfulness (Genesis 6:5–7). • A righteous man (Genesis 6:9) was directed to build an ark to save a limited and select group of people and all species of animals (Noah received his orders directly from Jehovah God, Utnapishtim from a dream). • Both arks were huge, although their shapes differed. Noah’s was rectangular; Utnapishtim’s was square and they both contained single doors with at least one window • A great rain covered the land and mountains with water, although some water emerged from beneath the earth...
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...These include but are not limited to the Choctaw that reside/resided in the Mississippi region, the Chitimacha from Southern Louisiana, and the tarascan from northern Michoacan, Mexico. There are even more stories from there are even more stories from Central America. Cora (east of the Huichols), Zapotec (Oaxaca, southern Mexico), and Totonac (eastern Mexico) are all great examples of tribes with similar flood stories. There are literally thousands of different flood stories from all across the globe that share striking resemblance to the Gilgamesh epic and to Noah’s story in the...
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...Noah's Ark Article Evaluation Long ago, after Adam and Eve disobeyed God, sin entered the world and from there on, evil was in the hearts of every human. God saw that the wickedness of man was great in the earth and the Lord said he would destroy every living thing on earth with a massive flood. Noah was the only exception for Noah had found grace in the eyes of the Lord so the Lord instructed him to build an Ark and to bring his family and two of every kind of animal so the world could be reborn. Some people believe this story from the bible to be true while others claim it to be false, but there is evidence to back this story up. Firstly, we know that people have found fossils from all around the world including high mountains. The only way for a fossil to form is for immediate water, mud, and pressure. The best reason for there being fossils found all around the world would be a world wide flood because a catastrophe like this would best be able to form fossils. Also, fossils have been found on very high mountains, meaning that these mountains had to have been underwater...
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...hours a day. But it’s okay because I know he’s working to provide our family with the best care and make us proud (Cohen 2011). (Question 1) When I wake up, I start out my morning with looking at my schoolwork and seeing what I need to do for the day and plan accordingly. My parents and family back home in Japan have high expectations for me and I want to do everything I can to impress them. I then attend all of my classes back to back because I’m taking twenty credit hours; my plan is to graduate this December. After I finish my classes, I head up to the library for three back to back Asian centered study groups. My friends and I help each other out a lot; I have found that we compliment each other well because we experience the same stereotypes and can help one another out (Kiley 2012). (Question 2) A common misconception of Asians is that we are complete nerds that have no life or time for anything but studies. Well that’s not true and very prejudice. I have a job just like a lot of other college students. My scholarship covers my schooling but I like to have spending money for myself. My parents say that I am an adult and should support myself....
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...class and the Asians as unreceptive. These negative labels may lead teachers to treat ethnic minority pupils differently and this could result to failure. A good example of black labelling is from the studies by Gillborn and Youdell; Gillborn found that teachers were quick to tell black students off for behaviour rather than others. They found that black pupils were expected by teachers to disruptive and have behavioural problems which would be seen as threatening or challenging authority. When this was interpreted wrongly, this resulted in negative feedback from the black students which also resulted in further conflict. They both conclude that most of the conflict that occurs between white teachers and black pupils comes from the racial stereotypes that teachers hold. Bernard Coard explains how the ethnocentric curriculum may create under-achievement. An example of this is the history of Britain, which are supposed to bring civilisation to the 'primitive' peoples they colonised. Therefore, this image of black people as inferior undermines their self-esteem and leads to their failure. However, this is not clear as what the impact the ethnocentric curriculum has. For example, it may ignore Asian culture, Indian and Chinese pupils' achievement is above the national...
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...television show, Lost, and how in leans more towards exploitation because of its incorporation of token characters from different races and genders, which hurts more than helps our society, particularly American society, in its goal of expelling racism and sexism. The racial and gender stereotypes displayed in the hit television show Lost contribute negatively to society and its attempt to expel racism and sexism. By having characters that blatantly follow both racial and gendered stereotypes broadcasted on one of the most popular American television shows, it communicates to its viewers that their own stereotypical views on different races and cultures are inherently true and further cement that view point into the American mindset. If you’ve never seen the television series Lost, then it’s safe to say you’re lost. Although the series has long come to a close, when it was being aired, it was one of the most talked about shows on television. The one thing people didn’t seem to notice, and neither did I until I looked at it with a very critical eye, is that a large amount of the characters on the show fit almost perfectly into the stereotypes of their particular race. Before diving deep into these stereotypes, its critical you understand the background story to the show. The television series Lost is about an international flight flying from Sydney, Australia to Los Angeles, California that goes off course mysteriously and crash-lands on a tropical island....
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...University of Phoenix Material Appendix B Part I Define the following terms: |Term |Definition | |Stereotypes |Stereotypes are unreliable generalizations about all | | |Members of a group that do not take individual differences into account. Numerous | | |scientific studies have been made of these exaggerated images | |Prejudice |a negative attitude toward an entire | | |category of people, such as a racial or | | |ethnic minority | |Labeling theory |a sociological approach introduced | | |by Howard Becker that attempts to | | |explain why certain people are viewed | | |as deviants and others engaging in the ...
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...Part I Define the following terms: |Term |Definition | |Stereotypes |unreliable generalizations about all members of a group that do not take individual differences into| | |account | |Prejudice |A unfavorable opinion or feeling formed beforehand or without knowledge, thought, or reason. | | | | |Labeling theory |Is the view of deviance according to which being labeled as a "deviant" leads a person to engage in | | |deviant behavior. | Part II Select three of the identity categories below and name or describe at least 3 related stereotypes for each: • Ethnicity • Religion • Gender • Sexual orientation • Age • Disability |Category |Stereotype 1 |Stereotype 2 |Stereotype 3 | |Race |Color |Language |looks | |Sexual orientation...
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