Judas Betrayer Essays - Twelve Apostles, Judas Iscariot, Judas

Judas Betrayer The Apostle who betrayed his Divine Master. The name Judas (Ioudas) is the Greek form of Judah (Hebrew "praised"), a proper name frequently found both in the Old and the New Testament. Even among the Twelve there were two that bore the name, and for this reason it is usually associated with the surname Iscariot [Heb. "a man of Kerioth" or Carioth, which is a city of Judah (cf. Joshua 15:25)]. There can be no doubt that this is the right interpretation of the name, though the true origin is obscured in the Greek spelling, and, as might be expected, other derivations have been suggested (e.g. from Issachar). Very little is told us in the Sacred Text concerning the history of Judas Iscariot beyond the bare facts of his call to the Apostolate, his treachery, and his death. His birthplace, as we have seen, is indicated in his name Iscariot, and it may be remarked that his origin separates him from the other Apostles, who were all Galileans. For Kerioth is a city of Judah. It has been suggested that this fact may have had some influence on his career by causing want of sympathy with his brethren in the Apostolate. We are told nothing concerning the circumstances of his call or his share in the ministry and miracles of the Apostles. And it is significant that he is never mentioned without some reference to his great betrayal. Thus, in the list of the Apostles given in the Synoptic Gospels, we read: "and Judas Iscariot, who also betrayed him". (Matthew 10:4. Cf. Mark 3:19; Luke 6:16). So again in St. John's Gospel the name first occurs in connection with the foretelling of the betrayal: "Jesus answered them: Have not I chosen you twelve; and one of you is a devil? Now he meant Judas Iscariot, the son of Simon: for this same was about to betray him whereas he was one of the twelve" (John 6:71-2). In this passage St. John adds a further particular in mentioning the name of the traitor Apostle's father, which is not recorded by the other Evangelists. And it is he again who tells us that Judas carried the purse. For, after describing the anointing of Christ's feet by Mary at the feast in Bethania, the Evangelist continues: Then one of his disciples, Judas Iscariot, he that was about to betray him, said: 'Why was not this ointment sold for three hundred pence, and given to the poor?' Now he said this, not because he cared for the poor; but because he was a thief, and having the purse, carried the things that were put therein (John 12:4-6). This fact that Judas carried the purse is again referred to by the same Evangelist in his account of the Last Supper (13:29), The Synoptic Gospels do not notice this office of Judas, nor do they say that it was he who protested at the alleged waste of the ointment. But it is significant that both in Matthew and Mark the account of the anointing is closely followed by the story of the betrayal: "Then went one of the twelve, who was called Judas Iscariot, to the chief priests, and said to them: What will you give me, and I will deliver him unto you?" (Matt., xxvi, 14-5); "And Judas Iscariot, one of the twelve, went to the chief priests, to betray him to them. Who hearing it were glad; and they promised him they would give him money" (Mark, xiv, 10-1). In both these accounts it will be noticed that Judas takes the initiative: he is not tempted and seduced by the priests, but approaches them on his own accord. St. Luke tells the same tale, but adds another touch by ascribing the deed to the instigation of Satan: "And Satan entered into Judas, who was surnamed Iscariot, one of the twelve. And he went, and discoursed with the chief priests and the magistrates, how he might betray him to them. And they were glad, and convenanted to give him money. And he promised. And he sought opportunity to betray him in the absence of the multitude" (Luke, xxii, 3-6). St. John likewise lays stress on the instigation of the evil spirit: "the devil having now put into the heart of Judas Iscariot, the son of Simon, to betray him" (xiii, 2). The same Evangelist, as we have seen, tells of an earlier intimation of Christ's foreknowledge of the betrayal (John, vi, 71-2), and in the same chapter says expressly:

A Horror Show at the Cinemaplex Essays

A Horror Show at the Cinemaplex Essays A Horror Show at the Cinemaplex Essay A Horror Show at the Cinemaplex Essay Assignment: Based on the instance The Movie Exhibition Industry 2013 in the McGraw Hill article, answer the undermentioned inquiries utilizing constructs and models we have discussed in category. Answers should be completed in a short five page write-up utilizing the templets provided below. Short replies / slugs are acceptable ; nevertheless, you must include some degree of item / information sing the tendencies and analysis you are including independent of the slug points. The difficult transcript write-up is due by the start of category on February 25th. We will be holding a treatment based on this assignment in category. It would be helpful if each group member had a transcript of the finished assignment in forepart of him/her. Please supply a screen page that includes the Assignment name, Mgmt 478 , Section figure ( 006, 007, 008, 300 ) and the group members’ names. The cover sheet is the lone page that includes this information. Besides each page must hold a page figure. All pages must hold a basic. Failure to follow any of these arranging issues will incur a class punishment. All words must be spelled right and all sentences must hold right grammar. 1a ) Perform a general environment analysis. What are the relevant tendencies in the environment that are impacting the film industry by the 5 sections listed below? Demographic Socio-cultural Economic Technological Political / Legal 1b ) What are the biggest chances and menaces in the industry? ( Pick no more than 2 of each and lucubrate in 3-4 sentences ) 2 ) Based on an analysis you complete, is the film exhibition industry an attractive and profitable industry in which to take part? ( After finishing the templet, include a short 2-3 sentence appraisal of overall attraction ) . Ensure that you are specific with your analyses of menaces ( e.g. high capital demands is non plenty, for what would capital demands be high? ) Industry Definition: Movie exhibitioners Force Who / What are they? Analysis of Threat ( Use ( + ) to bespeak adds to the menace, ( ) indicates decreases menace – e.g. high capital demands would be a ( – ) for possible new entrants ) Degree of Threat ( High / Medium / Low ) Potential Entrants Substitutes Dickering Power of Suppliers Dickering Power of Buyers Internal Rivalry Overall Profitability of the Incumbents Overall Attractiveness to Entrants ( Barriers to Entry )

Famous Person with Disabilities ( BEETHOVEN) Essay

Famous Person with Disabilities ( BEETHOVEN) - Essay Example Beethoven felt that his hearing loss was the most crippling limitation that he could have ever suffered during the height of his career, and was faced with the fear of losing his identity as a master of sound (Owens, 2011). During his battle with deafness, Beethoven proved to the world that you can still be the best at what you do, and just because one has a disability neither means that he/she should give up on life, nor should he/she give up on the pursuit of their dreams and/or professions. Ludwig van Beethoven: A Legend Is Born Ludwig van Beethoven was born in December 16, 1770 in Bonn, Germany. Being born to a family of musicians, it was no surprise that Beethoven himself was musically inclined. He studied first under his own father, Johann, who taught young Beethoven all he knew about music. Johann, at times a â€Å"raging† alcoholic, and was very strict on Beethoven, often forcing him to get out of bed in the middle of the night in order to practice his music. Sometimes for hours on end, Beethoven was forced by his father to play and practice. The practice paid off and at the age of eight, and Beethoven gave his first live performance (History, 2011). Though Beethoven’s family wasn’t rich, his father hoped to make the family rich through Beethoven’s musical talents. Because Beethoven’s family was respected servants of the royal court, Beethoven’s family had both connections and means to help Beethoven further his musical education. As far as formal, traditional educations go; Beethoven, however, dropped out of traditional school at the age of thirteen in order to concentrate more on his musical talents, going on tours and so forth (Buzzle, 2011). After learning all that his own father could teach him, Beethoven then studied under Haydn and Mozart; Beethoven’s father often said he wanted Beethoven to become the next Mozart (History, 2011). During his lifetime, Beethoven composed forty-one pieces of work, ni ne of which were symphonies. Beethoven: A Legend Develops a Life Changing Handicap At age twenty-eight, Beethoven gradually began losing his ability to hear (History, 2011). Still, he continued to compose, play, and publish music. He hid his disability from family, friends and the public for as long as he could, which is normal for many people who develop disabilities (Owens, 2011). Once Beethoven’s disability was no longer deniable, he became deeply depressed and began to confide in others of his handicap and of his contemplations on committing suicide, also a common feeling and reaction for those who develop a handicap (Owens, 2011). John Owens became quadriplegic due to a dirt bike accident in 2006; he says that at the onset of his disability, he also went into deep depression and contemplated suicide as well (Owens, 2011). â€Å"When you go through something that changes your life forever, it becomes a challenge just to wake up in the mornings. Even I contemplated suicid e, feeling that my life was over, knowing that I might never be able to do the things I love the most, which back then was playing football, a sport in which I excelled. I knew I possessed the talent and ability to make football my profession, and I was working toward this very goal before my accident. So, I very much know how Beethoven must have felt being a great musician and losing his

Was Winston Churchill the greatest leader in the 20th century Essay

Was Winston Churchill the greatest leader in the 20th century - Essay Example The paper would examine Churchill’s broad vision and lofty ideologies pertaining to his administration, his political clout as a leader and the manner in which he faced and handled the different problems that stood in his path. It would also form an analysis of how effective his leadership was and the impact it created on the country’s progress. In this context, the paper would also attempt to discuss the varied attributes of Sir Winston Churchill, highlighting his exemplary personality and the strategic and inspiring decisions he had to make as the leader of his country and validate and conclude whether this fact of being one of the greatest leaders of the 20th century was true or false. Winston Leonard Spencer Churchill was born in the United Kingdom on 30th Nov. 1874 to Lord Randolph Churchill from the UK and Lady Randolph who was an American. Sir Winston Leonard Spencer Churchill, lived with his family at Blenheim Palace in Oxfordshire, and after a long stint with journalism ‘started his career as an army officer in the British Army’ (Source 5, 2002, p.162) and thereafter engaged himself in politics because he was fired with a keen desire to serve his country with great passion and vigor. Life in the early years was not a bed of roses for him, because he was a difficult kid to manage at school where he often got punished for misbehavior. But nevertheless, he showed a very keen interest in subjects such as poetry, history and writing English essays than learning Latin, Greek or Math and never relished the company of his friends. After his High School he completed his graduation at the age 18 at Royal Military Academy at Sandhurst in Buckinghamshire. After two years that is at age 20, when his life turned more exciting, he started to achieve many things (Source 2, 1952, p.38). His achievements can be classified into four periods namely;

Normalcy to the New Deal Essay Example | Topics and Well Written Essays - 1000 words

Normalcy to the New Deal - Essay Example With this backdrop, the 1920s election was conducted commencing the resurgence of Republicans with the selection of Warren G. Harding as the new president together with Calvin Coolidge as vice president. Warren G. Harding is often quoted for his flea for normalcy: "America's present need is not heroics but healing; not nostrums but normalcy; not revolution but restoration...not surgery but serenity." Normalcy is known as the new president's thrust for the restoration of "good old days" before the World War I and its resolution to focus on internal affair. Thus, the Harding administration maintained its opposition on the League of Nations. Among his notable contributions is the promotion of conservative opinions marked by appointment of Taft to Supreme Court. Andrew Mellon, one of the senators supported lower taxes and lower government spending. A tax cuts for wealthy households was also implemented. Though these measures were indicative of tight fiscal policies, the Republicans also highlighted the existence of a balanced budget. The Republican's conservatism was reflected on the high tariffs levied on imported products. The difficulty of recovery during the period after the Great W ar is often attributed to this domestic industry protectivism. The Harding administration became involved with the Tea Dome scandal. ... He strongly advocated "letting the business cycle run their course." Coolidge approved the proposed McNary-Haugen Farm Relief Bill which was designed to allow the government to purchase agricultural surpluses. During his reign as the president, the country "experienced a wildly successful period of economic growth: the so-called 'Roaring Twenties'" (Calvin Coolidge). The president also mad a significant effort in lowering taxes and national debt. One of the most important contributions of Coolidge is the Kellogg-Briand Pact of 1928 which committed signatories including the U.S., the United Kingdom, France, Germany, Italy, and Japan to "renounce war as an instrument of national policy in their relations with one another" (Calvin Coolidge). It should also be noted that the commencement of the Great Depression happen during the Coolidge administration. This crisis is attributed to rise of consumer culture, automobile craze, slump in farm prices, McNary-Haughen Tariff Bill, and welfare c apitalism. Another Republican was elected in 1928 to replace Coolidge. The presidency of Hoover brought a negative imprint in the economy as he reigned during the onset of Great Depression. During this crisis, the stock market collapsed together with the whole financial system. Making matters worse, these tragedies were pointed out to structural flaws and corruption in the government. Hoover received criticism from Democrats who labeled him as "do-nothing" president due to his laissez faire policies. Free market advocates, on the other hand, criticized him for market interventions. After the collapse of the stock market, the president made enormous efforts to boost the economy through various reforms. In order to

Sole trader and partnership business

Sole trader and partnership business http://en.wikipedia.org/wiki/Sole_proprietorship http://www.irs.gov/businesses/small/article/0,,id=98214,00.html http://www.businesslink.gov.uk/bdotg/action/detail?type=RESOURCESitemId=1073789609 http://www.myownbusiness.org/s4/ http://www.bytestart.co.uk/content/19/19_1/what-is-a-sole-trader.shtml http://www.bbc.co.uk/schools/gcsebitesize/business/aims/partnershipsrev1.shtml http://www.company-wizard.co.uk/Glossary/Private_Limited_Company.htm Among the similarities between a sole trader and partnership business is that they both have unlimited liability. Unlimited liability means in the event that the business becomes insolvent, the owner will have to be responsible for paying all the debts of the business even if it means selling off his personal assets to settle the debts. In a partnership, a partner will also have to pay off all the debts of the business if other partners become insolvent but if only the business becomes insolvent the debts can be shared among partners. This however is not applicable to the sleeping partner. The way both businesses are financed is also similar. For example, they are financed with bank loans, personal savings and contributions from friends and family. The two businesses need to be registered under the Registration of Business Act and operates in the private sector. This means that none of this structure of businesses is owned by government. The owner of a sole trader and partners in a p artnership are taxed at a personal tax rate according to the profits the business makes. Dealings of both types of business are confidential and only need to be revealed to the government. Both are easy and cheap to set up. Among the differences between a sole trader and partnership business is a sole trader business has only one owner whereas a partnership has 2-20 owners. The sole trader is fully responsible for the running of the business from day to day so, the success of the business is limited to the abilities of the owner. In a partnership, business decisions are made by casting votes among the partners and they assigned specific work in the business. There are more people to contribute skills and expertise. All profits gained in a sole trader business are received by the owner whereas in a partnership the profit is split according to the ratio which was previously agreed in the partnership agreement. When dissolving the business a sole trader can dissolve by himself whereas a partnership needs consent from partners. One of the similarities between sole trader business and private company is that both of them are created to generate profit for the owners. Also both are private companies. Both need to be registered as private entities. Therefore they do not have to make reports on their business to be released to the public. Such reports need only be disclosed to the government. This maintains confidentiality in the business. Among the differences between the two business structures are the number of owners. A sole trader has only one owner while a private company has 1-50 owners which are called shareholders. A private company is a different person from the owner. This means the owner and management of the company is separated. The liability of a sole trader business is unlimited whereas in a private company its limited. This means that in the event that the company goes bankrupt the maximum shareholders of a private company can lose are the amount they have invested in the company. A sole trader business has limited life whereas a private company has perpetual existence. This means that the company will still exist even if there is a change in ownership. A private company business is taxed at a fixed tax rate of 30% whereas the sole trader can get a personal tax rate of 30% or more. Decisions of a sole trader business is made by the sole trader whereas in a private company they are made by the managemen t group. It is easier and cheaper to set up a sole trader business compared with a private company. The Sole Trader can have unlimited borrowings subject to the limit of its financial standing but for the Company, its borrowings are guided by articles as contained in their Memorandum of Association. It is easier for a Private Company to raise finance compared to a Sole Trader. I would advise Lydia to convert the business into a partnership. Assuming that the business hasnt been doing well for the past three years, extra capital that can be raised by potential partners can help the business to acquire better equipment and teachers. Also assuming that the potential partners are experts in the IT field or good businessmen they can bring in fresh ideas and expertise to help the business grow. Fresh ideas will help because a business has to always adjust according to the ever changing needs of consumers and because. Other similar businesses are always improving themselves. Therefore Lydias business has to improve too in order to stay competitive. Extra capital, expertise, and ideas from potential partners will help the business in that way. Not only that, work gets done even faster when there are more people running it. Therefore the running of the business is more efficient. Furthermore it does not take a lot of money to convert the business to a partnership. Assuming that Lydia is a friendly person, personality clashes between partners would be rare. The partnership is not likely to bankrupt assuming that Lydias potential partners have a solid financial background. It is not advisable for Lydia to form a company because it is costly to set up. Since the business has only been running for three years it wouldnt have generated enough revenue to be converted into a company. Moreover turning it to a company will increase government regulation on her business. This will greatly decrease the businesss flexibility.   It is also not advisable for her to stay as a sole trader because she needs new capital to upgrade equipments that have been in use for 3 years now and that is hard to do if she stays as a sole trader. Also assuming that she is married, the business wouldnt have to shut down temporarily because of her taking a maternity leave. This is because her partner would be able to take over the business for the mean time.

Racial Ideologies in Frederick Douglass and Linda Brents Narratives Es

Racial Ideologies in Frederick Douglass and Linda Brent's Narratives 4) Slavery was justified by racial ideology. Consider three texts, including one that was written by a former slave. How do the authors either replicate or refute racial ideologies common in the nineteenth century? I am going to focus on the narratives of Frederick Douglass and Linda Brent as examples of a refusal of racial ideologies and Harriet Beecher Stowe’s Uncle Tom’s Cabin as an example of replicating (although attempting to refute) racial ideologies of the day. Douglass’s Narrative and Brent’s Incidents follow them from ignorance to knowledge; knowledge and freedom gained through their own doing. I think that Stowe is in a way both trying to write an anti-slavery novel, however, I can’t see her as anti-racist because Romantic Racialism is what grounds her arguments. In all three, I am going to prove that the relationship between and the representations of the body and the mind are what either refuse or support racial ideologies of the nineteenth century. First, Frederick Douglass’s Narrative introduces the reader to a young Douglass who is ignorant in terms of book knowledge and also lacks practical life experience. He even lacks the knowledge of his own age. But the fact that Douglass is able to educate himself refutes the idea of the time that African Americans were intellectually inferior. By the end of the narrative, he is more educated than someone like Covey, one of his former masters. Kimberly Drake claims that [t]he ability to utilize language, especially written language or literacy, is also portrayed by many ex-slaves as crucial to their quest for freedom, a freedom which in large part is the ability to allow ... ...impulse. All three of these books have really helped me to gain an understanding of what the racial ideologies of the period in which they were written were: Douglass and Brent, through their refusal of these ideologies and Stowe through her inadvertent reinforcement of them. Bibliography: Works Cited Brent, Linda. Incidents in the Life of a Slave Girl. Ed. L. Maria Child. San Diego: Harcourt Brace & Company, 1973. Douglass, Frederick. Narrative of the Life of Frederick Douglass. New York: Dover Publications, Inc., 1995. Drake, Kimberly. â€Å"Rewriting the American Self: Race, Gender, and Identity in the Autobiographies of Frederick Douglass and Harriet Jacobs.† MELUS 22 (Winter 97): 91-109. MacFarlane, Lisa Watt. â€Å"’If Ever I Get to Where I Can’: The Competing Rhetorics of Social Reform in Uncle Tom’s Cabin.† ATQ 2 (June 90): 135-148. Racial Ideologies in Frederick Douglass and Linda Brent's Narratives Es Racial Ideologies in Frederick Douglass and Linda Brent's Narratives 4) Slavery was justified by racial ideology. Consider three texts, including one that was written by a former slave. How do the authors either replicate or refute racial ideologies common in the nineteenth century? I am going to focus on the narratives of Frederick Douglass and Linda Brent as examples of a refusal of racial ideologies and Harriet Beecher Stowe’s Uncle Tom’s Cabin as an example of replicating (although attempting to refute) racial ideologies of the day. Douglass’s Narrative and Brent’s Incidents follow them from ignorance to knowledge; knowledge and freedom gained through their own doing. I think that Stowe is in a way both trying to write an anti-slavery novel, however, I can’t see her as anti-racist because Romantic Racialism is what grounds her arguments. In all three, I am going to prove that the relationship between and the representations of the body and the mind are what either refuse or support racial ideologies of the nineteenth century. First, Frederick Douglass’s Narrative introduces the reader to a young Douglass who is ignorant in terms of book knowledge and also lacks practical life experience. He even lacks the knowledge of his own age. But the fact that Douglass is able to educate himself refutes the idea of the time that African Americans were intellectually inferior. By the end of the narrative, he is more educated than someone like Covey, one of his former masters. Kimberly Drake claims that [t]he ability to utilize language, especially written language or literacy, is also portrayed by many ex-slaves as crucial to their quest for freedom, a freedom which in large part is the ability to allow ... ...impulse. All three of these books have really helped me to gain an understanding of what the racial ideologies of the period in which they were written were: Douglass and Brent, through their refusal of these ideologies and Stowe through her inadvertent reinforcement of them. Bibliography: Works Cited Brent, Linda. Incidents in the Life of a Slave Girl. Ed. L. Maria Child. San Diego: Harcourt Brace & Company, 1973. Douglass, Frederick. Narrative of the Life of Frederick Douglass. New York: Dover Publications, Inc., 1995. Drake, Kimberly. â€Å"Rewriting the American Self: Race, Gender, and Identity in the Autobiographies of Frederick Douglass and Harriet Jacobs.† MELUS 22 (Winter 97): 91-109. MacFarlane, Lisa Watt. â€Å"’If Ever I Get to Where I Can’: The Competing Rhetorics of Social Reform in Uncle Tom’s Cabin.† ATQ 2 (June 90): 135-148.

Ped 212 Week 4 Journal

In the year of 1963, I started school in the first grade. We did not have kindergarten in the little town I lived in. I in Plew, Mo about 12 miles from Carthage Mo, in my first grade we were on one side of the room and the second grade was on the other side. I cannot remember much, but we had a lot of recess time and played for longer periods of time. In 1964 we moved to Pierce City were I spent second grade through 6th grade in the elementary school. We spent a lot of free time out side. Our playground equipment consist of merry-go-arounds, slides, teeter totters, slides, swings, baseball fields, and monkey bars.I remember in 3rd 0r 4th grade my hands slipped and I fall flat on my face. I can remember trying to cover my nose with my shirt because it was all swollen and black and blue. Now, a lot of playground equipment back then is no longer part of todays, playground equipment. For example, the merry-go-arounds, teeter totters, and monkey bar have been removed because too many chil dren were getting hurt. We had balls of all kinds, jump ropes, hop scotch and even played hide-seek. I had three to four friend that stayed in my group to have fun with the activities we chose to play whether they were inside games or outside.However, if it was cold or raining our class had many fun activities that we could play as a group or as individuals. Our gym class was in the lunch room and after lunch was served the tables were folded up and lined against the walls. We had physical education every day. Today, some schools does not have physical education and the ones that do may have PE every other day or maybe half the time that should be allotted by state regulations. According to (Primary Headship, 2008), â€Å"teachers at primary schools, the requirements PE hours taught per week has risen from two to five† (p. ). I n the summer time my family and I loved the outdoors. We played hard as kids back then, we rode our bicycles, play baseball, worked in the garden and went to the lake on the weekends were we have swimming, boating, and water skiing. We always camped down at the water and we had to run or walk the hill to the bathroom after doing this 10 times a day, you could get all the exercise you needed in a day. Today, our young children spend too much time watching t. v. , video games, and their high dollar cell phones.When people cut out their physical activities they seem to eat more and this puts weight on our bodies, which leads to many health conditions. Junior High was just up the hill from the elementary school during my 7th and 8th years. We also had PE every day for the full hour and between different schools we had track meet set up. This was my favorite class, and I enjoyed everything that they throw at me. I was very competitive and enjoyed showing my peers and teachers how great I was. Also, my coach was also the boys coach. He was get me out of study hall to compete with the boys.This made the boys upset with the coach because even the boys could not beat me in my running abilities. The coach would say boys are you going to let a girl beat you. I know why Coach Brown did this to the boys team was to get them motivated and to stay focus. A couple of feet away was the High School buildings. This was grades 9th to 12th grade. Again I stayed the best in sports that I truly loved. When it came to basketball and volleyball and baseball we played these at our school during PE time, but we did not compete with other schools.However, a year after graduation our school started completing in these sports for the girls. As far as the boy’s teams they played football, basketball, and baseball in which, they play others school for trophies to add to the schools show case. I graduated in . 1975, and shortly after I chose to marry my high school sweetheart The Primary Headship Article, The PE Primary Challenge: five hours per week. (April, 2008). Retrieved from http://www. teachingexpertise. com/articles/pre-prim ary-challenge-fivehours-week-3499

Soka University of America Admissions Info

Soka University of America Admissions Info Students interested in applying to Soka University of America can use the Common Application or the schools application, which can be found on Sokas website. Additional materials include SAT or ACT scores, high school transcripts, letters of recommendation, and two personal essays. Students with strong grades and test scores within or above the ranges posted below have a better chance of being admitted. Admissions Data (2016) Soka University Acceptance Rate: 38  percentGPA, SAT and ACT graph for SokaTest Scores: 25th / 75th PercentileSAT Critical Reading: 490 / 630SAT Math: 580 / 740SAT Writing: - / -What these SAT numbers meanSAT score comparison for California collegesACT Composite: 26  / 30ACT English: 26  / 33ACT Math: 24 / 29What these ACT numbers meanACT score comparison for California colleges Soka University of America Description Soka University of America does not deliver your typical undergraduate experience. The small university is founded on Buddhist principles of peace and human rights, and all undergraduates work towards a Bachelor of Arts degree in Liberal Arts. Students can concentrate in environmental studies, humanities, international studies, or social and behavior sciences. The curriculum has a strong international focus- students compare cultures of the East and West, study languages, and research world issues. Study abroad is included in tuition, and every student spends a semester exploring another culture. About half of Soka University students come from other countries. Academics are supported by a 9 to 1 student/faculty ratio and an average class size of 13. Dialogue and discussion are the centerpieces of a Soka education, and students can expect lots of close interaction with their peers and professors. SUAs attractive 103-acre campus is located in Aliso Viejo, a Southern California city perched on a mountainside one mile from Laguna Beach and the Pacific Ocean. The campus is surrounded by a 4,000-acre wilderness park. Enrollment (2016) Total Enrollment: 430  (417 undergraduates)Gender Breakdown: 38 percent male / 62 percent female100 percent full-time Costs (2016 -17) Tuition and Fees: $31,042Books: $1,592 (why so much?)Room and Board: $11,812Other Expenses: $1,146Total Cost: $45,592 Soka University of America Financial Aid (2015  - 16) Percentage of New Students Receiving Aid: 100 percentPercentage of New Students Receiving Types of AidGrants: 100 percentLoans: 79  percentAverage Amount of AidGrants: $32,114Loans: $7,720 Graduation and Retention Rates First Year Student Retention (full-time students): 94  percent4-Year Graduation Rate: 85  percent6-Year Graduation Rate: 90  percent Intercollegiate Athletic Programs Mens Sports:  Soccer, Swimming, Cross Country, Track and FieldWomens Sports:  Soccer, Swimming, Cross Country, Track and Field If You Like Soka University of America, You May Also Like These Schools UC - Irvine: Profile | GPA-SAT-ACT GraphPepperdine University: Profile | GPA-SAT-ACT GraphUniversity of La Verne: Profile  University of Redlands: Profile  University of San Diego: Profile | GPA-SAT-ACT GraphStanford University: Profile | GPA-SAT-ACT GraphPitzer College: Profile | GPA-SAT-ACT GraphUC - Berkeley: Profile | GPA-SAT-ACT GraphCSU - Fullerton: Profile | GPA-SAT-ACT GraphUC - Davis: Profile | GPA-SAT-ACT GraphChapman University: Profile | GPA-SAT-ACT GraphLoyola Marymount University: Profile | GPA-SAT-ACT Graph Data Source: National Center for Educational Statistics

10 Pairs of Words and Their Useful Distinctions

10 Pairs of Words and Their Useful Distinctions 10 Pairs of Words and Their Useful Distinctions 10 Pairs of Words and Their Useful Distinctions By Mark Nichol Writers should take care when determining which word among two or more synonyms or near synonyms to employ, because the sense of a word can be subtly or significantly different from that of a similar term, as the following examples illustrate. 1. Childish/Childlike Childish refers to immature behavior characteristic of a child, while childlike pertains to more positive qualities such as innocence and curiosity. 2. Illegible/Unreadable Something that is difficult to read because the text has been damaged or obscured is illegible or unreadable, but the latter term may alternatively refer to the poor quality of the content. 3. Incomparable/Uncomparable Incomparable is used as an intensifier to mean that the person, place, or thing so described is so excellent that no other person, place, or thing can compare; uncomparable, meanwhile, means that something about the person, place, or thing prevents it from being compared to someone, someplace, or something else. 4. Inequality/Inequity Inequality has a quantitative connotation; inequity implies an inequality borne of injustice or unfairness. However, inequality also has this sense in sociological contexts, as in references to gender or racial discrimination. 5. Inexplicable and Unexplainable These words are nearly identical in meaning, but inexplicable has developed a unique connotation of an illogical or irrational quality, as in references to odd behavior or supernatural phenomena. 6. Invaluable/Valuable Something valuable has value; something invaluable has value that, because of its quality or intangible importance, cannot be quantified. 7. Lonely/Lonesome Lonely and lonesome are nearly synonymous, but while lonely simply means â€Å"desiring companionship,† lonesome can have a slightly different connotation, one that is more existential or philosophical although, contradictorily, it is also more colloquial. Lonesome is also sometimes used to refer to a desolate landscape, as in â€Å"the lonesome prairie.† 8. Melted/Molten Something that has melted has, often because of heat, changed from a solid state to a liquid state; something that is molten is presently in a liquid state due to melting. The connotation is of extremely hot liquid, such as steel or lava, and the term also refers figuratively to a glowing quality. 9. Misinformed/Uninformed Someone who is misinformed has received erroneous information, whereas someone who is uninformed lacks information. 10. Nauseating/Nauseous Someone or something that is nauseating causes nausea; someone who is nauseated is experiencing nausea. This distinction is often not observed in colloquial writing, but careful writers maintain it. 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 Misused Words category, check our popular posts, or choose a related post below:Program vs. ProgrammeAwoken or Awakened?35 Synonyms for Rain and Snow

Reasons and Ideas of Democracy Essay Example | Topics and Well Written Essays - 1500 words

Reasons and Ideas of Democracy - Essay Example Democracy in the modern age is best known by the notion, of a people’s governance style. Usually, a government stands at the epitome of authority and is most likely able to govern its people in accordance with its interests, whether good or bad, preferable or not. Democracy, in the ancient times, was first realized among the Greeks in the early century. The word democracy, in Greek, is a two-word meaning â€Å"the people† and â€Å"to rule†, thus can be seen as a rule governed by the people. At the time, the Greek were closer to their people and better at communication than any other country in the world. The monarchical system was viewed as probably the worst to use in governance. In their governance, everybody was involved in making decisions that affected the country. This made them the most civilized nation then. Greek at the time had not embodied democracy maximally as women were still serving as slaves. Fifty years later, this was no longer the case since women slavery was slowly diminishing, thus embracing full democracy. This idea of democracy was later adapted by several countries but hugely by the Romans. Their government was divided into two branches and issues were voted on in order to make sure that democracy was maintained. In the eighteenth century, several ideas had become prevalent. This was especially enhanced by Christianity that teaches that everyone is equal before the eyes of God. This idea of equality became deeply ingrained by the people, and hence a crucial way of determining how decisions were to be handled in government. Some people may view democracy as the best form of governance while others may see it as the worst form of governance. Freedom has been seen as an essential point of governance especially that Democracy is consisted of it. This makes it the best form to use in governance. Democratic nations have people with freer options as compared to those that use autocracy. These rights include voting for the system of power and determining decisions that impact the country. Other include, working as the opposition in criticizing the government and freedom of speech and expression. The representative democracy started when colonialists wanted a fairer system of taxation, thus including representation of people to be able to have a say in the governance of the country. America may not have followed in the Athenian form of democracy but the representative seemed to work really fine, especially in recognizing people’s rights. While in Cairo, president Obama expressed the different forms of democracy within the United States and showed how they may be embraced by other nations in embracing peace. He showed how ideology was recognized for making democracy more effective as a system of governance. The White House, (2009), in the speech that president Obama delivered in Cairo, the president explains how democracy has helped eliminate religious wars and instill peace within his country. He states that the United States, being amongst the most

Health education standards Essay Example | Topics and Well Written Essays - 500 words

Health education standards - Essay Example These topics were addressed at aiding the students in assisting students to obtain better personal relationships with their families, to introduce the notion of community health, to emphasize individual responsibility in regards to attaining a healthy lifestyle with particular attention paid to the need for physical activity and the dangers associated with tobacco use. The changes, in sum, mandated a more structural and comprehensive approach to health education. Teachers were expected to present health education in terms of the individual, the family, and the community. This more comprehensive approach to health education was to be illustrated using such fluid contexts as the school, mental health, and the prevention of violence. The apparent goals were to create an awareness of health issues in real life situations. The vision espoused by the proponents of these changes is fundamentally empowering. Rather than delving into basic health values the changes seek to truly and inspire the youth of California to identify health issues at a number of levels, to understand how health issues are best taken care of, and to promote a sense of individual responsibility. Again, the most novel aspect of today’s health care vision is its integrated and structural nature. There is a stress placed upon interdependence; more particularly, the vision stresses the interrelationships among health ideas, healthy people, healthy families, healthy schools, and healthy communities. Individual responsibility is important, but it serves mostly as a foundation upon which to construct larger types of healthy communities and groups. In short, the individual student is encouraged to accept a personal responsibility to contribute to each group he or she encounters and to function as an essential building block of a lar ger community. In order to pursue these noble objectives students are encouraged to view health issues, be they physical or mental, as part of their