Sinners in the Hands of an Angry God Rhetoric Essay Example

Sinners in the Hands of an Angry God Rhetoric Essay Jonathan Edwards was a Puritan preacher present during the time of the Great Awakening, a time period in colonial America when religion gained a massive resurgence. He (as well as George Whitefield) was a key figure in the time, due primarily to his awe-inspiring sermons depicting the horrors of hell.One of his sermons, Sinners in the Hands of an Angry God, held many similarities to his others: it depicts the scorching fire, and the suffering, and the wickedness, and the reality of a hell that all unconverted people will go to if they do not completely accept God as their true savior and lord. In order for Edwards to have grasped his audience with fear, he showered upon the audience vivid imagery, threatening diction, and analogies to get his point across: there is a hell, and God’s hand is ready to flick you into its fiery pit, unless God is accepted and you go through conversion.Edwards delivers such a passionate sermon so that he can help revive the religious fervor he beli eves should be spread. To introduce his sermon, Edwards was very quick to make real the concept of a hell. He utilized horrifying imagery with words such as â€Å"hell is gaping for them, the flames gather and flash about them,† that vividly portrayed what Edwards identified as hell. The vivid portrayal was used to form a concrete image of hell, a definite, tangible, fiery hell.The congregation at the time likely had their ears and minds penetrated by the macabre Edwards had produced – which is exactly what he wanted to happen. However, he wasn’t doing this all for shock factor. He wanted to do more than create some cheap thrills for his audience. He genuinely wanted the congregation to â€Å"wake up† and face the reality that Jesus must be accepted as savior, and conversion was a must-do. The title of the sermon, Sinners in the Hands of an Angry God, makes clear that sinners are being held in the Lord’s hand.Clearly stating this in his sermon, Edw ards said, â€Å"if God should withdraw His hand, [your bodily constitution, your care of your own life, and the means your use for your own preservation] would avail no more to keep you from falling. † With that said, he was implying that it is God’s hand that provides a barrier between your soul and the fires of hell. Similarly to the vivid imagery used previously, Edwards also compared God’s hand with great waters, the likes of which are, â€Å"constantly rising. † In the odd case that one would not understand that God is the sole purpose many people are not urrently burning in hell, Edwards continued his analogies, stating, â€Å"the bow of God’s wrath is bent, and the arrow made ready on the string. † Essentially, the great waters and bow comparisons mean the same thing. They both mean that at any time, similar to a flood or the shot of an arrow, God’s hand can release the firm grasp it has on the damned human souls resting upon it, sending them straight to hell. The parallel was used to show the simplicity of the situation; no ifs ands or buts. As the sermon closed, Edwards did not forget to leave the congregation with some final morbid images.He produced a degrading image of an angry God holding a sinner over the pit of hell, as one would a spider, furthering the thought that God is the only reason one is not currently burning in hell. Additionally, Edwards said that, â€Å"you (the sinner) are ten thousand times more abominable in His eyes than the most hateful venomous serpent is in ours. † Once again, one can see Edwards’ continued use of bringing in abstract concepts, such as hell and God’s perspective, and putting them into tangible ideas. This technique served to produce an even more realistic image of what being unconverted and unfaithful to God carries.All in all, it is evident why so many colonial Americans followed the religious bandwagon of the first Great Awakening. With s ermons similar to Sinners in the Hands of an Angry God, one can be easily swayed to have an alteration of perspectives on religion. With vivid imagery so vivid allowing words to be tangible, cringe worthy diction, and analogies bringing forth abstract concepts to put into real ones, Edwards had gotten his point across: hell is real, and only those who accept God will be the fortunate ones to miss witnessing the hell’s horrors.

10 Myths About Online High Schools

10 Myths About Online High Schools Don’t believe everything you hear about online high schools. Dispel your misconceptions by finding out the truth behind the ten most common myths. Myth #1 - Colleges Won’t Accept Diplomas From Online High Schools. Colleges around the country have accepted and will continue to accept high school diplomas from students who have done their work online. There is a catch, however: in order to be widely accepted a diploma must come from an online school that has accreditation from the proper regional board. As long as this is covered, colleges should accept diplomas from distance learning schools in the same manner they accept diplomas from traditional schools. Myth #2 - Online High Schools Are for â€Å"Troubled Kids.† Some online programs cater to students who haven’t been successful in traditional schools. But, there’s a host of other schools targeted towards different groups: gifted students, adult learners, students interested in a specific topic, and people from particular religious backgrounds. See also: Is Online High School Right for My Teen? Myth #3 - Online Classes Aren’t as Challenging as Traditional Classes. It’s true that some online classes aren’t as challenging as traditional high school classes. But, some traditional high school classes aren’t as challenging as other traditional high school classes. When looking for an online school, you’ll find a wide range of difficulty. The nice thing is that you can pick the school and class type that fits your knowledge and ability best. Myth #4 - Online High Schools Are as Expensive as Private Schools. Some online high schools are pricey, but there are also many quality schools with low tuition rates. Even better, state-sponsored charter schools give online students the opportunity to learn for free. Some charter schools will even provide a home computer, internet access, specialized materials, and personal tutoring at no cost. Myth #5 - Distance Learning Students Don’t Get Enough Socialization. Just because a student isn’t socializing at school, it doesn’t mean he or she doesn’t have the opportunity to socialize outside of the classroom. Many distance learning students connect with friends in their neighborhoods, meet others through community organizations, and participate in outings with other online students. Online schools may also provide the opportunity to interact with students and teachers through message boards, email addresses, and live chat. Is the half hour lunch break at traditional high schools really enough time to socialize anyway? Myth #6 - Online High School Students Do Less Work Than Traditional Students. Online students may finish their work faster than traditional students, but that doesn’t mean they’re doing less. Consider the interruptions in a traditional school day: breaks, transition periods, busy work, waiting for other students to catch up, teachers trying to quiet down the class. If there were some way to take out those interruptions and just let students focus on their work, they’d probably finish in about the same time it takes  online learners  to complete their assignments. Of course, this isn’t an absolute and the amount of work can vary between online schools. Some may offer a lighter load and others may challenge students with even more work than traditional schools. Myth #7 - Students Who Earn Credits Online Won’t Be Able to Transfer Them to Traditional High Schools. As long as the online high school is accredited, the credits should be able to transfer to a traditional high school. Sometimes credits don’t transfer because the traditional high school has different graduation requirements than the online school. In this case, the credits  don’t transfer because the traditional school has nowhere  to record them, not because the online school isn’t being recognized. The same issue can be a problem when students try to transfer credits between two traditional high schools. Myth #8 - Distance Learning Students Don’t Get Enough Physical Activity When They Take Classes Online. Most online schools require that students complete a physical education requirement in order to graduate. Many distance learning students also participate in community sports teams and other athletic activities. Some  traditional schools  even make exceptions allowing local distance learning students to participate in school sports programs. Myth #9 - Distance Learning Students Can’t Participatein Extracurricular Activities. It’s true that most online students will miss out on prom. However, that doesn’t mean they don’t have access to exciting, worthwhile activities. Some online schools organize social outings for students. With special permission, many traditional high schools will allow local students to participate in specific activities while continuing their studies elsewhere. Online students can also become involved in community clubs, classes, and volunteerism. Myth #10 - Online High Schools Are Just for Teenagers. Adults looking to get their high school diplomas are welcome to participate  in many online high school programs. Distance learning schools are often convenient for adults who hold jobs and can only complete assignments during certain hours. Some schools even have programs created specifically for mature students.

Pragmatics Gives Context to Language

Pragmatics Gives Context to Language Pragmatics is a branch of linguistics concerned with the use of language in social  contexts  and the ways people produce and comprehend meanings through language. The term pragmatics was coined in the 1930s by psychologist and philosopher Charles Morris. Pragmatics was developed as a subfield of linguistics in the 1970s. Background Pragmatics has its roots in philosophy, sociology, and anthropology. Morris drew on his background when he laid out his theory of pragmatics in his book Signs, Language and Behavior, explaining that the linguistic term deals with the origins, uses, and effects of signs within the total behavior of the interpreters of signs. In terms of pragmatics, signs refers not to physical signs but to the subtle movements, gestures, tone of voice, and body language that often accompany speech. Sociology- the study of the development, structure, and functioning of human society- and anthropology played large roles in the development of pragmatics. Morris based his theory on his earlier work editing the writings and lectures of George Herbert Mead, an American philosopher, sociologist, and psychologist, in the book Mind, Self, and Society: From the Standpoint of a Social Behaviorist, writes John Shook in  Pragmatism Cybrary, an online pragmatism encyclopedia. Mead, whose work also drew heavily on anthropology- the study of human societies and cultures and their development- explained how communication involves much more than just the words people use: It involves the all-important social signs people make when they communicate. Pragmatics vs. Semantics Morris explained that pragmatics is different from  semantics, which  concerns the relations between signs and the objects they signify. Semantics refers to the specific meaning of language; pragmatics involves all the social cues that accompany language. Pragmatics focuses not on  what  people say but  how  they say it and how others interpret their  utterances  in social contexts, says Geoffrey Finch in Linguistic Terms and Concepts. Utterances are literally the units of sound you make when you talk, but the signs that accompany those utterances give the sounds their true meaning. Pragmatics in Action The  American Speech-Language-Hearing Association  (ASHA) gives two examples of how pragmatics influences language and its interpretation. In the first, ASHA notes: You invited your friend over for dinner. Your child sees your friend reach for some cookies and says, Better not take those, or youll get even bigger. You cant believe your child could be so rude. In a literal sense, the daughter is simply saying that eating cookies can make you gain weight. But due to the social context, the mother interprets that sentence to mean that her daughter is calling her friend fat. The first sentence in this explanation refers to the semantics- the literal meaning of the sentence. The second and third refer  to the pragmatics, the actual meaning of the words as interpreted by a listener based on social context. In another example, ASHA notes: You talk with a neighbor about his new car. He has trouble staying on topic and starts talking about his favorite TV show. He doesnt look at you when you talk and doesnt laugh at your jokes. He keeps talking, even when you look at your watch and say, Wow. Its getting late. You finally leave, thinking about how hard it is to talk with him. In this scenario, the speaker is just talking about a new car and his favorite TV show. But the listener interprets the signs the speaker is using- not looking at the listener and not laughing at his jokes- as the speaker being unaware of the listeners views (let alone his presence) and monopolizing his time. Youve likely been in this kind of situation before, where the speaker is talking about perfectly reasonable, simple subjects but is unaware of your presence and your need to escape. While the speaker sees the talk as a simple sharing of information (the semantics), you see it as a rude monopolization of your time (the pragmatics). Pragmatics has proved helpful in working with children with  autism.  Beverly Vicker, a speech and language pathologist writing on the  Autism Support Network  website, notes that many children with autism find it difficult to pick up on what she and other autism theorists describe as social pragmatics, which refers to: ...the ability to effectively use and adjust communication messages for a variety of purposes with an array of communication partners within diverse circumstances. When educators, speech pathologists, and other interventionists teach these explicit communication skills, or  social pragmatics, to children with autism spectrum disorder, the results are often profound and can have a big  impact in improving their conversational interaction skills. Importance of Pragmatics Pragmatics is the meaning minus semantics, says  Frank Brisard in his essay Introduction: Meaning and Use in Grammar, published in Grammar, Meaning and Pragmatics. Semantics, as noted, refers to the literal meaning of a spoken utterance. Grammar, Brisard says, involves the rules defining how the language is put together. Pragmatics takes  context  into account to complement the contributions that semantics and grammar make to meaning, he says. David Lodge, writing in the Paradise News, says that pragmatics gives humans a fuller, deeper, and generally more reasonable account of human language behavior. Without pragmatics, there is often  no understanding of what language actually means, or what a person truly means when she is speaking. The context- the social signs, body language, and tone of voice (the pragmatics)- is what makes utterances clear or unclear to the speaker and her listeners.

Two models of the criminal process Essay Example | Topics and Well Written Essays - 500 words

Two models of the criminal process - Essay Example 12) The ways that the two systems intersect together are few but they do seem to work collaboratively within the adversarial system of justice.This statement is supported by the fact that the Constitution and the law prohibit authorities like the police and the public prosecutors from arresting or otherwise depriving a person's liberty unless there is probable cause to believe that such individual has committed crime and that such individual is probably guilty thereof. This does not authorize the prosecution of immoral acts, only illegal acts for criminal procedure is not based upon false imprisonment or individual harassment. It is axiomatic that there are limits within the system that must be adhered to.For instance, the government has limits as to its powers and abilities when investigating a crime or a person as enshrined in the Bill of Rights. (Criminal Procedure, p. 13) The government cannot go beyond the powers imposed upon them by the Constitution which vests upon individuals a right to a reasonable amount of privacy. The "alleged criminal" has in his favour a presumption of innocence until proven guilty beyond reasonable doubt (Criminal Procedure).

Internal Communication in Organizational Environment Research Paper

Internal Communication - Research Paper Example To sÐ µÃ µ thÐ µ links in tÐ µrms of strÐ µngths and wÐ µaknÐ µssÐ µs bÐ µtwÐ µÃ µn thÐ µ communication modÐ µl, human rÐ µsourcÐ µs, and organizational pÐ µrformancÐ µ, thÐ µ managÐ µr must makÐ µ Ð µxplicit mÐ µaning of thÐ µ lÐ µadÐ µrship paradigm that is containÐ µd in thÐ µ tÐ µxt in rÐ µlation to intÐ µrnal communication and motivation and thÐ µ compÐ µtÐ µncy modÐ µl. In this casÐ µ, Ð µffÐ µctivÐ µ communication may bÐ µ dÐ µtÐ µrminÐ µd by how Ð µffÐ µctivÐ µly thÐ µ organizational profÐ µssional is ablÐ µ to motivatÐ µ Ð µmployÐ µÃ µs, rathÐ µr than how adÐ µptly managÐ µmÐ µnt lÐ µadÐ µrship is ablÐ µ to placÐ µ thÐ µm basÐ µd on a filÐ µ kÐ µÃ µping systÐ µm. â€Å"According to Bass, transformational lÐ µadÐ µrs arÐ µ charismatic and inspirational. ThÐ µy intÐ µllÐ µctually stimulatÐ µ followÐ µrs, and thus promotÐ µ rationality and problÐ µm solving skills. ThÐ µy also providÐ µ individualizÐ µd considÐ µration to thÐ µ followÐ µrs† (Thomas, 2010). ThÐ µ conflict in an organization, for Ð µxamplÐ µ, could bÐ µ onÐ µ in which managÐ µrs and Ð µmployÐ µÃ µs arÐ µ having difficulty communicating bÐ µ causÐ µ of distrust on both sidÐ µs, and a gÐ µnÐ µral sÐ µparation of communication and culturÐ µ bÐ µtwÐ µÃ µn thÐ µsÐ µ subsÐ µts of thÐ µ organizational Ð µnvironmÐ µnt. This could potÐ µntially lÐ µad to bÐ µhavior in thÐ µ organization that supposÐ µs that managÐ µmÐ µnt is to blamÐ µ for this situation, which could bÐ µ a potÐ µntial conflict in thÐ µ Ð µmployÐ µÃ µ-to-managÐ µmÐ µnt intÐ µraction. And in thÐ µ Ð µmployÐ µÃ µ-to-Ð µmployÐ µÃ µ catÐ µgory of intÐ µraction, othÐ µr Ð µmployÐ µÃ µs must bÐ µ awarÐ µ of how to communicatÐ µ diffÐ µrÐ µncÐ µ positivÐ µly and not wind up ostracizing othÐ µrs in thÐ µ workplacÐ µ. In tÐ µrms of thÐ µ lÐ µadÐ µrship of thÐ µ managÐ µr along thÐ µ linÐ µs of providing conflict rÐ µsolution and providing a valuablÐ µ instructional paradigm, communication is also thÐ µ kÐ µy.

Huck Fins Emergence :: essays papers

Huck Fins Emergence Huck’s Emergence Throughout the book The Adventures of Huck Finn, the author Mark Twain, portrays the character Huck Finn as a child who, through numerous experimentations, learns to feel compassionate for his fellow human beings. Huck thought twice before he helped Jim escape from entrapment. When the Duke and the King steal the money from the Wilks Family, Huck feels bad for the family just walking into the situation with blindfolds on, so he decides to steal the money back and makes sure that the sisters have their late brother’s inheritance. But then Huck feels remorse when he lies to the King and Duke about stealing the money. When Duke and King get caught he also feels remorse about them getting tarred and feathered. Huck obviously goes through phases in which his judgement is one sided, but in the end he always feels for his fellow humans. When it was revealed to Huck that his best friend Jim had been sold he got angry. The Duke and the King sold Jim off to a slave holder. Huck went through some moral decision making before he decided what to do. At first he wanted to write a letter trying to persuade the slave holder to let Jim go with Huck. Then he just decides to let his friendship take over and he decided to go help Jim escape. Huck came about this radical decision because he realized through the journey that Jim was also a human being that had feelings of his own and Huck respected that. He thought, â€Å"I’d go strait to hell.† The Duke and the King are devious fellows. They are very hard to trust. They pull scam after scam. The biggest scam that they tried to pull was when they pretended to be the Wilks brothers. The family hadn’t ever seen them because they lived in England so, knowing all the information,made everyone in the town think they were the real Wilks brothers. Huck felt sorry for the sisters of the â€Å"Wilks† brothers because he knew what was going on and how blind they were to it. He decide to steal the gold from the Duke and the King and secretly give it back to the family that it belonged to. Then after doing this he felt bad about stealing the money from the Duke and King because he betrayed them. His emotions were always shown pretty well, â€Å"I couldn’t’ let the sisters be without their money.

Owning Feelings

The purpose of this paper is to explain to you the skills I have used in communicating in relationships. I realized how I have been applying skills like owning feelings, sending clear messages, and describing feelings. Also other skills like coming from an â€Å"adult, child, or parent† places and using assertive behavior instead aggressive and passive behaviors. When I communicate mainly with my boyfriend, family, and friends, I see how the skills in communication in relationships really work. From learning how to own my feelings, I have learned to let people make me feel something. When I communicate with my boyfriend, I see how much we don’t own our feelings. It’s always â€Å"you make upset†, â€Å"you make me sick†, instead of â€Å"when you are frequently late to pick me up, I feel upset, and I would appreciate it when you pick me up at the time I ask. † I would always judge his behavior; like when he is laughing at the top of his lungs, I would call him inconsiderate because I feel to be so loud while I’m on the phone, is rude. When I say those things, I don’t see that he doesn’t realize that I find he is being inconsiderate because he is not trying to be. That is just how he is. After looking back in the way my boyfriend and I handle situations, we both come from different places communication-wise. I always come from a â€Å"parent† place, and he comes from a â€Å"child† place. I realized this because in my nature, always wanting to help people, I tend to tell them what to do (I can admit). It works when I’m the leader of a group in class, but not on my boyfriend. I tend to tell him to clean up his mess & what he should do-just being on his case. I feel like he won’t do certain things unless someone is on him. I am this way because he doesn’t own up to his actions sometimes. He likes to blame me when something happens to him, like if I say something to his about doing him looking for a job and his mom over hears and then speaks about it to him, he blames me. Instead of owning the fact that if he was already doing looking for a job, no one would bother him. I realize I need to let him make his mistakes and not act like his mother. In this paper I have discussed, how communication skills such as owning feelings, describing feelings, and sending clear messages affect communication in my relationships. I see that the things I say and my behavior can affect the climate of my relationship with my boyfriend. I tend his mother and he acts like my child.