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Christian Gladiators? Athletics as a metaphor for Christian life

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When Paul went to Corinth, in the middle of his second missionary journey, Acts 18:2-3 reports that he joined Aquila and Priscilla, manufacture of tents. This fits well with what Paul writes to himself, at the same time. For example, in 1 Thessalonians. 1:9 says, "But remember, brothers, our toil and hardship, we have worked day and night to avoid becoming a burden to anyone while he was preaching the gospel of God for you." Even in 2 Thess. 3:7-8, Paul: "Wenot idle when we were with you, even eat without paying. Instead, we worked day and night, with difficulty, so it would not be a burden to be one of you. "

Paul in these two States still at Corinth. Shortly after Corinth, left, towards the end of the third missionary journey, Paul in his apostolic right, which supported intellectually benefit (1 Co! r. 9). The question is rhetorical irony, "OrThere are only I and Barnabas who must work for a living? "(1 Cor. 9: 6).

By Jerome Murphy-O'Connor:

View of the trade the first time in a tent-maker seems particularly appropriate for a department that focuses on the city, but there was a tendency among the craftsmen of that title, though not actually covered a much broader and more ... the same purpose as a craftsman of today, sometimes described as a carpenter. Paul was in allChance, leather work, hand in producing the large number of items contained in this material: "Can [sandal] has, in turn, would gourds for water and wine, crockery saddles, shields, etc. shops and footpaths are were also made of leather, and a ready market in Corinth (St. Paul, we Corinth: Texts and Archeology, 168).

One reason for this is true is that the Games of the Isthmus took place in nearby Isthmia. After the Olympics among the four major Panhellen! icGames, Isthmian Games were two times more likely than others! , is hel d every two years. Time Paul went to Corinth, the Isthmian Games were 500 years. They were not even in the century of its tradition of welcoming Corinth was abandoned almost completely disrupted (146-44 BC).

At the time of Paul to Corinth, 50 CE, are the games have been brought from Corinth to Isthmia. Another cesarean games simultaneously with another event in every location in the isthmusGames. The Commission presented its own site of action. Groups of people from all over the Roman Empire, met Isthmia, either to participate or attend events. According to Casio, a contemporary of Paul (in his speeches, 8.12), containing the basic sporting breeds Isthmian Games, wrestling, diving, boxing, javelin throw and threw it on the disc.

One time or another in the history of the Games, including the new phenomena of horse racing, racing, poetryReading, theater, singing, announcing, playing the lyre and the flute, and a painting competition. Yacht Race, near the Saroni! c Gulf, has a function, not the Games of Olympia, Delphi, Nemea, O. Demonstrations were planned for women, like men, and even for children. Large amounts of money in hand, not only for players who have won and lost, but that gives the winner.

Isthmia excavations began in 1883 with Paul Monceaux. RenewedSB 1930 by Jenkins and H. Megawati. These initial efforts yielded only meager results. Oscar Broner, however, that the site of excavation 1959-1967 discovered the temple of Poseidon, porticoes, the sanctuary of Palaemon, two stages, much earlier than others, and a Hellenistic settlement near "Rashi". Assistant Broner, Elizabeth Gebhard outdoor theater. From 1967 to 1976, Clemente excavated Roman baths and other buildings. Ms. Gebhard againExcavated in 1980 and 1989 in the central chapel and a prehistoric settlement "Rashi".

Archaeologists were unable to find permanent housing for the crowd of participants in the Games as a track in the firs! t century AD They were built only in the second century. With ! the opti on of dealing with several miles of walking per day to reflect events or shopping and to enter a tent, hundreds if not thousands, witnessed what you prefer. In other words, this city was theBest places in the Mediterranean world of Paul to open the tent-making shop. Small shops like yours (with lines of 10 feet, 10 meters), the squares in cities throughout the Hellenistic empire.

Games of Paul, while living in Corinth? We have no idea, for sure. The games began with a sacrifice to Poseidon, the patron of the local deities. In addition, many sporting events were conducted in the most simple men and women were likelyonly poor clothing. One might expect that this nerve to offend the scruples / Judeo-Christian. However, Murphy-O'Connor said:

It is difficult to decide whether Paul himself took part in the games. Jewish Palestinian resistance against these glasses is well documented ... but we think that the same attitude that has prevailed in the di! aspora. The wire was free, I had an all-in wrestling competition (see Probis Omnis, 26), we can be sure that many Hellenized Jews did not hesitateParticipation in the Games. Jews had special reserved seats in the theater of Miletus in western Asia Minor .... (17).

We do not know for sure is that Paul uses the familiarity with the games as a source of images in their teaching. A review of his speeches and letters, in roughly chronological order, presents a series of allusions to sports competition. (I want the fat and suggestions for a more literal translation.)

Delivered before arrival in Corinth, in a sermon13h25 to Antioch in Pisidia (Acts), Paul "(race)" (Drôme greek, after "rollerdrome" and "Racetrack") as a metaphor for God's purpose for the life of John the Baptist: "And while John ended his career, he continued: "Who do you think I am? I'm not him. "

Years later, Paul us! ed the same pictures again, their objectives in life. Older Ep! hesians (Acts 20:24) was rejected, said Paul"But I think my life is worthless for me, if I can finish the race and only fill the job that I received the Lord Jesus, to testify the gospel of the grace of God."

In Galatians 2:2, Paul describes as a next visit to Jerusalem, to write together, "I. .. first to preach the Gospel, are among the nations. But I did it in private, that seemed to be transported by a fear that walking or running, he had run in vain. "Later inthe same book (5.7), commented: "You did a good race. Who cut for you and obeying the truth?"

These metaphors Paul employs, before arriving in Corinth. The longer wheelbase, however, occurs in the first Corinthians 9:24-27. Shortly after the founding of the church at Corinth, Paul urges the Corinthians:

Do not you know that running in a race all the runners, but only one receives the prize? Run, so that price. AnyoneParticipate in games goe! s into strict training. They do it to get a crown that will not last, but we do it for a crown, the eternally preserved. I can not, like a man running aimlessly, not knowing who fights like a man in the air. No, I beat my body and my slave so that after preaching to others I am not disqualified.

In previous centuries, of course, (was in greek: Stefano), the crown as a prize at Isthmia, fromThe branches of pines, like the back of the coins and find contemporary sculpture Isthmia in the sample. The crown of pine branches is a symbol of the Games of the isthmus, there was no evidence that the plant than others, Selinon (a plant similar to celery or parsley was) in the first century BC and a votive size of gains Crowns shows isthmic Selinon used in a variety of plants, including pine y. Goes particularly well with the phrase "crownno less important, or more literally, "crown perish." At the moment the isthmus that athlete! s have received their crown of grass, as it had dried.

! In seve ral letters of Paul, he uses the word "fight" or "competence" (the agon greek, that "torture" and torment. ") In Rome. 15:30, for example," Please, my brothers through our Lord Jesus Christ, the love of the mind, in my struggle with prayer to God for me to come with me. "Similar steps are presentedPaul wrote in his letters from prison (see Eph. 6:12, Col. 1:29, 2:1, 4:12, Phil 1:30) in which he wrote after (edition 1 Tim was 4.: 10, 6.12).

In one of these letters in the same prison (Phil 3:13-14), Paul Racing photos on his experience: "One thing I do: forgetting what lies behind and strain forward to what you end the sentence to which I go God in Jesus Christ in heaven. "

The word translated "reward"(In brabeion greek) is used by a greek at least three words to describe the prize to the winner of the competition. The context indicates that Paul refers to forget his su! ccesses, not the mistakes of the past. Contrary to what many preachers use this verse does not say: "Do not let your past failures discouraged by their earnings." Says the opposite: "Do not trust your" bottom line "benefits." Every race is a completely new business, and all runnersincluding the captain, must rise again. "

When Paul is back in prison shortly before his execution, he wrote in his latest letter (2 Tim. 4:7-8):

I have fought the good fight (dying), which is the rate (Drôme), I concluded kept the faith. What I have to get the crown (Stefano), the righteousness which the Lord has given me that day when the just judge, Not only has given, but all that the love of her appearance.

As in modern times, has the honor to submit the transfer higher premiums, said Paul expected Jesus, his crown will be awarded by his victory in the Christian race.

Although! this may reduce some principles, some "rules":
!
D espite the victory of Christ on the cross and his desire for forgiveness, having continued to live the Christian life to a struggle between good andMal. This is a fight with the devil, where the stakes are high and the risk of loss is real (Eph. 6:12).

God wants us to win this competition, and all terms of our success. But we must be prepared to submit to the discipline and establishing a rigorous training, if we expect (with a gain of 1 Cor. 9:24-25).

God is the price you want to be with us (Acts 20:24). The boundaries of behavior that has staked its moral is, we movebeyond the limits, if you commit sins or "sins." Within this moral line, but we must ask ourselves the same freedom of our judgments themselves, the best way to "run our race" (2 Tim. 4:7).

Death is the goal, and life with Christ in eternal prize (Philippians 3:13-14, 2 Tim. 4:8).

In the sense of the word, who are already winners, as soon a! s you start the race. In the words of Paul, who are champions of the Super, "Him who loved us" (Romans 8:37). But we still have to runthe race and to avoid being disqualified (1 Cor too. 9:26-27).

When you are in your career, Christian? Are behind the scenes? Perhaps you have doubled the last corner and stared at the finish line ahead of me. Or maybe you're still in the stands watching people in the race.

Wherever you are, the challenge of God to enter the race, all I have to run and cross the finish line victorious. Allows you to equip and train you. But it is necessaryYour role: to take seriously their Christian life, to learn all about the "rules" to listen and obey their coaches. Then, run!

Want to go further?

Here are some useful sources:

1962 Oscar Bronner. "The Crown Victoria del Istmo. American Journal of Archeology. 66:259 et seq. (See also Broner writings of many others in Isthmia.) !

1967 Pfitzner, Victor C. And the reason Paul Agon: The! images of the traditional sport Pauline literature. Leiden: EJ Brill. (Ph.D.Thesis, Faculty of Evangelical Theology in Münster, Westphalia, Germany)

1973 Elizabeth Gebhard. The theater at Isthmia. Chicago: University of Chicago.

1983 Jerome Murphy-O'Connor. St. Paul's Corinth: Texts and Archeology. Wilmington, DE: Michael Glaser.

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Types of sets based on operations

Disjoint sets

Complement of a set
When U is the universal set and A is a subset of U, the complement of A with respect to U is denoted by A’ or A₀ or U-A and it is defined as the set of all those elements of U which are not in A.

A’ = {x: x does not belong to A but x ЄU}
x ЄA’ implies x does not belong to A.

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Distance formula - Part II

Continuing from my last post, where I told you that the distance between two points can be determined by finding the length of the hypotenuse of the right angle triangle formed from the two points.

We already know that to find the length of the hypotenuse, we apply the Theorem of Pythagoras, which says that c^2 = a^2 + b^2. (The square of the hypotenuse is equal to the sum of the squares of the remaining two sides). So from this, then, we see that we need to determine the lengths of the two sides that we have created by extending lines through our points to join at a right angle. And to find these lengths, all we need to know are the coordinates of our ! 2 points!

For a general triangle, then, we have something like this:

To find the horizontal length, it is just the difference between the two x-coordinates (ie. x2-x1). Think of it as taking a stick that is x2 units long, and chopping off a length of that stick that is x1 units long. The stick that you are left with, x2-x1, is the length of our horizontal side.

The same reasoning applies to find the vertical length, which is the difference between the two y-coordinates (ie. y2-y1). One comment I will make here, is that since we are talking ab! out a length of a side, the length has to be the absolute diff! erence b etween the two points (ie. you can't have a negative side length).

So then, for our general triangle, we have our 2 lengths, and let's call the hypotenuse "d" (as in, the distance between the two points).

So then, if we apply the Theorem of Pythagoras to this triangle we have created, we can come up with the distance formula very easily!

c^2 = a^2 + b^2...... which we can change to read:

d^2 = (x2-x1)^2 + (y2-y1)^2

And so we have:

d = sqrt [(x2-x1)^2 + (y2-y1)^2]

Let's quickly try with 2 points. You can draw the triangle out as I have above to follow along more closely. I will just do the quick calculation for you though.

Find the distance between the points (1,2) and (3,5).

d = sqrt [(3-1)^2 + (5-2)^2]

d = sqrt [(2)^2 + (3)^2]

d = sqrt [4 + 9]

d = sqrt [13]

And that's all there is to it. I hope that I've been able to clearly explain how to derive the distance formula. Once you know where a lot of these formulas come from, you'll never have to worry about memorizing them again! :)

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Level of measurement

The level of measurement has been classified into basically four categories. It is important for the researcher to understand that the level of measurement is determined partly by arithmetic operations and statistical operations.

Statistics Solutions is the country's leader in level of measurement and dissertation statistics. Contact Statistics Solutions today for a free 30-minute consultation.

Sorted in an ascending order of precision, the four different levels of measurement are the nominal, the ordinal, the interval and the ratio scale.

The first among the four levels of measurement is the nominal level. This level of measurement basically refers to those cases in which the numbers are used to organize the data. The use of words and letters is also done in this level of measurement. Suppose there is data that has two categories of students, na! mely weak students and strong students. Using this level of measurement, the researcher can easily classify the weak category of students with the letter ‘W,’ and the strong category of students can be denoted with an ‘S.’ This assigning of letters to distinguish the classification is the nominal level of measurement.

The second type of level of measurement is the ordinal level. This level of measurement generally involves those measurements that signify some kind of ordered associations between the number items. If four teams participate in a match, the team that has beaten all three teams would win the match and would be assigned the first rank. Then, the team performing right below the first team would be assigned the second rank, and so on. Thus, this level of measurement also assigns the reasons behind the rank assigned to any particular item. So, this level of measurement indicates the appropriate ordering of the measurements. T! he researcher should note that in this type of level of measur! ement, t he change or the share between any two types of rankings does not remain the same along the scale.

The next type of level of measurement is that of the interval level of measurement. In this level of measurement, the researcher categorizes and assigns orders to the measurements and also reveals that the distances between each interval on the scale is equivalent along the scale from the low interval to the high interval. One such example is the measurement of anxiety of a student that is in between the score of 10 and 11 is same as if the student is in between the score of 40 and 41. Another appropriate example for this type of level of measurement is that while measuring the temperature in centigrade, the distance between 940C and 960C is similar to the distance between 1000C and 1020C.

The last level of measurement is the ratio level of measurement. In this type of level of measurement, the researcher can observe a value of actual zero as well. This k! ind of phenomena is quite unlike the other types of level of measurement. However, the researcher should note that this level of measurement has the same property as that of the interval level of measurement. The divisions between the points on the scale have the equivalent distance between them, and the rankings assigned to the items are according to their size in this level of measurement.

The researcher should note that among these levels of measurements, the nominal level is simply used to classify the data, whereas the levels of measurement described by the interval and the ratio are much more exact.

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March, my birthday, and I'm still here!

Hi Readers! I am still here responding to people's requests for homework help, I just don't post the answers on my blog as much anymore. But rest assured, I am still here answering your emails.

Also, to celebrate my birthday this week, I invite you to partake in this fun online gaming experience called "Auditorium"!

http://www.playauditorium.com/

I enjoyed it so much that I played it all the way through on my first sitting!

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Helpful online videos for the Math CSET: Subtest 1 Algebra

This post is a break from the norm and just for folks taking the CSET math test. There are a few great free videos online which should help them, feel free to ignore this post if that's not you. I haven't passed the test yet myself, just wanted to save other folks some time by getting you to what I think is the good stuff. After I pass part 1 I will move on to the Geometry/Probability, Subtest II, and maybe will post more links then.

First I wanted to share my understanding of the current rules in CA, and what I'm up to. Skip down to get to the links. Please don't take this as final advice, as things are so convuluted that I could be wrong. If you see some glaring error please let me know.

So that said, with the NCLB rules now, taking the higher math courses themselves at a college is pretty worthless as far as getting a hireable credential for those who currently just have a multiple-subject credential, at least the way credentials go in Californi! a. For elementary teachers if you do already have a certain amount of upper math coursework you can get something called a Math authorization added to your credential which enables you to teach Math in grades 9 and below, but that's it. It isn't NCLB compliant and it is unlikely any high school will hire you as you can't teach above grade 9.

Now, if you get the Foundational Math add-on, you can teach any grade level, you just can't teach AP higher level courses. Plus it is NCLB compliant. That encompasses about 95% of the math taught in the state. To get the Foundational Math added on to an Elementary/Multiple Subject Credential you need to pass the first two parts of the CSET single subjects math test, plus take a class on Math teaching methods if you haven't already.

So my point is, why go to math classes if you will need to take the tests anyway to get a math teaching job? Buy a cheap used College Algebra textbook and accompanying solutions m! anual, and download some free lecture videos to help you out. ! Do thin gs on your own schedule, you're a teacher after all and should be able to teach yourself a thing or two.

It is a bit hard to find good videos though or specific resources. A google search for help on CSET Math will lead you to all sorts of con-artists selling you generic test-prep garbage and worthless non-interactive software. Almost none of them are finely tuned to what you need on the very difficult CSET math test. You know the garbage I mean, half the book discussing how you need to get a good night's sleep before the test, don't leave anything blank, that sort of crap. Stuff you better already know if you are at this level anyway. Plus the Algebra on the test is nothing like what you took in high school, it is advanced stuff.

The only specific CSET math printed prep resource that I've heard is good are the study guides offered by Orange County here: If you plan to study a random math book? Well it! had better be a tough college one. Advanced Algebra or PreCalculus. The best targeted online site is from UCIrvine here. There are some videos out there which I won't mention because they seem to completely evolve around graphing calculators and how to use them to do the work for you. As you know you can't use a calculator on CSET subtest 1.

So finally the great free videos I have found for CSET Subtest 1: Algebra are:

College Algebra lectures from Utah Valley University

College Algebra Lectures from University of Missouri

College Algebra and Precalculus Video Tutorials in Realplayer format from Tallahassee CC

University of Idaho has some short little Algebra clips which I only watched briefly but look promising here

Precalculus Lectures from North Carolina State

Annenberg Media has a good series called Algebra: In Simplest Terms

And finally for the more difficult Abstract Algebra portion of the test, which I'm currently having a hard time wrapping my brain around, this series looks like it should help out:

Harvard's Abstract Algebra Course

And last but not least, the brilliant Gilbert Strang of MIT and his Linear Algebra lectures. You also need to know some of the basics of Linear Algebra for the CSET, you will get sucked into watching all of these though as Gilbert keeps you on the edge of your seat with his brilliant delivery.

In iTunes podcasts and iTunes U there are many mini-lessons that are also helpful, short five minute examples on various topics. There are tons of those, so I will just let you search iTunes on your own for those. Most of the above you can download and then watch at your convenience. Some you have to stream and watch in your browser. (Unless you have the know-how on how to grab them.)

So good luck with the test, know that it takes lots of time to prepare if! you are as math deprived as me.

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