The Book Of Judges :: essays research papers

The book of Judges is the sequel to Joshua. It is the seventh book of the Old Testament. It recounts stories and events from the death of the hebrew leader and prophet Joshua to the birth of the hebrew Samuel. That is roughly, from the end of the Israelite conquest of Canan in the 13th Century B.C to the begining of the monarchy in the 11 th century B.C. It tells about the hebrews from Joshua’s Death to the time of Samuel. It was written in about 550 BC, on tablets named the Ras Shamra tablets. The Ras Shamra tablets where later discovered in the early 20th Century, even though the stories and acountings of the judges where already known and written. The book of Judges belongs to a specific historical tradition which is called the Deuteronomic history. The author of the book of Judges, was in exile in Babylonia. While in exile he was deeply concerned with foreign domination. So he wrote many of his stories on the migration of the tribe of Dan to the North and the sins of the B enjamites. The author emphasized that Israel was being influenced by foreign powers and the loss of freedom and prosperity. Recurring throughout the book is the stereotyped formula: "The people of Israel did what was evil in the sight of the lord." Then after each period or subjection the author introduces another formula: " But when the people of Israel cried the Lord, the Lord raised up a deliverer for the people. Through-out the book, the book of judges tells about prophets, rulers and influencial people such as: Othniel, Ehud, Shamgar, Deborah, Gideon, Tilian and Samson. There are also many more minor people. The name of the book is very deceptive, because there weren’t any judges at all, nor any judges notified of this book been written. The word Judges was actually a translation for the hebrew word "Shofet" which signifies a ruler or a great military ruler, which through out the book, influencial people such as Samson and or even Joshua are described as the Judges. The book of judges is supprisingly part of the book of prophets, because many prophets are mentioned and reported apon.

The Transition from Childhood to Adulthood in Joyce Carol Oates Where

The Transition from Childhood to Adulthood in Joyce Carol Oates' "Where Are You Going, Where Have You Been?" All people experience changes in their life. Some of these changes are small such as the passing from one grade to another in school. Other changes are more intense, such as the transition from childhood to adulthood. In Joyce Carol Oates? ?Where Are You Going, Where Have You Been?? Oates goes into depth regarding the transition from being a carefree, innocent child to adulthood. In the short story ?Where Are You Going, Where Have You Been?? two separate worlds are drawn to the reader?s attention. The first is the normal daily life of Connie, a fifteen year old girl living in a home with her parents. Connie?s daily life is simple childhood. The second is the day Arnold Friend shows up at her doorstep and brings with him the difficulties of what the future holds. Connie is described as being an attractive fifteen year old girl whose actions are stereotypical of what one might expect from a girl her age. She spends her time listening to music, shopping, daydreaming, having fun, and trying to meet boys. Her friends share the same interests and when they are together they, ?would lean together and whisper and laugh secretly?. ( ) Connie puts on two different shows, one to her friends and a completely separate one to her family. ?Everything about her had two sides to it, one for home and one for anywhere that was not home.?( ) Connie does not show any real affection ...

Why DsbA is Such an Oxidizing Disulfide Catalyst Essay -- Biology Enzy

"Why is DsbA Such an Oxidizing Disulfide Catalyst?" Introduction The importance of the DsbA enzyme is due to its protein-folding ability in Escherichia coli bacteria. Protein is an essential part of all forms of life. Genes code for proteins, both structural and enzymes responsible for the utilization of other macromolecules. All bodily functions, therefore, are dependent upon proteins. Every protein, or polypeptide chain, uses the amino acid cysteine, which contain dithiol molecules. IN E. coli, this reversible redox reaction takes place between the endoplasm in the center of the cell and the periplasm surrounding it (see figure A below). The endoplasm is a reduced environment which contains thioredoxin, the catalyst responsible for reducing disulfide molecules to dithiol and maintaining the reduced state of the endoplasm. The periplasm, on the other hand, is oxidized. It contains DsbA, which catalyzes the oxidation of dithiol to disulfide. Proteins essential for cell function are manufactured within the reduced endoplasm. After the polypeptide c hain has been formed, however, the macromolecule must fold into its tertiary structure, which is essential for function. This structure utilizes disulfide and hydrogen bonds. Hydrogen bonds require the presence of oxygen, so the protein must enter an oxidized environment. The protein is exported into the periplasm, therefore, where disulfides are able to aid in the folding process. The finished protein is now able to function normally. Question While studying this process, the researchers noted that the structures of DsbA and thioredoxin are remarkably similar. What then, they wondered, is responsible for the difference in function between the two? Why does DsbA oxidize and thio... ..., has been disproved by several observations. One of these is that there is no evidence of strain in the active site disulfide of DsbA because all bond angles are close to optimal and when superimposed on the active site of the much less oxidizing thioredoxin, the position of the carbons match. His-32 also seems to play an important role in determining the oxidizing power of DsbA. His-32 is found in DsbA, and not in the less oxidizing thioredoxin. The effectiveness of DsbA as a catalyst depends on its redox potential, which can be easily measured, however, it also depends on the kinetics at which it participates in the disulfide interchanges, which is much more difficult to measure. The factors determining the redox potential of DsbA are becoming clear, but many questions still remain unanswered about how DsbA reoxidizes and how it kinetically interacts with proteins.

Tom Regan’s Animal Rights, Human Wrongs

Animal rights, or the establishment and the idea of them being official, have become an increasingly interesting controversy for quite some time. The topic seems to question the common morality and ethics of man, while simultaneously questioning practices that target humanity’s safety, luxury, and in some cases, survival. In such a debate, three articles come to mind.The debating articles: â€Å"Cow VS Animal Rights†, â€Å"Animal Rights, Human Wrongs†, and â€Å"Proud to be a Speciesist† all deliver a very strong argument to the topic, yet making it quite difficult to ignite a solid solution around the topic, being that each article is elaborate and thorough in arguing their point. In â€Å"Animal Rights, Human Wrongs†, the idea of animal rights is directly and thoroughly supported.Written by Tom Regan, the article presents a several cases of animal cruelty in a seemingly attempt to put the reader in a parallel perspective of each animal in attempt to cause the reader to feel sorry or some form of sympathy for each victim. Regan challenges the methods of hunting, industrial forming, and scientific practices on animals, and, using his pity-the-victim strategy, urges the realization of the rights of animals as a group that stands side by side with the humans in matters pertaining legal rights.In Stephen Rose’s article â€Å"Proud to be a Speciesist†, this thought is contradicted directly. Stephen Rose gives an entirely different perspective and idea on the matter of animal rights. In the article, Rose proposes a situation in which the rights, if any exist at all, of mosquitoes and other pests are violated once they’re exterminated by human choice. This situation provides a just argument, being that such pests are killed all the time, yet, if they were ever to attain such rights, concerns questioning their existence would arise and put a complicated spin on the basics of life itself.In â€Å"Cow VS Animal R ights Activist†, written by Linda Hasselstrom, a different view is exploited. The article retains a neutral perspective, being that the writer explains the uses of animals (primarily cows) but does not refrain from informing the reader of all the cow endures while under human use. Even so, Regan uses pathos while illustrating each animal’s demise to convince the reader to share the same view, or â€Å"ideal†, in the matters concerning animal rights.In each situation, he gives a victim, portraying each one as innocent and helpless, and then he gives the description of their death. He paints incredibly vivid pictures of the situation by elaborating on what would presumably be the last moments each animal experienced before their death. Rose, on the other hand, uses a weak form of egos in his writing. Arguing solely from his position as a researcher, Rose has dim credibility and most of his arguments are biased from the perspective of a researcher.This is made obvio us when he tries to justify animal research by claiming that it has resulted in many cures for diseases human encounter today. Hasselstrom’s form of logos contributes to her argument in a seemingly complementary fashion. From her perspective, she simply states the pros and cons of ranching and hunting, as well uncover the hardships faced by ranchers that many activists seem to overlook. With all of these arguments at point, the matters of animal rights will remain a controversy as long as the morals and ethics of the common man play a part in its decision.

Violence in Sports

Comedian Rodney Dangerfield once joked, â€Å"I went to the fight the other night and a hockey game broke out†, but violence in sports is a continuous problem that is not amusing. Whether the conversation is the about the â€Å"blood games† of the Ancient Greeks and Romans or the 2012 NFL season, there is one common factor and it is violence. Over the course of history sporting events have become more civilized which does not make the â€Å"blood games† and Monday Night Football an apples to apples comparison, however one cannot debate the fact that violence still remains a main stay in sports today.The real debate is who is responsible for its continuous existence. Has society witnessed so much violence that sports would not be sports without it? Did the media and the commercialization of sports help keep violence alive in today’s games? Is there truly enough evidence to pinpoint the real culprit or can we all mutually agree that all parties are to blame? The author argues that much of the violence in sports today involves overconformity to the norms of the sport ethic which is absolutely valid.Jay Coakley discusses how athletes may use violence to enhance their status amongst peers and gain popularity with spectators. He believes some athletes compensate their insecurities with extreme measures to prove themselves because â€Å"they are only as good as their last game†. Every day athletes are looking to make that big devastating hit that will have fans jumping out of their seats, teammates giving them high fives and coaches praising them in team film sessions. They have a desire to gain a reputation that demands respects, a player with a killer instinct that opponents fear.While I agree with Coakley, it is only to a certain degree. In today’s society you must factor in the media and the commercialization of sports as well. Players understand that the big hit will gain them the respect they desire, but it will also gai n a clip in ESPN’s top ten highlights. Players in today’s game have a need to be noticed and recognized by the media because it will lead to cashing in on a big time sports contract and endorsement deals. Back in the 1970’s players demanded respect because they wanted to be a tough guy which is also true today, but now they prefer to be a famous rich tough guy.Violence in sports does not only exist within the participants of sporting events either, which continues to build on the Coakley’s argument that athletes use violence in an effort to gain spectators popularity. Sports fans fighting against other fans for obscene comments toward each other, wearing the wrong jersey in the wrong section, or looking to fight players for poor performances are becoming the norm. These events are putting fans in a state of wanting, in fact needing violence in order to be satisfied with sporting events.Soccer has become a sport that is synonymous with fan violence. Soccer fans have no level of fear when it comes to violence and it has come the point that soccer players are scared of their own fans. Alexei Barrionuevo and Charles Newberry of the NY Times wrote an article discussing the extreme fan hostility and violence that occurs in Argentinian soccer. There is an organization in Argentina dedicated to ending violence in soccer named Let’s Save Football, but there existence is not enough to deter the violence.In fact the president of the organization Monica Nizzard, stated, â€Å"We don’t feel safe inside of our stadiums in Argentina†, â€Å"That is why families have stopped going. † (NY Times 2011). This is just one example of many fans creating a violent atmosphere that exists in sports today. Coalkey also describes a scene from Pat Conroy’s novel The Prince of Tides that has a coach addressing his team in a manner that puts a player in a state of mind looking to create a violent experience.However he states â⠂¬Å"many coaches don’t use such vivid vocabulary because they know it can inspire dangerous forms of violence† and then adds that these coaches seek athletes that already think that way. He is correct, but at the same time incorrect. For example, the NFL recently made headlines with the New Orleans Saints â€Å"bounty program† where MSN Fox Sports quoted defensive coordinator Greg Williams quoted as saying, †We need to decide whether Crabtree wants to be a (expletive) prima donna or he wants to be a tough guy. He becomes human when we †¦ take out that outside ACL. ‘ (Associated Press 2012). Coaches are just as responsible for violence in sports as the athletes. Some coaches may not be quoted like Greg Williams was, but on both amateur and professional levels coaches prepare game speeches about going to war with the enemy†¦not go give it your best effort. Below is a recent controversial video of a football coach that may or may not have assau lted an opposing 7th grade football player depending on your side of the situation. Regardless of the opinion on his actions it makes people wonder what this coach may be saying when the camera is not on. http://network. ardbarker. com/high_school/article_external/backyard/new_video_emerges_of_youth_coach_assaulting_player/12191230? refmod=backyard=foxsports Sports play a significant role in society and grab the attention of millions of viewers while impacting the lives of hundreds of thousands of athletes. Some athletes use violence as a basic instinct while playing sports. Some athletes will use it as a means to gain money, power and respect. Some fans will cheer for violence and some fans will jeer against it. Coaches and parents will teach their children the right and wrong of violence in sports.With all that said, violence is not doing a disappearing magic act from sports. It used to exist, still exists and will continue to exist. Throughout all of my reading for this assignmen t I go back to one quote from Dan Lebowitz, executive director of the Center for the Study of Sport in Society at Northeastern University in Boston†¦Ã¢â‚¬ Questioning violence in sports offers an opportunity to question humanity in general. † (Discovery News, 2012) Cited References BarrioNuevo, A and Newberry, C. (2011, Nov. 26). In Argentina, Violence is Part of the Soccer Culture. Retrieved from NYTimes. com: http://www. nytimes. om/2011/11/27/sports/soccer/in-argentina-violence-is-part-of-the-soccer-culture. html? pagewanted=all=0 This article discusses the extremely violent nature of soccer in Argentina. It goes into detail the actions of violent Argentinian soccer fans. It also discusses how they are attempting to put a stop to the violence. Associated Press (2012, April 06). Report: Tape Captured Bounty Offer Retrieved from Fox Sports: http://msn. foxsports. com/nfl/story/gregg-williams-instructed-new-orleans-saints-players-to-injure-san-francisco-49ers-040512 In t his article the author discusses the New Orleans Saints bounty scandal.It discusses the first released quotes from Coach Greg Williams regarding the bounties. It goes into detail about the entire tape and how it impacts the bounty scandal. Issac, A. (2012, Nov. 12). MNew Video Emerges of Youth Coach Assualting Playerke's Neon- Retrieved from Fox Sports: http://network. yardbarker. com/high_school/article_external/backyard/new_video_emerges_of_youth_coach_assaulting_player/12191230? refmod=backyard&refsrc=foxsports The video clip was used as a reference. The video shows a clip of a youth football coach assaulting an opposing 7th grade player.It details the legal action taken place against the coach and how it has affected his life. The player’s mother also speaks out against the coach. Sohn, E. (2012, March 07). Is Violence in Sport Inevitable Retrieved from Discovery News: http://news. discovery. com/adventure/violence-sports-football-120307. html The author discusses violenc e in sports and fans reactions to violence. It discusses actual fan violence as well as the viewership reactions to violence. The author also discusses the impact violence would have on sports if it did not exist.

Teachers Point of View

As a high school teacher I have to be a facilitator-guide and a sage who imparts knowledge. I believe that teaching and learning are creative and very social. Based on my understanding, in order for some students to become productive learners; teachers should understand what is occurring inside students minds. As well, as what methods will help retain and retrieved that knowledge. Cognitive principles relates to how information is process in the mind (referred to Atkinson-Shiffrin model pg. 159). In addition, cognitive also deals with how the mind stores, organizes, retrieves and incorporates new information.The following are some of the ways I incorporated cognitive principles to my classroom, through metacognition ( schema) , rehearsal , elaboration ( activating prior knowledge) , note taking , verbal learning ( Paired- associate , serial , free-recall) , and analogies. Students now a day has a very short attention span, as a teacher I have to become eclectic. In the constructivist classroom the teacher becomes a guide for the learner, providing bridging or scaffolding (mediated learning), helping to extend the learner's zone of proximal development.Constructivist theory relates to Vygotsky’s theory of cognitive development, social interaction helps the student learn. The student is encouraged to develop metacognitive skills such as problem solving skills and reflective thinking. The self-sufficient learner is essentially motivated to generate, discover, build and enlarge their own framework of knowledge. In my classroom I observed and applied constructivist through cooperative learning, discovery learning, self- regulated learning and mediated learning. I will start my class by pre-assessing my students, to check their prior knowledge (cognitive theory of elaboration).If my students are having difficulty remembering what they learn from previous classes, than I will start scaffolding. I will give the students prompts, so that the prompts will trigger their short term memory (working memory). The prompts will give them a foundations and than they built on it and hopefully becoming independent learner. Mediated learning is applied in my class, I will show them how to perform a lab and than they will mix chemicals on their own. Their product or conclusion should be similar to my expectations. Another method that I applied in my classroom is cooperative learning.According to Vygotsky’s, students working with their peers will allow them to think out loud (private speech) and work in a thinking zone where they are comfortable at. If some of my students understand a concept that I am teaching I will break my class in groups. In each group, each member is at different cognitive level and they will assist each other. They will discuss, check each other understanding and see the concept from a different point of view. Another method that I utilized is â€Å"Group Investigation†. Each group will pick a topic and they will dis cuss, learn about that topic and than present on that topic.One of the methods that I incorporated cognitive theories is through verbal learning. In my class, if we encounter a lesson or word that is hard to remember we will associate it to another word. For instance, when we covered the Periodic Table students will associate the elements symbol to its name by using an image (Paired –associate learning through imagery). Another verbal learning is memorizing the elements name in alphabetically order or based on their weights, if in alphabetically order they will create a name or sentences based on the first initials of the elements (serial learning through initial-letter strategies).But the most effective way that I noticed in my class is free- recall. They will memorize the elements or body system in no particular order. Another example how cognitive is incorporated in my class is repetition, practice and elaboration. My students’ will practice a week before exam while other will practice a day before the exam. If my students want to benefit from what the practice they have to practice (study) everyday (distributed practice) rather than cram study. Elaboration is when they have to paraphrase. They will take a concept and than translate it to their own words, to check their understanding.When they are paraphrasing they also visualize what they are paraphrasing, because Paivio’s theory of memory stated that to retain something it has to be verbal and visual (dual- code). Graphic organizer is another technique that I applied in class; this allows the students to retrieve prior knowledge and applied it to their current classwork. There are a lot of techniques, for examples note taking, underlining, analogies, summarizing etc. But if the students are not using this techniques and the teacher is not incorporating different techniques the student will be limited.In conclusion, both constructivist and cognitive theories go hand in hand. There are different types of memories short term and long term (flashbulb, semantic, episodic memory) but for these memories to be activated there must be some stimuli that will trigger the activation. To retain the information the student has to use mnemonics (different memory strategies) but if information is meaningful it will be a schema in the brain. To trigger the working memory teachers should scaffold or student becomes self-regulators. But not all memories will be retain some are forgotten based on Atkinson-Shiffrin model

What Is Cabin Crew

Who is a Cabin Crew? A Cabin Crew for a commercial flight is a person who is hired and employed by the airline’s authority to work for the airline. A cabin crew is also known as flight attendant, steward/stewardesses , air host/ air hostess. The primary job responsibility of a cabin crew or air host/ air hostess is to ensure the safety of the passengers, assist the passengers and to ensure comfort for them. Job Responsibilities of a Cabin Crew: Though the primary and main job responsibilities of a air hostess / cabin crews is to ensure the safety and comfort of the passengers but they have others responsibilities as well. The list of job responsibilities of a cabin crew are listed below: †¢Ensuring the passengers’ pleasant journey. †¢Welcoming passengers on board and directing them to their seats. †¢Administering first aid. †¢Ensuring that safety and security regulations. †¢Preparation and serving or selling of on-board food and beverage. Making announcements on behalf of the pilot and answering passenger questions during the flight. †¢Assuring passengers to follow the correct emergency procedures. †¢Offering comfort items including magazines, newspapers, blankets, pillows, hot towel service to the passengers. †¢Distributing custom forms on international flights and assist passengers with their proper completion prior to landing. †¢Ver ifying Boarding particulars. †¢Conducting cabin checks every 15–30 minutes, especially during night flights. †¢Checking on the passengers, and listen for any unusual noises or situations. Ensuring all equipment such as life-vests, torches and firefighting equipment are on board, in proper condition & in the right quantity. †¢Reporting any unserviceable or missing items prior to takeoff. †¢Monitoring the cabin for any unusual smells or situations. †¢Maintaining certain precautions such as keeping doors disarmed or open during fueling on the ground. †¢Demonstrating the safety features of the aircraft to the passengers. †¢Assisting the loading of carry-on baggage, checking for weight, size and dangerous goods. Securing the cabin by ensuring tray tables are stowed, armrests down and carryovers stowed correctly, seats are in their upright positions, seat belts fastened prior to takeoff. †¢Checking the lavatory to ensure the smoke detector ha sn’t been deactivated. †¢Checking regular cockpit to ensure the pilot’s health and safety. †¢Ensuring passengers disembark safely at the end of a flight & checking if there is any luggage or baggage left in the overhead lockers. †¢Crosschecking prior to landing. †¢Completing paperwork, including writing a flight report.