Analysis Of Luther Man Between God And The Devil Essay

Luther Man between God and the Devil is wonderfully written book that was authored by Heiko A. Oberman. The author of the book focuses on Luther’s life history with the overall purpose of discovering the under explored aspects of his life lessons. Oberman hoped to link Martin’s life with eternity and not a continuous progress towards heaven inspired by the chaos in the last days of eternity (Oberman, 1989, 12). Heiko is conscious of the monumental time difference between Martin Luther’s death and the period he constructs the details which comprise this work. During the author’s time of researching the history, theology, and character of Luther. We could argue that one of the over riding focuses of this book is that Luther’s poignant point of view for his life was symbolic of a struggle against the devil, or at the very least our interpretation. Background on Martin Luther The story of Luther and the Reformation have been the topic of religious discussion for centuries. The Papal Authority played a pivotal role in European history, as did the Protestant Reformers. Luther’s perspective on religious duty makes for an inspiring conceptualization of religion. The Papal Authority on the other hand had a monumental task of keeping Catholicism at the forefront of Europe while simultaneously defending it against the advancing Turks. As protestants we have a tendency to harshly judge the Catholic church for the selling of indulgence and for taking confession. Yet thisShow MoreRelatedKingdom of Heaven Analysis Essay1796 Words   |  8 PagesThis is my longer analysis of the Kingdom of Heaven. Appreciate any feedback. [SPOILER WARNING] The Kingdom of Heaven is an anti-religion humanist epic. The moral of the story is that humanism is better than religion. KOH uses a traditional storytelling formula designed to convince people to reject a particular belief or worldview. A sympathetic hero begins the story believing in the worldview the screenwriter wants to discredit. After seeing the worldview for what it really is (according to theRead MoreEssay about flannery oconner: queen of irony1743 Words   |  7 PagesAmerican experience. They wrote about uniquely American subjects in a humorous and everyday language, replete with their character’s misdeeds and shortcomings. Their success in creating this plain but descriptive language, the language of the common man, signaled the end of American reverence for British and European culture and for the more formal use of language associated with those traditions. In essence, these new authors â€Å"had what [the author] Henry James called â€Å"a powerful impulse t o mirrorRead MoreThe Reformation Essay2676 Words   |  11 Pagescontroversy in teaching the freedom of religious conscience of the individual believer, who stood in faith directly before God in 1370. 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HoweverRead MorePrejudice-to Kill a Mockingbird and Martin Luther King5895 Words   |  24 Pagesfamous and rejoiced literatures that examine the theme of prejudice are Harper Lee’s realist fiction novel ‘To Kill a Mockingbird’ and Martin Luther King’s heart warming speech ‘I Have a Dream’. Both texts explore the theme of prejudice of white Americans on the Blacks in the racially tense times of the early twentieth century. Unlike Harper Lee, Martin Luther King goes a step further to persuade the audience that there is prejudice present and we should be motivated to stop this evil from blossomingRead MoreWhat It Means For The American Identity2100 Words   |  9 Pagesthe American Identity. Families could choose to practice a religion, go to a school of their pre ference, and be treated fairly. Every July 4th, individuals celebrate this great country, America, and their involvement in the American Identity. 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Interaction with the supernaturalRead MoreThe Salvation Of The Soul : An Analysis Of Bunyan s Pilgrim s Progress From A Biblical Perspective2239 Words   |  9 Pages陈玛莉(Chen Mali) Mary 12090703 Francesca de Lucia Academic Writing Jan. 9, 2015 The Salvation of the Soul: an Analysis of Bunyan’s Pilgrim’s Progress from a Biblical Perspective John Bunyan, lacking in formal schooling, was a small tinker in the English countryside. It was said that he had read no more than five books all his life. He spent much time reading Holy Bible and was called â€Å"man of one book† by later generations. As a staunch Puritan, he wrote resolutely for his belief and his ChristianRead MoreLincoln and the Abolitionists Essay5776 Words   |  24 PagesGuelzo, happened through a curious combination of political maneuvering, personal conviction, and commitment to constitutional principle. 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A Plan For Student Loan Debt Burden - 995 Words

Marco Rubio has a plan for students. Since the 1980s, the student loan-debt burden has risen to $1.2 trillion, which is nondischargable, meaning that the debt could follow you for the rest of your life. States have cut education funding and in response, universities raised tuition. And it does not seem that politicians are taking any meaningful action to ameliorate this debt burden. Rubio wants businesses to invest in individual students and after graduation; the student â€Å"will pay a percentage of my salary over a defined period of time in return for that investment.† (The Wire) There are several problems with this arrangement not the least of which: It smacks of indentured servitude. The arrangement puts the student in the same financial place as traded securities: i.e. bought and sold. In addition, investing in an individual student would be on its face a more risky â€Å"investment† if the student were from low-income families. This plan might work for student from high-income families: Students from high-income families can use their family income, and assets as tangible collaterals; and goodwill, namely, family name and reputation as intangible â€Å"collaterals.† So in institutions of higher learning, the poor would be underrepresented in the student population if the Marco Rubio model is deployed. According to an article in (USA Today), in 2013, the government’s profit from student loans was $41.3 billion: It was $49.9 billion in the previous years. But should the governmentShow MoreRelatedThe Debt And Interest Of Student Loans1164 Words   |  5 Pages The amount of student loans that one accumulates throughout post-secondary education can become a heavy burden. In addition, the study conducted by Scheresberg, Lusardi, and Yakoboski (2014) show that a surprising amount of students are not aware of the financial burden that they have acquired until they are deep in debt and interest. 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Discussion On Classical Conditioning As An Explanation Of Learning Essay Example For Students

Discussion On Classical Conditioning As An Explanation Of Learning Essay We use the term classical conditioning to describe one type of associative learning in which there is no contingency between response and reinforcer. This situation resembles most closely the experiment from Pavlov in the 1920s, where he trained his dogs to associate a bell ring with a food-reward. In such experiments, the subject initially shows weak or no response to a conditioned stimulus (CS, e.g. the bell), but a measurable unconditioned response (UCR, e.g. saliva production) to an unconditioned stimulus (UCS, e.g. food). In the course of the training, the CS is repeatedly presented together with the UCS; eventually the subject forms an association between the US and the CS. In a subsequent test-phase, the subject will show the conditioned response (CR, e.g. saliva production) to the CS alone, if such an association has been established and memorized. Such Pavlovian conditioning is opposed to instrumental or operant, where producing a CR controls the UCS presentations. Therefore, classical conditioning involves learning by association where you simply learn by associating two events that often occur together. Conditioning, in general occurs more rapidly when the conditioned stimulus in unfamiliar rather than familiar. High order conditioning is when a CS can be used to produce a response from another neutral stimulus (can evoke CS). There are a couple of different orders or levels. Taking Pavlov’s dogs as an example, where light is paired with food. The food is a US since it produces a response without any prior learning. Then, when food is paired with a neutral stimulus (light) it becomes a Conditioned Stimulus (CS) the dog begins to respond (salivate) to the light without the presentation of the food. One of the principles of classical conditioning is extinction. If a CS is repeatedly presented without the unconditioned stimulus, the CR will disappear. In Pavlov’s case, if a dog learns to associate the sound of a bell with food and then the bell is rung repeatedly but no food appears, the dog will soon stop salivating to the bell. Another principle to classical conditioning is the spontaneous recovery. Supposing that a response is classically conditioned then extinguished. If a few hours or days later, the CS is presented again, the CR will probably reappear. As spontaneous recovery is a term used for this temporary return of an extinguished response after a delay. Thus, the elimination of a conditioned response usually requires more than one extinction lesson. Pavlov’s dog who was conditioned to salivate to the sound of a bell of one tone may well salivate to a similar sounding bell or a buzzer. Stimulus generalisation is the extension of the conditioned response fr om the original stimulus to a similar stimuli. The conditioned response to a similar stimulus is not as strong as the response to the original stimulus; the less similar the weaker the response. An animal or person can be taught to ‘choose’ between stimuli, that is to discriminate stimuli. For example, is a dog is shown a red circle everytime he is fed, then he will salivate at the sight of the red circle alone. However, the dog will usually generalise this response to that they may respond to circles of other colours. If we only feed the dog when it sees a red circle but not an orange one, then it will soon learn to respond to red but not orange. The dog would have learnt to discriminate between the two colours. Relating this to humans, we discriminate consistently, relying on everyday life. Such as knowing someone’s voice. John Watson and Rayner conditioned a baby (Albert) to be afraid of a white rabbit by showing Albert the rabbit and then slamming two metal pipes together behind Alberts head. The pipes produced a very loud, sudden noise that frightened Albert and made him cry. Watson did this several times (multiple trials) until Albert was afraid of the rabbit. Previously he would pet the rabbit and play with it. After conditioning, the sight of the rabbit made Albert scream then what Watson found was that Albert began to show similar terrified behaviours to Watsons face. What Watson realized was that Albert was responding to the white beard Watson had at the time. So, the fear evoked by the white, furry, rabbit had generalized to other white, furry things, like Watsons beard. In Poems The Man He Killed, Reconciliation, an EssayOperant conditioning can be defined as a type of learning in which voluntary (controllable, non-reflexive) behaviour if it is strengthened or weakened if it is punished (or not reinforced). Thorndike introduced the law of effect. This is where a response that is followed by pleasant consequences becomes more probable and a response that is followed by unfavourable consequences becomes less probable. Skinner based his work on Thorndike’s Law of Effect. He developed machines for operant conditioning, which are named ‘Skinner boxes. Rats and pigeons are most often used. In one experiment, when he placed a rat in a Skinner box, it had to press a lever to receive food, and thus obtain reinforcement in the form of food. The rat will then press the lever more often and this has become a conditioned response. Skinner expressed Thorndike’s law of effect in different terms involving reinforcement. â€Å"Behaviour which is reinforced tends to be repeated. Behaviour, which is not reinforced, tends to be extinguished†. Punishment is anything that decreases the probability that the event proceeding will occur again. Therefore, punishment is the opposite of reinforcement. The main point to punishment is that all reinforcement increases a behaviour, and all punishment decreases it. Skinner’s work has revealed that positive reinforcement (e.g. food, warmth, drin k) is far more effective than the punishment in regulating behaviour. Punishment has its problems therefore, as both punishment and negative reinforcement may take the subject hostile, fearful and anxious. These emotional side-effects may then generalise to the entire situation in which punishment occurs; the location, the person administering the punishment, the circumstances may all elicit anxious, fearful and angry responses through classical conditioning. This can create more problems than it solves. Punishment also indicates that a particular response is wrong, and doesnt indicate what action should be done correctly. A young toddler could still be clueless about how to use the potty, and still be smacked for messing himself. Adding to this, it can be in human nature to overreact to a response, such as shouting, physical violence. The recipient may see that the punishment would still not have its clarity to why the response was wrong. Punishment often has the opposite effect of that desired because it may involve a powerful reward in the form of attention. This is a particular problem in the classroom, as some children misbehave in order to receive extra attention from the teacher, rather than from the quieter students who behave appropriately in a classroom. Social learning theory is about learning by observation and imitation of others and by imagining what would happen if that behaviour were imitated. Social Learning Theory was formulated by Bandura. Unlike Watson, Skinner and any other behaviourists, social learning theorists concentrate mainly on human learning, especially the acquisition of social and moral behaviour. It is not that people act and copy everyone they see or every act they witness. Bandura has laid down the specific circumstances under which imitation occurs. Unlike the behaviourists, there is no scientific approach of the ‘cause and effect’ of learning, it is by learning through imitation and what motivates us would be the attraction of success, such as our media heroes or heroines, the same-sex parents and same-sex peers. The model that individuals imitate are likely to be attractive, successful, high status people, people who are similar to ourselves and with whom we are familiar. The social learning theorists take account of the cognitive aspects of learning. The emphasis on cognition is shown in other aspects of the theory. Bandura points out, that as children grow older they begin to guide their own behaviour rather than using others for guidance and they begin to reward and punish themselves. Children can also start believing on their characteristics and own abilities. Low expectations effect the way an individuals approach a task and this in turn affects performance. Psychology Essays

Prison Prevents Violence Essays - Dispute Resolution, Penology

Prison Prevents Violence Prison Prevents Violence Violence is a major concern amongst the youths of this generation. It is an important issue that is being neglected. Several causes that may lead to this behavior would be the surroundings the youths are brought up in, or the image they wish to present themselves as - macho, tough, and untouchable. However, the causes are not important. What is important is the solution we can provide in order to help these youths stop violence. One solution to prevent youth violence would be to take them on a field trip to the local prison to spend a day as a prisoner. According to West Midlands Police Museum, spending a day in jail would mean eating repetitive, unappealing food such as oatmeal, bread, and potatoes. Daily chores include laundry, yard work, and general maintenance. However, the worst experience of going to jail would mean having freedom taken away. If the youths spent a day living behind bars, they would hopefully learn to cherish freedom more. By going to jail, the students would realize this and change their violent behaviors. Another reason that going to jail may prevent youth violence is that the prisoners in there doing time already can tell them nonfiction, breath-taking stories. This would be a memorable experience that would linger within the youths. Stories might include how the trial impacted their families, the regrets that they have (if any), or how guards treats them. It is not the ?outside world' where orders from parents could be disregarded. The prisoners have to listen to every order that is given to them, or a severe punishment would be the outcome. One story that might be of interest belongs to J.J Maloney, an ex-prisoner of Missouri State Penitentiary. He stated that ?[s]tabbings and killings, robberies and rapes were common? (1). Every time youths choose violence as the answer to their problems, they could think of how the prisoners are treated in jail and how much pain they are living with. Furthermore, spending a day in prison can be a solution for youths to stop violence because delightful activities are limited - no more video games, no more long conversations with friends on the phone, no more parties to attend. The guilty have nothing to show for themselves; they are shameful and prideless individuals who have lost their souls. However, a negative factor of this field trip would be the exposure and easy access of drugs. Maloney adds that even ?captains on the guard force?owed their souls to certain convicts? that sold them the drugs (1). He further elaborates: ?in a one-week period, one inmate smuggled in 14 ounces of amphetamine, another inmate 2 ounces, and another four ounces. So much dope was available, in so many hands, it was almost impossible to sell all of it. Then, in one 24-day period, four inmates were murdered (Maloney 2) It is evident that only one day is enough for youths to spend at the prison for violent behaviors to stop. Longer visits would likely cause another major concern in youths ? the use of drugs. The opportunity to take a prison fieldtrip would be very unusual, but it would give the youth a chance to have a taste of the consequence without actually committing the crime. This may not help all of the students, but if one would change their violent behavior because of this field trip, then the time spent in organizing it would already be worth it.