Woodrow Wilsons Fourteen Points - 1714 Words

Woodrow Wilsons Fourteen Points provided a partial model of his diplomatic approach, since he promised democracy and self-determination for Europe, particularly for countries under enemy occupation during the First World War or for subject people in the Ottoman, German and Hapsburg Empires. None of these survived the war, and the Poles, Czechs and other Europeans did gain national homelands, although this was not the case for the non-white subject peoples of the British and French Empires. Nor did it even hold true for the nations of Latin America and the Caribbean, where Wilson intervened during World War I. Indeed, Haiti was occupied from 1915-34 and the Dominican Republic from 1916-24, while Wilson intervened repeatedly in the Mexican Revolution. Moreover, at the end of World War I, Britain and France divided up Germanys African colonies between them, and also maintained control over the Arab parts of the former Ottoman Empire as trusteeships. Although Wilson is generally consider ed idealistic and well-meaning, in the Fourteen Points he ended up making many promises that the U.S. government had neither the power nor even the desire to carry out, particularly in its treatment of Germany, Russia, Turkey and the colonial peoples around the world. Nor were the other Great Powers ever likely to willingly give up their own colonies and spheres of influence while the U.S. held onto its own. Nor were Wilsons hopes for the League of Nations ever fulfilled for he died in 1924Show MoreRelatedWoodrow Wilsons Fourteen Points2163 Words   |  9 Pagespursuing negotiations of peace and cease fire, not from their European counterparts, but from American President Woodrow Wilson . Germany was hoping to benefit from President Wilson’s ideals of peace and justice for all, ideals he had laid out publicly that year in a January speech outlining his â€Å"blueprint for a new democratic world order.† These Fourteen Points became the cornerstone of Wilson’s contribution to the peace negotiations following the armistice that ended the war in November of 1918. FocusingRead MoreAnalysis of Woodrow Wilsons Fourteen Points 1853 Words   |  8 PagesThe Fourteen Points President Wilson was determined to achieve peace. He based his peacemaking efforts in the academic argument Fourteen Points. Ideas of freedom of the seas, internationalism and justice for all were embedded in his idealistic approach, in an attempt to making long lasting peace. The Fourteen Points were enthusiastically accepted by the United States, Allies and even Lenin – setting up the political mood as co-operative and internationalized. The summary of those points isRead MoreWoodrow Wilsons Fourteen Points on the Paris Peace Settlement931 Words   |  4 Pages1. Assess the impact of Woodrow Wilson’s fourteen points on the Paris Peace Settlement and determine whether Wilson was successful in his goals. The Paris of Peace conference was held on January 1919 in Versailles just right outside of Paris. Paris of Peace conference was called to establish reasonable terms to make peace with the countries after World War I. In that conference there was almost thirty nations that were participates. The â€Å"Big Four† were there as well, the big four consisted of GreatRead MoreHow and Why the Treaty of Versailles Differed from Woodrow Wilsons Fourteen Points1021 Words   |  5 PagesHow and Why the Treaty of Versailles Differed from Woodrow Wilsons Fourteen Points Wilsons fourteen points indicated that what he mainly wanted was peace, justice, harmony and freedom in the world and between all different countries, whereas the Treaty of Versailles showed a different view and dealt with Germany, mainly with how the land was going to used from then on within the world. One of Wilsons points said that he wanted for the wishes and views of the localRead MoreWorld War I And The United Policy Of Strict Neutrality931 Words   |  4 PagesU.S. President Woodrow Wilson discusses the aims of the United States in World War I and outlines his famous â€Å"Fourteen Points† for achieving a lasting peace in Europe. The Fourteen Points is a blueprint for world peace that was to be used for peace negotiations after World War I, elucidated in a January 8, 1918, speech on war aims and peace terms by U.S. President Woodrow Wilson. There are few speeches in history that influenced the world in the way Woodrow Wilson s Fourteen Points speech did. AsRead MoreWoodrow Wilson s President Of The United States1476 Words   |  6 PagesThomas Woodrow Wilson was the 18th President of the United States. He is well known as the President who led our nation through the First World War Wilson also happens to be well remembered through Wilson’s famous Fourteen Points. President Wilson had also led America through important events on the domestic front and in her foreign affairs. Almost every American has heard of President Thomas Woodrow Wilson as his legacy is still seen in America today as all his choices had a significant effect onRead MorePrimary Source Analysis Example991 Words   |  4 PagesPrimary Source Analysis: Woodrow Wilson’s Fourteen Points The source is a speech delivered by Woodrow Wilson on January 8th 1918; the speech was delivered among Woodrow’s fellow congressmen in the American congress. However, the speech was not written purely by Wilson, During World War I, Walter Lippmann became an adviser to President Woodrow Wilson and assisted in the drafting of the speech. The several points covered in Wilson’s speech aimed to resolve territorial issues in Europe, as well asRead MoreWoodrow Wilson1206 Words   |  5 PagesWoodrow Wilson’s fourteen points was a statement determined on January 8, 1918 by himself. He was the twenty eighth president of the United States. The fourteen points was made when they were declaring that World War one was occurring because of an ethical cause and after war peace in Europe. The fourteen point’s speech first discussed that there be a private but international understanding of any kind but peacekeeping shall continue in the public view. The purpose of this i s to clearly get rid ofRead MoreWoodrow Wilson Presidency : Election Of 19121080 Words   |  5 PagesTHE WOODROW WILSON PRESIDENCY Election of 1912 The election of 1912 involved four candidates: Democrat Woodrow Wilson, Republican William Howard Taft, Socialist Eugene V. Debs, and Progressive Theodore Roosevelt. The two major candidates in the 1912 election would be Roosevelt and Wilson. Wilson’s proposal of New Freedom engaged his supporters. The New Freedom notion intended to eliminate all trusts instead of just regulating them in hopes of an economic competition restoration. On the day of theRead More Woodrow Wilson and The Presidency Essays1515 Words   |  7 Pages Woodrow Wilson and The Presidency From the beginning of the 1912 election, the people could sense the new ideas of Woodrow Wilson would move them in the right direction. Wilsons idea of New Freedom would almost guarantee his presidential victory in 1912. In contrast to Wilsons New Freedom, Roosevelts New Nationalism called for the continued consolidation of trusts and labor unions, paralleled by the growth of powerful regulatory agencies. Roosevelts ideas were founded in the Herbert Crolys

Sexual Purity a Call to Holiness - 4448 Words

Sexual Purity: A Call to Holiness INTRODUCTION The world in which Christians live today is very similar to the world that Paul taught, lived, and traveled in. Christians are surrounded by and struggle with the issue of sexual purity that believers struggled with in Paul’s day. Sexual immorality is a result of a much larger problem: the refusal of God’s call to be holy. The pagan Gentiles during the New Testament had a skewed picture of moral issues, including sexuality. F. F. Bruce provides a unique look into Greek culture and morality when he quotes Demosthenes who lived during this time period: â€Å"We keep mistresses for pleasure, concubines for our day-today bodily needs, but we have wives to produce legitimate children and serve as†¦show more content†¦4:7 For God did not call us for the purpose of impurity but to holiness. 4:8 For that very reason then, the one who rejects this is not rejecting man but God, who gives his Holy Spirit to be put in you. GR AMMATICAL, SYNTACTICAL, THEOLOGICAL COMMENTARY 4:3 Verse three begins with the emphatic position of the near demonstrative pronoun ÃŽ ¤ÃŽ ¿Ã¡ ¿ ¦Ãâ€žÃŽ ¿ which acts as the subject of the clause and is a reference to the noun in apposition á ¼ ÃŽ ³ÃŽ ¹ÃŽ ±ÃÆ' µÃ¡ ½ ¸Ãâ€š. Gordon Fee makes a crucial point that ÃŽ ¤ÃŽ ¿Ã¡ ¿ ¦Ãâ€žÃŽ ¿ is â€Å"defined by a series of appositives, each one becoming more case specific† as Paul’s discourse continues.4 Although ÃŽ ¤ÃŽ ¿Ã¡ ¿ ¦Ãâ€žÃŽ ¿ is written first in Greek, the explanatory conjunction ÃŽ ³ÃŽ ¬Ã  is translated first, â€Å"For this,† in order to communicate the anaphoric use of the conjunction in reference to Paul’s statements in 4:2. The 3 4 Chart created from information in Gordon Fee’s, NICNT, 142-143. Gordon Fee, NICNT, 144. 3 following phrase ÃŽ ¸ÃŽ ­ÃŽ »ÃŽ ·Ã‚ µÃŽ ± Ï„Î ¿Ã¡ ¿ ¦ ÃŽ ¸ÃŽ µÃŽ ¿Ã¡ ¿ ¦ (â€Å"God’s will†) functions as the predicate nominative; which is suggested by 5:18, where this phrase is used again (á ¼ ÃÆ'Ï„Î ¹ÃŽ ½ is understood in the context).5 ÃŽ ¸ÃŽ ­ÃŽ »ÃŽ ·Ã‚ µÃŽ ± remains anarthrous in both verse references (4:3; 5:18) and the omission of the article followed by the subjective genitive has been a point of contention among scholars. F. F. Bruce suggests the article was absorbed by the emphatic ÃŽ ¤ÃŽ ¿Ã¡ ¿ ¦Ãâ€žÃŽ ¿ in which the clause began. Other scholars,Show MoreRelatedSummary Of The Lord Jesus 2777 Words   |  12 Pagesthat you become holy, that you keep away from sexual immorality, 4  that each of you know how to possess his own body in holiness and honor, 5  not in lustful passion like the Gentiles who do not know God. 6  In this matter no one should violate the rights of his brother or take advantage of him, because the Lord is the avenger in all these cases, as we also told you earlier and warned you solemnly. 7  For God did not call us to impurity but in holiness. 8  Consequently the one who rejects this is notRead MoreThe Book of Leviticus: An Overview1693 Words   |  7 Pagesthe tasks of priests, the sexual, the calendar of the liturgy, the dietary as well as, the economic practices the Israelites were practicing not forgetting the ritual and the moral holiness. The book of Leviticus manages to offer the children of the Israel, an instruction of how one can live to become part of Christ, people who are ever holy, be holy, for I the LORD your God am holy (19:2). In short, Leviticus offers the vision of being holy to God as it also issues a call to a living that is holyRead More Measure for Measure Essay: Immorality and Corruption1576 Words   |  7 PagesPompey, Mistress Overdone, and Barnadine.   Through all this, Shakespeare uses Lord Angelo in Measure for Measure to show that immorality and corruption is innate in mankind. It is worth noting that Lord Angelos name evokes an image of purity and holiness.   Names are given at birth, and the idea that he is called angelic from the start, would argue against this doctrine of innate depravity.   But, as Shakespeare argues, its a name that cant be lived up to because of natural passions and lustsRead More Measure for Measure Essay: Lord Angelos Hypocrisy1514 Words   |  7 Pagesuses Lord Angelo in Measure for Measure to show that corruption is innate within mankind whilst Angelo is a symbolism for pharisaical fanaticism in the play.       Its interesting to note that Lord Angelos name evokes an image of purity and holiness.   Names are given at birth, and the idea that he is called angelic from the start, would argue against this doctrine of innate depravity.   But, as Shakespeare argues, its a name that cant be lived up to because of natural passions and lustsRead MoreThe Revelation Of The New Testament971 Words   |  4 PagesThis sanctified â€Å"Divine Encounter† establishes a connection within a realm of total purity and grace. Noticeably, Philip mentions again that one’s Divine partnership resides beyond one’s earthly-fleshly one; impressing that one’s spiritual, sexual essences with the Divine occur as one’s true ultimate prize in life and afterwards into eternity as the New Testament states in Revelation 21:1-3. Even through, the direct expression of ‘bridal chamber’ is none existent in the Bible; however, the referenceRead MoreEssay On Sexuality In Bram Stokers Dracula2371 Words   |  10 PagesVoluptuous Sexuality Although in modern times people are exposed to sexuality from a young age through advertisements, media, and pop culture, during the Victorian era in England, the only acceptable exploration of repressed sexual desire was through a book that upholds the Christian belief of sexuality’s corruptive effects on society. In Bram Stoker’s Dracula, a gothic, horror novel, Dracula, a vampire from Transylvania, preys on Mina Harker, a devoted Christian and intelligent woman, and Lucy WestenraRead MoreTheology of the Body32011 Words   |  129 Pagesmain sections, others six. I think the most logical way to do so is to break it down into seven interrelated sections: 1) The Original Unity of Man and Woman as found in the Book of Genesis †¢ 23 catecheses from September 5, 1979-April 9, 1980 2) Purity of Heart versus Concupiscence: Catechesis on the Sermon on the Mount †¢ 27 catecheses from April 16 to December 10, 1980 3) St. Paul’s Teaching on the Human Body: Life according to the Spirit †¢ 13 catechesis from December 17, 1980 to May 6, 1981 Read MoreMy Perspectives on Human Sexuality1632 Words   |  7 Pagescomprehensive look at the results of the life experiences that have molded and shaped my sexual perspectives. I have had several different things that have happened to shape my thoughts and actions inn my sexual life. Yet now that I have taken this course I have gained a new found understanding for the reactions that were part of my life. The value system that I was raised under was very strict. I was brought up in a Holiness religion, where we were not allowed to do several of the things that others wereRead MoreThe Church Of The Nazarene1482 Words   |  6 Pagesentire sanctification, and the continued perfecting work of the Holy Spirit culminating in glorification.† Our manual explains that the Spirit does not only connect individuals to the Lord, but it also calls individuals together in the fellowship of the Spirit to form local churches. â€Å"God calls the Church to express its life in the unity and fellowship of the Spirit; in worship through the preaching of the Word, observance of the sacraments, and ministry in His name; by obedience to Christ, holyRead MoreThe Hippocratic Oath, By Atul Gawande1344 Words   |  6 Pagescontributing to the wellbeing of patients, ignoring the various personal effects of ego, sexual interest and human tendency to gossip. Doctors must be able to admit to inability in order to make sound judgements. This would mean diagnosis to the best of their ability, and nothing beyond their ability: â€Å"I will apply dietetic measures for the benefit of the sick according to my ability and judgment (Hippocrates). The oath calls on doctors not to abuse their societal power or fall prey to their desires: â€Å"I will

Art Education Essay Example For Students

Art Education Essay Todays classroom is extremely diverse and the boundaries to which we teach are consistently changing and widening. As life goes on, more opportunities continue to present themselves. These ideas and experiences are passed on through us, the teacher, to the children, our students. With the continued inclusion of all students in the classroom, we are more apt to experience different learning levels and abilities among a group of children the same age. Cultural, developmental, behavioral and psychological differences present themselves constantly and yet each student has an equal right to equity at school. Art integration helps aide in this challenge through its endless possibilities for differentiated instruction. In an art based curriculum, students are given options to express themselves more freely and in my opinion, taught how to better think for them selves. I can see a close tie between the arts and communication. And because communication plays such a large role in learning, so should the arts. (Drama, painting, singing, drawing, reading, dancing, etc! ) When teaching art in the classroom, it is important to have a fair grading rubric and effective teaching technique. It can appear to many people, not just students, that since art itself is so subjective, it is hard to make an objective, graded school subject out of it. While the aspect of grading is important, it is also equally significant to develop teaching techniques that will engage students beyond just wanting to draw a pretty picture. It is a teachers job to guide the students in learning about artistic theory, techniques, and genres. Effective art classes employ both fair grading rubrics and innovative lesson plans. This approach allows for students with little artistic talent to receive good grades. As long as the student is showing effort and improvement, the grades should reflect the student in a good light. In art it is important to encourage creativity, not a style that will get you a good grade. Art is about expressing oneself and the lesson should reflect this. It is important for teachers to develop an effective style in order for children to be able to master the principles needed to create well designed works of art. Children need to be guided throughout the development of their works during the beginning stages of art education. Slowly the students learn to be more self-regulated and rely on peer critiques to guide them. Art projects give freedom and creativity because students can express themselves even at a young age. Art as a school subject is sometimes difficult to define, but developing a grading rubric that measures improvement and not just skill is important to motivate students with little artistic talent. For those with great artistic talent, the rubric can reflect a more theory based system. Also since art projects are not the only type of assessment used in art class, essays on art history and specific styles can also be used. Effective teaching methods are also important in the art classroom. Immediate feedback, whether from a teacher or peer, is important to giving students ways to improve their artistic skills. With the proper balance of freedom and structure from the teacher, children can evolve into creative, intellectual artists. I can recall a specific time when I chose to integrate art into math because math can be a rather dry, concrete subject. It is my strong belief that art is a subject of expression and often brings emotion out in students. By working with art and math together, it is my hope that students will associate their positive feelings with learning, not necessarily the subject matter. Picasso gives us an excellent path with cubism to look at geometric shapes and also the grid system. Over and over again I see math in art and the opportunity for challenging my students with higher order thinking skills. Who, what and why are all suddenly coming out of a math lesson. As budgets continue to be cut, art will have to work its way into other content areas more and more often. This is just the beginning. .u4b6edb77276ffe45111d3ef708da667f , .u4b6edb77276ffe45111d3ef708da667f .postImageUrl , .u4b6edb77276ffe45111d3ef708da667f .centered-text-area { min-height: 80px; position: relative; } .u4b6edb77276ffe45111d3ef708da667f , .u4b6edb77276ffe45111d3ef708da667f:hover , .u4b6edb77276ffe45111d3ef708da667f:visited , .u4b6edb77276ffe45111d3ef708da667f:active { border:0!important; } .u4b6edb77276ffe45111d3ef708da667f .clearfix:after { content: ""; display: table; clear: both; } .u4b6edb77276ffe45111d3ef708da667f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4b6edb77276ffe45111d3ef708da667f:active , .u4b6edb77276ffe45111d3ef708da667f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4b6edb77276ffe45111d3ef708da667f .centered-text-area { width: 100%; position: relative ; } .u4b6edb77276ffe45111d3ef708da667f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4b6edb77276ffe45111d3ef708da667f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4b6edb77276ffe45111d3ef708da667f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4b6edb77276ffe45111d3ef708da667f:hover .ctaButton { background-color: #34495E!important; } .u4b6edb77276ffe45111d3ef708da667f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4b6edb77276ffe45111d3ef708da667f .u4b6edb77276ffe45111d3ef708da667f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4b6edb77276ffe45111d3ef708da667f:after { content: ""; display: block; clear: both; } READ: Child Abuse EssayAs if my own personal recollections are not enough evidence, the National Endowment for the Arts Association reports that (2001) Young people who participate in the arts for at least three hours on three days each week through at least one full year are: 4 times more likely to be recognized for academic achievement, 3 times more likely to be elected to class office within their schools, 4 times more likely to participate in a math and science fair , 3 times more likely to win an award for school attendance, 4 times more likely to win an award for writing an essay or poem. Young artists, as compared with their peers, are likely to: Attend music, art, and dance classes nearly three times as frequently, participate in youth groups nearly four times as frequently, read for pleasure nearly twice as often, perform community service more than four times as often. The facts are that arts education makes a tremendous impact on the developmental growth of every child and has proven to help level the learning field across socio-economic boundaries. Involvement in the Arts and Success in Secondary School, James S. Catterall, Americans for the Arts Monograph, January 1998) And has a measurable impact on youth at risk in deterring delinquent behavior and truancy problems while also increasing overall academic performance among those youth engaged in after school and summer arts programs targeted toward delinquency prevention.