Why were these men able to rise to power, and maintain their leadership?
Discussion Topic: The three leaders who shaped the world from the late 1920’s tp 1945. Joseph Stalin (1879-1953) emerged as the Soviet Union’s leader following the 1924 death of Lenin (1870-1924). Adolph Hitler (1889-1945) took full advantage of German degradation following World War I. Franklin Delano Roosevelt (1882-1945) overcame the obstacles polio posed and became the longest-serving American President.
Compare and contrast these three leaders. How did these individuals affect the world? Why were these men able to rise to power, and maintain their leadership? Finally, interpret why each of these leaders increased the power of government?
A minimum of 250 words must contain at least (2) professional references properly cited in the current APA format.
What is False Memory Syndrome and how are false memories generated (according to skeptics)?
What is False Memory Syndrome and how are false memories generated (according to skeptics)?
What is Recovered Memory Therapy (RMT)?
What is the evidence that would make one be skeptical of “recovered memories?”
What implications might the research on memory reconstruction have for the credibility of “repressed” memories (e.g. of sexual/physical abuse in childhood) that are uncovered in psychotherapy?
Does this credibility of repressed memories have any relationship to the type of questions or statements posed to the client/patient by the therapist? Explain.
Lastly, be sure to include your opinion on the issue (with support, of course) of whether recovered memories are likely to be false or genuine, and how you can tell in any given case.
If a repressed memory is simply a reconstructed (or false) memory that a person firmly believes is true, how can you explain how this reconstructed memory was created?
What advantages and disadvantages do you see in using a whiteboard during a meeting?
Learning Goal: I’m working on a communications project and need an explanation and answer to help me learn.Visit this website steelcase website: https://www.touchboards.com/steelcase/steelcase-eno2810/And read about electronic whiteboards. What advantages and disadvantages do you see in using a whiteboard during a meeting? Would you recommend purchasing this product? Explain why or why not. Draft a memo to your boss outlining your recommendations and a plan for action (tips are listed below).TIPS FOR CREATING AN EFFFECTIVE MEMO:MemosWhen preparing a memo, youMay use a lower-grade paper than you use for lettersMay be asked to use a special memo formInclude the title “Memo” (or similar) at the top of the page either centered or flush leftAt the top of a memo (arranged in almost any order), place introductory information such asTo:From:Date:Subject:If a memo has wide distribution, type “See distribution list” after “To:” and place recipient names at the bottom of the page (usually in alphabetical order).The subject line (or lines) should be short but informative.For the body of the memo:Start on the fourth line below heading.Use single-spacing, with double spacing between paragraphs (unless the memo is very short).Either indent paragraphs or make them flush left.Head the second page just as you would head the second page of letter.Although no complimentary close or signature block is required in a memo, the sender may initial the memo beside his or her name or at the bottom of the memo.Handle reference initials, enclosure notations, and copy notations just as you would in a letter.Memos may be delivered by hand, interoffice mail, or post office.
Requirements: 2 pages
What is the Felony Murder Rule?
Learning Goal: I’m working on a criminal justice discussion question and need an explanation and answer to help me learn.
Discussion post: What is the Felony Murder Rule? One of the theories concerning Felony Murder Rule is that it acts a deterrence to serious felonies. What is the concept of deterrence? Are some pundits correct when they state that the Felony Murder Rule is a deterrent to crime? Why or why not?
Minimum 250-300 words
Please use peer reviewed scholarly resources
Requirements: 250-300 words
How can the problem of unemployment be settled in the long run?
research-based problem-solution essay to help solve a problem
How can the problem of unemployment be settled in the long run?
please answer these questions.
- What is the problem? What proof do you have that it exists? Is it getting worse?
- Why should your audience care? How does the problem affect them?
- What is your tentative claim or thesis? Example: “We need to change/fix/improve/….”
- How would you solve the problem? What are a few possible solutions?
- Which solution do you think is likely to be the best? (It is ok if your answer is tentative.)
- What is your call to action? What do you want people to do?
Then, based on your answers to these questions, create a simple outline following this template.
I. Introduction and explanation of the problem
II. Identify the problem
A. Background and history of the problem
B. Claim/thesis
C. Solutions - Solution one: pros and cons
- Solution two: pros and cons
- Solution three: pros and cons (as needed)
III. Conclusion
A. Final recommendation
B. Call to action
locate a quality source related to your topic and summarize it and create an annotated bibliography for the Solving a Problem in Your community course project. In addition to the source you identified in the Week 3 discussion, you will find four additional scholarly or academic sources (you will begin this process this week and continue building your resource collection next week), for a total of five. These sources will be the building blocks for your essay, so be sure to spend time searching for sources, reading critically, and evaluating the relevance of each source.
For each source, provide the following.
• The APA style reference
• A one-paragraph summary of the relevant sections of the article written in your own words
• A one-paragraph assessment of its overall quality and relevance to your essay topic
To help make sure your document is properly formatted and meets all assignment requirements, please refer to the Annotated Bibliography Template (Links to an external site.) and Sample Annotated Bibliography (Links to an external site.). In addition, this week’s lesson and assigned reading will help you to identify and evaluate high-quality, relevant sources.
Are we still or more segregated now in higher education than in the 50s?
Please look at the reading(s) around the 3 articles listed below and chapter 4 in the smith text (see PDF attachment).
• Perkin’s Race Gender Philanthropy https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:b7f76547-00ca-3f22-8fd7-f9243b258f6d
• Beeman’s The Silence is Broken
https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:f1550098-0b89-33ee-8977-74568febf1f7
• Lemelle’s HBCU
https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:d5138559-e98e-36d5-ae4a-863675067d41
In no more than 3 paragraphs for each question, answer the following 3 questions. please provided quotes and references to the chapter and the articles (whichever articles can relate to it),
- Are we still or more segregated now in higher education than in the 50s?
- Do you sense synthesis between Smith and Perkin’s reading?
- According to history analysis, do you agree that university systems should eliminate standard tests? Should something replace it? If so, what?
Are the U.S. and EU economies linked? Why do you think not, or how so?
Classify the EU economy. Are all of the member nation economies classified the same?
Are the U.S. and EU economies linked? Why do you think not, or how so?
What measures have the EU (or member nations) taken to mitigate the current economic problems?
What is your economic outlook for the EU nations (you may address the EU as a whole or choose a specific member nation)
Discuss the purpose of authority control and its importance in your system.
Learning Goal: I’m working on a databases writing question and need an explanation and answer to help me learn.Draft 3 Instructions(Sections 3.0, 4.1 – 4.3, Appendixes A-E and G)3. Access and authority control
Access points are often under some form of authority control (also called access control or terminology control). Authority control is a mechanism for bringing consistency to data values in an information organization system. Data entered in fields that are under authority control must come from a file or list of authorized (or controlled) terms. In your system, terms related to subjects and to names of people and corporations are under authority control. You can establish authority control in two forms for purposes of this assignment:thesaurus (external to the main database file) for subject terms (section 4.2, required)
name authority file (external to the main database file) for names in the records (section 5, required)
In this section, you explain authority control in general and state which fields are under which type of control.Tasks: Determine which fields (both physical description and subject description) are under some form of authority control. Consider the following:Fields with simple, predictable terms. These are usually physical description fields such as Format with terms such as “book” and “video.” Decide whether any such field should be under control of a controlled vocabulary
The field with the greatest number of potential terms and the most semantically (conceptually) complex terms, especially how the terms are related to one another is a candidate for a thesaurus. Usually this is a subject field. Choose one field only for vocabulary control using a thesaurus.
Fields with proper names. These may be personal names (people) or corporate names (companies, organizations). Usually all name fields are controlled by a name authority file. The name authority file also controls the form of names used in subject fields.
Write narrative.Narrative: Discuss the purpose of authority control and its importance in your system. Explain how it works. Explain the relationship to controlled vocabularies. Explain why it is beneficial to have specific access points under authority control from the perspectives of the end user searching the system and the technical user creating the records. State the kinds of authority control in your system. Note that access points do not always have to be under authority control, and you can have authority control on non-access points.Discuss the fields under control of a thesaurus, and a name authority file. State explicitly which fields are under which type of control mechanism.Hint: If you have trouble completing this section, come back to it after completing section 4.4. Representation of information contentGiven the basic resource description for the information container developed in section 2, you now need to determine the metadata elements necessary for representing information content (or intellectual content, subjects, topics). Section 4 focuses on problems of describing subjects, including use of controlled vocabulary in section 4.2, and subject-based classification in section 4.3.4.1. Subject accessTasks: Determine how to provide subject representation, or how to represent the information content of the objects. The subject representations will be the basis for providing subject access in your system. Consider the kinds of subjects (e.g., topics, themes, time period, geographic area) of the information objects. Note that, although fields such as title and table of contents can provide clues to aboutness, these fields are considered physical description of the information container, not subject description of the information content.Decide how many subject fields you need. You may translate Subject into more than one field (e.g., Topics and Time Period) and/or you may rename the metadata element and database field. You may have some subject fields controlled by a subject heading list, or controlled by a thesaurus, or fields that contain natural language terms (e.g., abstracts, summaries, etc.).The classification code to be developed in Draft 3 should be based in part on information content.Narrative: Define and discuss subject representation, subject analysis and subject access. Explain the importance of subject access for your users. Describe how your organization system provides subject access by listing all fields in your records that contain subject-related data or information. Explain that classification is partially based on subject, identify the subject-based facet(s) in your classification scheme, and name the field that contains the classification code. (You may need to return to this after you complete section 4.3).4.2. Thesaurus structureThis section addresses subject authority control (also called vocabulary control or terminology control) using a thesaurus. A thesaurus is a list of controlled vocabulary terms that provides data values (terms) for a single field under subject authority control. It serves both technical users (indexers, catalogers) as a source of terms to enter in the record and end users as a source of search terms.Tasks: Review the Thesaurus Tutorial in the Canvas course site. In Libib, your tag field is equivalent to a subject field, and will contain controlled vocabulary terms from the thesaurus. Review, discuss and demonstrate the three semantic (conceptual) relationships in the thesaurus, and understand how mandatory reciprocals are used to indicate these three relationships. This should be a thorough discussion that fully informs the readers on this topic.Determine the domain and scope of the thesaurus.Make decisions concerning specificity and exhaustivity. Consider how each decision may affect information retrieval performance based on measures of precision and recall.Create Appendix D: Sample thesaurus.. Appendix D is a paper document. We are not using a mechanical thesaurus. Write narrative. Narrative: Explain the purpose of subject authority control, how it is implemented in your system, and why it is important for both end users and technical users of your system. Discuss why the tag field needs authority controlDefine the thesaurus as a kind of controlled vocabulary. Explain the purpose of its syndetic structure. Define and describe the three kinds of semantic relationships and how each is displayed. Explain mandatory reciprocals and how they are used.Describe the domain and scope of the thesaurus.Define specificity. State the level of specificity in the thesaurus (high, moderate, low) and explain why it is appropriate for the users and/or information objects. Discuss the probable effect of this level of specificity on precision and recall measures of information retrieval performance.Define exhaustivity. State the level of exhaustivity for indexing, that is, whether the indexer should tend more toward depth indexing or summarization. Explain why this level is appropriate for the users and/or information objects. Discuss the probable effect of this level of exhaustivity on precision and recall measures of information retrieval performance.Refer to Appendix D: Sample thesaurus.Note: The instructor understands that your thesaurus is only a sample and that it is not comprehensive. The reader should have a thorough understanding of how a thesaurus works, how the three relationships work, how they look in the thesaurus, what mandatory reciprocals are, and how they are shown in the thesaurus. Actual examples go a long way here.4.3. Classification schemeClassification is a process of categorizing objects according to one or more attributes or characteristics. Formal classification systems such as Dewey Decimal and Library of Congress are called schemes. Classification codes are derived from schemes and assigned to objects to group items that are similar in one or more ways together. The primary function of bibliographic classification is to bring items together that contain similar intellectual content or subject matter. In the library world, bibliographic classification systems are also used as the basis for physical location. Classification schemes are used by technical users who create the codes and by end users who want to understand the organization of materials. Ultimately, your classification codes will be your call numbers.Tasks: Review Faceted Classification Tutorial and/or Hierarchical Classification Tutorial in the Canvas course site. Determine your approach to classification: faceted (recommended) or hybrid (hierarchical first facet) .Choose three or four attributes of the objects (e.g., subject, creator, literary form or genre, media format, date) to be used in classification. Consider attributes suggested by users’ questions and how these relate to users’ expectations for physical arrangement of objects (e.g., whether to arrange objects first by subject or by format).For this project, you should have at least three facets, and at least one facet must relate to information content or subjects. Your first facet should not be Author or any other facet that merely alphabetizes the collection. The facets in your scheme should correspond to fields in your Libib database. If you have a facet that is not drawn from a Libib field, explain why the metadata it contains is important enough to be a facet but not important enough to be an element. . Develop a notation code (you may not use a pre-existing code such as Dewey or LC) to identify and group the objects by class. In order to physically organize the objects, make this a unique identifier (call number) by adding to the notation code a unique number to identify the individual object.Be sure to create a code (call number) for each of your records..Create Appendix E: Classification scheme.Write narrative. Narrative: Define classification and its purposes in general.Describe the role of classification in your system with regard to providing intellectual access and physical access if appropriate. Define and describe the difference between faceted and hierarchical approaches to classification; state your approach and explain your choice. The reader should have a thorough understanding of the differences, pros, cons, etc. of each.State the primary facet and explain why you chose it with regard to providing intellectual access (subject-based). List the other facets in order. Explain why you chose these facets, including their effectiveness as a system for intellectual and physical organization of the objects (if applicable). Your primary facet should be derived from a field that uses a controlled vocabulary.If you are adding a unique identifier to the classification code for physical arrangement, explain why that is necessary and the source of the unique identifier.In a separate paragraph, illustrate your classification system by providing a complete example of one classification code:Briefly describe one of your 10 objects
Show the classification code for that object
Explain what each part of the classification code represents.
This can be exactly the same example as in Appendix E (see instructions there). Do not repeat classification rules here; refer to Appendix E.Additional tasks to prepare for Draft 3 · In Appendix C, write/revise rules for subject/tag field(s), especially fields under control of the thesaurus and and classification/call number field (see Input Rules Tutorial). Check all other rules for consistency with any changes in fields, specifications, and other appendixes referenced.· IMPORTANT: Revise Appendix G: Sample records by creating 10 records to demonstrate your full set of record fields, specifications, and input rules.· Review instructor’s marks and comments on Draft 2 to ensure that you addressed or considered all of them.If you have questions, discuss them with your instructor prior to submitting the new draft.· Use Draft 3 Checklist and Draft 3 Gut check on your own draft before submitting the draft.Project AppendixesIMPORTANT: Position all appendixes together following the last narrative section. Start each appendix on a new page (insert a page break). Appendix A begins on a new page after the last narrative section of the current draft. Omit pages for appendixes not yet developed. Use tables included in the template. Appendix A. Metadata elements and semanticsTasks (Draft 3): Complete the table with semantics for Subject and Classification (you may also rename these or add other subject-related elements).Appendix B. Record structure and specifications Tasks (Draft 3): Complete the table in part 1, filling in every cell with a specification or a dash. Revise database as needed, Appendix C. Record content and input rulesTasks (Draft 3): Write/revise rules for subject field(s), especially fields under control of the thesaurus and classification field.Appendix D. Sample thesaurusThis appendix contains a sample thesaurus of controlled vocabulary terms to be entered into the Tag field in the record. The thesaurus is created only in MS Word, not in Libib. Tasks: Work through the Thesaurus Tutorial in the Canvas course site. Examine your 10 sample information objects to begin building a list of subject terms for the thesaurus. You must develop at least 15 subject terms that you will use in your records. As you develop and edit the list, bear in mind the domain and level of specificity you determined in section 4.2. Do not try to be comprehensive; this is only a sample with sufficient terms to represent each of your 10 sample objects at the level of indexing you described in section 4.2.Determine semantic (conceptual) relationships among terms. The thesaurus must contain several examples each of a hierarchical, equivalent, and associative relationship. All the terms in the field on which the thesaurus is exerted must be in the thesaurus. All the authorized terms in the thesaurus must appear in at least one record.Develop the syndetic structure of the thesaurus. Sort and display terms alphabetically and use appropriate conventions (BT, NT, etc.) to show several sets of mandatory reciprocals for each kind of relationship. Not all terms in your sample thesaurus will be related to other terms in the sample. Do not force a relationship on every term; instead, let terms stand alone where appropriate.Provide a key or legend to explain the abbreviations BT, NT, etc.Note… Every authorized term must appear in at least one Appendix G record. No unauthorized terms may appear in Appendix G records. There may be no terms in the thesaurus field in Appendix G that do not appear as authorized terms in Appendix D.Appendix: Sample thesaurus. Length is usually 1 to 3 pages. One or two columns are acceptable. Must contain at least 15 authorized terms.Appendix E. Classification schemeThis appendix presents the structure of the classification scheme and instructions for use. It contains:A table or other illustration of the scheme
Rules for notation
Rule for unique number
Example of the full classification code
Tasks: Review the classification tutorials in the Canvas course site. Determine your approach to classification: faceted (recommended) or hierarchical. Identify three or four facets, as well as their order, to use in classifying the objects. At least one facet must be subject-oriented. In classification, subjects tend to be less specific than in thesauri and subject headings lists, and may even be some other kind of subject, such as genre. Note that in a faceted classification approach, a facet can be optional, or used only for some objects. Your scheme must provide subject access via the first facet. Any deviations from this must be explained in 4.3, and must be in line with your FRBR analysis in 2.2.Create classes (or foci) for each facet. If a class is open-ended (e.g., year), do not list every class: the rule will explain how to enter the data. In choosing both facets and classes, strive for mutual exclusivity so there is no overlap in meaning between facets or between classes.Write rules for assigning classification notation to an object. These rules follow a three-part format for every facet in order of synthesis. Here is a brief summary. Facet name: Descriptive, simple.Chief source of information: Primary location in/on the object where the information can be found, or more likely the field from which the value for the facet is drawn.Notation rules: Instructions for synthesis, including how to choose class, how to capitalize and spell class codes, and how to punctuate after the code. If the facet is optional, state when it is used.Write a separate rule, under a separate heading, for adding a unique number to the notation to form a unique identifier (call number) for an object. An easy solution is to add the record number to the end of notation, but many other solutions are possible. A classification system that represents digital information objects and/or that is not related to physical arrangement of objects may require a different solution. If in doubt, ask your instructor.Provide an example in which you:Briefly describe 1 of your 10 objects.
Show entire classification code or unique identifier (call number) for the object.
Explain what each part of the classification code represents.
You can use this same example in the section 4.3 narrative.Hint: Test rules by having someone else try to follow them. Appendix: Copy the four-part format below. Under “1. Scheme,” the classification scheme can presented as a table (columns for facets, rows for classes/foci) and/or a hierarchy, depending on the classification approach. Under “2. Notation rules,” repeat the three subheadings for each facet.Scheme [table and/or text description of facets and classes]
Notation rules [for each facet, repeat three-part format below]
Facet name:Chief source of information:Notation rules:Rule for unique number
Example
Appendix G. Sample recordsTasks (Draft 3): Create seven more records for a total of 10 database records to represent all 10 objects in your sample collection, following your additional rules and any other revisions. Take screen shots of records and insert in draft . Check records as for Draft 2, plus:All terms in the field controlled by the thesaurus must come from the thesaurus (Appendix D) and must match the thesaurus in form, spelling, and capitalization.
In the classification field, the classification code in one record must match the example in Appendix E, and all codes should follow the rules in Appendix E.
Requirements: 9 pages
How would you describe the order of the information in the statement?
Visit the website of a professional organization that is connected to your current job or desired career and locate the mission statement. Cut and paste it to the top of your document and include a complete citation following APA style. Then, answer the following prompts in a 1- to 2-page paper (250 to 500 words):
How would you describe the order of the information in the statement?
What kind of taxonomy is created in this statement?
What are some examples of signposting?
My desired career is healthcare, nurse practitioner in psychiatrics.
Wisdom is built upon experience. Given this truth, what are the various ways a person acquire wisdom?
Because we know so little about Hebrew poetry, this genre is difficult to define. Unique to Hebrew poetry are the presence of parallelism and the absence of the direct object marker. Books classified as “wisdom literature,” though written in poetic form, are distinguished by their emphasis on the cultivation of skill for everyday life.
Poetry and wisdom literature were both well-established genres in Egypt and the ANE and contain many similarities to the biblical text; these similarities result, not from cultural or literary borrowing, but from the universal nature of the issues treated in the literature. The differences between the literature of Israel and that of her neighbors also reveal important theological differences in the orthodox Yahwist cult.
Hebrew poetry is marked by rhythm of sound and thought. Rhythm of thought is achieved primarily through the use of parallelism: semantic, progressive, or grammatical. Rhythm of sound is achieved through an acrostic structure, alliteration, assonance, paronomasia, onomatopoeia, ellipsis, and inclusio. Rhythm of form, achieved through meter and strophe, is less discernible in Hebrew poetry.
Wisdom literature reflects the desire of people to master life through reason; it also reflects the belief in passing on accumulated knowledge to succeeding generations. Hebrew wisdom literature is distinguished by its emphasis on “the fear of the LORD,” for the Israelites saw God as the source of wisdom. Wisdom literature contrasts the way of the righteous with the way of the wicked, and personifies wisdom both as a female pedagogue and an agent in creation. Wisdom literature treats the topics of theodicy, the retribution principle, and the ethical demands of Hebrew law.
Job was probably an Edomite living in the patriarchal period, though the composition of the book probably took place much later. Though the literature of the ANE—such as the Sumerian “Man and His God,” Akkadian “Ludlul bel Nemeqi,” and “The Babylonian Theodicy”—bears many resemblances to this work, Job itself displays greater sophistication in its form and philosophical perspective. The book of Job seeks to discover God’s policies concerning justice, specifically regarding his treatment of the righteous: does God’s pattern of blessing the righteous interfere with their actual development of righteousness? The book of Job serves to vindicate God’s policies as the author establishes and maintains Job’s innocence. God’s justice is maintained through his wisdom, by which he orchestrates the events of the world.
The prologue introduces the characters, sets the stage for the drama that follows, and presents the philosophical issues which the book will address. Three cycles of dialogues by Job and his friends occupy chapters 4–27. The friends affirm traditional theology (the “retribution principle”) and its corollary, both of which Job also affirms. At the same time, Job defends his own innocence––which eventually leads him to accuse God of injustice. Job repeatedly requests a mediator, one to plead his case before God and provide restoration. Chapter 28, the Hymn to Wisdom, suggests that true wisdom has not yet been heard. In his following oath of innocence, Job intends to force God to act. Elihu enters the scene, affirming God’s justice and the retribution principle, but rejecting its corollary. The final section of the book contains God’s speeches to Job, Job’s response, and the epilogue, in which Job is restored to his previous prosperity.
Proverbs contains eight collections of wise sayings, ascribed to Solomon, Agur, and Lemuel. The book also mentions the editorial work of Hezekiah’s scribes, indicating that the book probably reached its final form sometime in the sixth century bc. Instructional wisdom was concerned with the three centers for teaching: the family/clan, the royal court, and the scribal schools. Hebrew wisdom literature developed during the united monarchy under Solomon and the divided monarchy under Hezekiah.
The purpose of Proverbs is to preserve wisdom for succeeding generations. The book is divided into discourse, collections of proverbs, and appendices, though these writings are not arranged systematically. Hebrew wisdom literature, unlike that of its neighbors, acknowledges only one God: Yahweh. The book emphasizes the close association of the fear of Yahweh with the knowledge of God. Because Yahweh is the source of wisdom, only those who know God can be wise. The blessings of the way of righteousness come when a proper relationship with Yahweh results in proper action toward one’s neighbor. Proverbs has much to say about appropriate speech, as well as appropriate male-female relationships
The primary speaker in Ecclesiastes is identified as “Qoheleth,” traditionally associated with Solomon. While not impossible, this view is problematic. Regardless of the identity of Qoheleth, the author is most likely an anonymous compiler of Qoheleth’s wise sayings. The book contains a number of literary genres common to the ANE, in addition to works which address the incongruity between conventional wisdom and the reality of life experience. A few ancient writings are similar to Ecclesiastes, such as the Mesopotamian Dialogue of Pessimism and the Egyptian Harper’s Songs. The basic message of Qoheleth is that nothing “under the sun” can give meaning to life, but that the pursuit of God can allow one to enjoy the pleasures of life as gifts from God. Both good and bad come from God, and both are used by God for his purposes.
The structure of Ecclesiastes is not like that of Western philosophical treatises. Rather, it is a unified work in which the author discusses various topics. The book states the problem, explains the author’s experiences in attempting to solve the problem, and provides his solution: a worldview with God at the center. The author then applies his stated view to various life situations, particularly when facing adversity. Qoheleth’s solution to facing adversity is followed by life advice, warnings, and injunctions. The book’s major themes include the retribution principle, experience vs. revelation, and Epicureanism vs. piety.
Key Terms
superscriiption: a statement of classification and/or identification prefixed to a literary work
theodicy: the philosophical and/or theological defense of God’s goodness and omnipotence in view of the existence of evil
acrostic: a poetic composition in which sets of sequential letters (e.g., initial or final letters of the lines) form a word or phrase or the alphabet
dirge: a funeral poem or song; a slow and mournful song or hymn of grief
alliteration: consonance of sounds at the beginning of words or syllables
assonance: the rhythm of sound using the correspondence of vowels, often at the ends of words
retribution principle: the idea that there is a one-to-one correlation between one’s actions and rewards
proverb: short, pithy statement that captures a basic truth
Epicureanism: philosophical viewpoint that people should “eat, drink, and be merry, for tomorrow we die”
sage: a wise person who taught others
Qoheleth: the speaker in the book of Ecclesiastes, literally – a person who addresses an assembly (preacher or teacher)
Key Ideas
It is not true that only the wicked suffer.
God’s justice cannot be reduced to a simple formula like the retribution principle.
God’s infinite wisdom is the key to acknowledging his justice.
The fear of the Lord is the beginning of wisdom.
The way of wisdom leads to life.
A proverb illustrates a general principle, not a promise
Life should not be expected to be self-fulfilling.
Frustrations in life are inevitable.
The seasons of life must be accepted.
Enjoyment of life comes only through a God-centered worldview.
Discussion Forum Question:
Please respond to the following questions in 150 – 250 words:
Wisdom is built upon experience. Given this truth, what are the various ways a person acquire wisdom? What do the general perspectives of the three books of wisdom covered in this unit tell us about the variety of ways wisdom can be found?
What are the limitations of wisdom? How does the idea that Solomon was said to be the wisest man who ever lived mesh with the fact that his life ended with him so far from the Lord?
How does this affect you?
