In what ways did the early Christians Ecumenical Councils develop the Research Paper

In what ways did the early Christians Ecumenical Councils develop the Churchs understanding of Jesus - Research Paper Example The first Ecumenical Council known as Nicea, dates 325 AD. It was summoned by Emperor Constantine the great. This meeting was called to resolve the Arian controversy. Arius, a priest from Alexandria, held that Jesus Christ was created by God and was denying Christ’s divinity. He argued that if Jesus was born, then there was a time he did not exist. However, during this meeting, the Nicene Creed which formulated that Jesus is divine, as the father, and was with the father from the very first moment of creation was adopted. Sunday was fixed as the date for celebration of Easter. This first part of the creed enabled the church and the entire Christian fraternity understand the divinity of Jesus as the Son of God. The Constantinople I Ecumenical Council which dates 381 AD was called by Emperor Theodosius who sought to establish teachings on the unity of the holy Trinity and the complete Manhood in Christ. This meeting confirmed the teachings of Nicea and expanded the doctrine that the Holy Spirit is also fully divine; thus the trinity has one divine nature but three distinct â€Å"persons†. The Council condemned Macedonius’ teaching that the Holy Spirit was not a person, but simply a power of God. This second part of the creed defined the divinity of the Holy Spirit and the concept of holy trinity. This became the base of Christian faith (Thomas, 92). During the third Ecumenical Council convened at Ephesus in 431 AD, the Council condemned the doctrines of Nestorios, Archbishop of Constantiple, who over-emphasized the human nature of Christ at the expense of his divine nature. He taught that the Virgin Mary gave birth to a man and not God. On the contrary, the Ecumenical Council adopted that Mary is the mother of God and Jesus has both divine and human nature, but in his one person. The Council also proclaimed that Lord Jesus Christ,

The Bloom Box Essay Example | Topics and Well Written Essays - 250 words

The Bloom Box - Essay Example The technology bears a tremendous potential to offer abundant and cleaner electricity. I firmly hold that much work is needed to push the Bloom Box energy production process towards ‘greener’ energy. Bloom Box already attracts some of the biggest companies in the world as it first and primary customers. The technology also enjoys approval by a renowned venture capitalist (Springer 1). I believe that the technology is good enough to attract more venture capitalist to fund its expansion and increase its production capacity when need arises. Its initial customers have the financial might to buy its Bloom boxes. The sales revenue is significant to push research towards cost-efficient production. Based on these facts, the future of the company is bright. It can attract partners to strengthen its financial position and fund the development process. This is imperative in its efforts to reach the mainstream energy

Reflection on Teamwork and Gender

Reflection on Teamwork and Gender Introduction As the only male in a group of four female working on a presentation, the learning experience gained reflectively looking back was invaluable. How I got on in the working process while engaged in the completion of this presentation represented a process of understanding the difference in dynamics of working within a group situation whereby my initial impressions of the progress being made differed from the manner in which each individual approached the situation. The following will offer a reflection on this situation. At first, I felt as if I was the only one actively engaged on the project, gauging that the others were being flippant in their approach. Tavris and Wade (1984, pp. 71-73) offered some insight into this as they advise that men are more aggressive than women. They point to the example that this difference is detectable as early as age three when children start playing with one another (Tavris and Wade, 1984, pp. 71-73). Their analogy stated that little boys from the start show more physical aggression, play aggressive, have fantasy aggression and utilize verbal aggression (Tavris and Wade, 1984, pp. 71-73). This, they point to is the male aspect of winning, which means getting started earlier and taking over (Tavris and Wade, 1984, pp. 71-73). Fay and Tokarczyk (1993, pp. 78-79) developed my understanding further in adding that women approach work in a different manner, as they are more social beings. Dale and Lynne Spender (1986, p. 32) dismiss the mythical talkativeness of women ind icating that in mixed sex conversations that women only talked ten to twenty percent of the time gauging their situation. They added that women, after feeling comfortable in a group setting will then set about the task at hand, however, they have privately thought about the problem and have definitive ideas and approaches to discuss when that time arrives (Spender and Spender, 1986, pp. 34-35). Lunneborg (1990, p. 21) offered the following insight to this start of the project situation that I seemingly was so preoccupied with. She states that women tend to spend time gathering and thinking more about the information aspects in singular fashion, gauging the situation against their own personal skills and formulating approaches as they consider what they either know or have gleaned from other members of the group (Lunneborg, 1990, pp. 23-28). These dynamics helped me to understand that my learning style was simply too male oriented to at first take in the significances of how women approach problems and solutions. I learned that the first thing I should have done was approach the first session as an introduction to my co-workers, asking for inputs on how to set about the presentation as a group process, instead of feeling that I was the only contributor. Novarra (1980, p. 51) advised me that women manage in a less academic fashion. They, women, are â€Å"†¦ accessible, unstuffy, informal, direct in getting to the point, spontaneous, averse to wrangling, sympathetic and not long winded or pompous†. Nickles and Ascroft (1981, pp. 206-207) referred to the foregoing style as ‘beta’. They, women, utilize power for the good of the group as opposed to the individual, and that good management represents sensitivity in the creation of a work environment that fosters growth and learning (Nickles and Ascroft. 1981, pp. 206-207). They offered additional insight in that ‘Beta’ power cares more about the quality of work life and uses flexible schedules, job sharing and the decentralization of authority (Nickles and Ascroft. 1981, pp. 206-207). Leaders are not needed at the top of the hierarchy in making decisions, as it is a shared process. Howe (1975, pp. 127-171) advised me that women are more democratic, egalitarian and cooperative. In working with men, or in this case a male, women tend to slow things down to create a pace that reflects thinking and sharing. She added that women have an alternative view of power that is based upon sisterhood, and that in a group situation the usual first steps in the process entail an informal discussion as the parties get to know one another for later interaction as opposed to the male method of the big dog taking over and letting other things fall into place. As I saw the collective approach take hold later in the process, the understanding I gained after the fact made me better understand the dynamics of working with women and how my initial impressions were male based. The difficulty I felt I had in maintaining group focus was my male approach as opposed to the reflective and group sharing approach women utilize to address working situations, which are similar in context to their approach of problems in any form. Conclusion The apprehension I experienced in working with a group of four females taught me that there are differing ways in which the approach to a working situation can be handled. As the only male member I thrust myself into thinking into feeling that I needed to take charge, even though I held back on that action. Upon reflection, that was a wise choice as the group dynamics later showed me that the work at hand was being handled, but in a different manner than I was accustomed to. The lack of individual conflicts, the overall courteousness of the group, and the process of producing the piece was an enjoyable and productive session. My feelings of getting a late start did not account for the accelerated pace of development as a team whereby ideas, solutions and contributions flowed naturally without power struggles, thus shortening the time frame to get things accomplished. In retrospect the entire experience enabled me to take away from the process a new set of techniques and understandings with respect to group dynamics that was not just applicable to women, but groups of any gender composition. My concerns regarding being the only male in the group were facets of my own imagination as the females did not and were not focused on gender differences, they were focused on meshing the group into a cohesive unit, whereby the synergy would be greater than the parts. Bibliography Fay, E., Tokarczyk, M. (1993) Working Class Women in the Academy. University of Massachusetts Press Howe, F. (1975) Women and the power to change. McGraw Hill Lunneborg, P. (1990) Women Changing Work. Bergin and Garvey Nickles, E., Ashcroft, L. (1981) The coming matriarchy. Seaview Books Novarra, V. (1980) Women’s Work, men’s work. Praeger Spender, D., Spender, L. (1986) Scribbling sisters. Camden Press Tavris, C., Wade, C. (1984) The longest war: Sex Differences in perspective. Harcourt Brace Jovanovich

Principles for a Pedagogy in the Technological Era :: Argumentative Argument Technology Papers

Principles for a Pedagogy in the Technological Era I argue that humanity is initiating a new historical era: the Technological Era. While this mutation opens to man extraordinary possibilities of spiritual and material progress, it is irreversible and threatens to destroy him. The eminent danger can be relieved only by adequately preparing the younger generation. In what follows, the principles which guide this preparation are enunciated and justified. The nuclear importance which should be given to moral education is emphasized, and the cultural and sociological obstacles opposed to it are analyzed. Finally, the means to overcome these obstacles are indicated. 1. At the dawn of a new era, characterised by the vertiginous multiplication of machines on the face of the Earth, competing for space and invading all realms of nature, and which increasingly restrain and condition Man's daily life, a clearer, lucid vision of the new world which is forming before us is vital. This is the greatest social duty of all intellectuals, but namely and above all, it is the greatest duty of universities researchers. 2. The theme is extremely vast, yet we cannot forsake having a broad perspective, since without it, it would not be possible to delineate a course that would otherwise be unilateral and simplified. Therefore, we will only point out the most relevant topics. 3. To begin with, we wish to accentuate the immediate and generalised practical interest of theoretical reflection which is in direct opposition with the pragmatic sufficiency of politicians (reflection alone could alter this attitude), especially when they exercise their tragic office in an imprudent manner, not advised, as Max Weber so wisely forewarned, that it is proper of their profession to make serious public decisions which may have unpredictable consequences, but for which they are, notwithstanding, still responsible. 4. As it is known, neither politicians nor civil servants have the obligation to create culture or to educate. It is, however, their obligation to establish the conditions which will permit that cultural life flourishes and that the new generations be prepared to achieve the destiny they choose in the best possible manner, as well as providing them with guidelines which will lead them to being concerned and just citizens. 5. The times in which we live are still governed by economicist criteria, it not being easily intelligible that these criteria are, in essence, instrumental. We witness a mythical over-valorisation of the power of money, which lead some to unwisely think that the solution for the grave problems experienced today in the education system depends on the amount of funds which is attributed to it.

Business Ethics – Whistle Blower

Whistle-blowing is the release of information by a member or former member of an organization that is evident of illegal conduct in or by the organization. Morality on the other hand can be defined as the concern with the distinction between right or wrong conduct. There are basically four categories of whistle-blowing in the organization. Whistle blowing can be internal, external, personal or impersonal. Internal whistle-blowing is where the matter is reported to an executive in the organization.An external whistle-blowing is reporting the matter to external public interests groups, the media, or enforcement agencies. Personal whistle-blowing is defined as harm reportedly done only to the whistle-blower and impersonal whistle-blowing is harm observed as done to another. It does not matter what form the whistle-blowing is done in, a moral dilemma can occur when loyal employee observes the employer committing or assisting in an illegal or immoral act and thus would be forced to make m oral decisions.In making moral decisions, employees need to consider factors that may have both positive and negative results. These factors are to make sure the situation warrants whistle-blowing. One of these factors is, if serious trade secrets or confidential company property will be exposed the employee should also know the harm and calculated risk. The other factor is that the whistle-blower needs to examine their motives and verify then document their information, while making sure that the information sustains its place in the case of a hearing and court as well as there are a lot more guidelines to consider.Whistle-blowing carries serious consequences and often involve decisions to be made among conflicting moral, legal, economic, personal, family and career demands and choices. It does require a lot of self-sacrifice to stand firm and tells the truth regardless of personal outcome. There is nothing morally wrong with whistle-blowing or the right to freedom and speech. Virt ue theory requires an individual to personify integrity and courage (Adams, 2006; Bolsin et al. , 2005). However, whistle-blowing is legally wrong when the accusations are false and the motivation is not justifiable or accurate.This can violate the basic virtues of honesty and courage. Two such conditions under which whistle-blowing should not protect freedom of speech against their employers are when divulging information about legal and ethical plans, practices, operations, inventions and other matters that should remain confidential that are necessary for the organization to perform its work efficiently. The other condition is when an employee’s personal accusations or slurs are irrelevant to questions about policies and practices that appear illegal or irresponsible.Kant’s Categorical Imperative says, a person should choose to act only and only if he would be willing to have every person on earth in that same situation act exactly in that same way. Kantian theory d irects or instructs people to act in universally accepted rules. In light of Kantian’s imperative, employers and employees should use this as a guide to carry out their functions of preventing, reporting and effectively and fairly correcting illegal and immoral actions, policies and procedures. Management cannot expect employees to be loyal to an organization that promotes or encourages wrong doing to its stakeholders.Whether or not stakeholders are primary or secondary, they are directly or indirectly affected by the actions and goals of the organization. Whistle-blowing can also be looked at as a selfish act as well as a moral and legal act. Despite its outlook it should be the last resort. A more active goal or motive of the organization should be to hire, train and promote morally and legally sensitive and responsive managers to communicate efficiently and effectively for the benefit of all the stakeholders.If both employer and employees follow Kant’s Categorical I mperative which is in nature goes with the principle of universalism which states that that the right thing must always be done, even if doing the wrong thing would do the most good for the most people. With these theories whistle-blowing can be mitigated in an organization. In most organizations, employees normally quickly adapt the norms and culture. If the organization is involved in illegal practices then more often than not whistle-blowing will be a major dilemma.In order to avoid whistle-blowing, organizations need to practice legal acts and set examples that will uplift and promote the organization in a positive way. Every member in an organization is dependent on each other, especially those who are at total risk in terms of securities. The principles of Utilitarianism can also be applied to the issue of whistle-blowing. This theory believes that the act is morally right if it produces the greatest good for the greatest number of persons affected by it.If the circumstances i s however such where the employee decides to blow the whistle on an illegal conduct by another employer or by the organization then according to Richard DeGeorge, the whistle-blowing must fit all six of the conditions that makes the actions morally justified. The first two conditions are when the firm, through a product or policy, will commit serious and considerable harm to the public example; consumers or bystanders. The employer should report the firm and then when he or she identifies a serious threat of harm, then he or she should report it and state his or her moral concerns.

Old Building as Monuments Essay

Should we preserve old building as historical monuments? I believe that different people will hold different perspective to this question. In my point of view, a city should preserve the old historic buildings. Being a container of human activity, Building, obviously, is also a reservoir of human history and culture. To some extent, preserving old historic building means respecting the previous generations. An old building can insinuate historical events happened in the city. Old buildings, as a symbol of architectural heritage, memorize the significant episodes. Looking at the shabby Rome city, almost devastated temples, demolished palace, it is not hard to imagine the prosperous kingdom of the ancient Rome. We can also acknowledge that these buildings are ruined after the kingdom was vanquished by the enemy. Thus, historic buildings are one fundamental method to learn about significant events in the history. Read more:Â  Essay About Importance of Historical Places The old historic buildings of a city would accentuate a city’s culture and characteristic. The Kashgar city is the best example; Chinese government has approved a bill of rebuilding the Kashgar old city, which is 1500years old and main heritage of Uyghur culture, a significant culture of Central Asia. Although a new modern city have been built near to the old one, the most attractive place of Kashgar is still the old city, which has many old historic buildings. The people who want to know about Uyghur culture, one of main culture of Central Asia, always go to visit the old Kashgar city. Preserving old historic building means respecting the previous generations. Maybe some old buildings have negative effect on the cityscape or its function, however, with the consideration of respect previous people, we have no right to destroy or substitute them for modern buildings. On the other hand, we have the responsibility of preserving them to our next generations so that they could have the opportunity to know about their predecessors tangibly. Nevertheless maintaining historic buildings needs tremendous amount of money and old buildings are easily destroyed by earthquake, the cultural value of a historical building is worth preserving on economical expense. To learn more about the history, to more distinguish from other culture, for next generations` sake, stop destroying the historic buildings.