Sunday, January 26, 2020
Code of Ethics in Childcare
Code of Ethics in Childcare Ethical dilemma Ethical dilemma is a situation involving issues of right and wrong, duties, or obligations that have more than one defensible resolution, each of which can be justified in moral terms. It makes us think to choose what is right and wrong. Early childhood educators are faced with daily ethical dilemmas and moral conundrums that challenge our view of ourselves and the support we offer. The NZTC Code of Ethics is a tool that urges educators to privilege relationships with children, their families and the communities of which they are a part, and articulate these in terms of childrens growth and learning, just as New Zealand Code of Ethics is a tool that guides the educators to find their sense of what they ought to do. My 1st reaction I believe that we should follow the Curriculum. I accept that there is no Maori child in the centre but the children in the centre going to grow up and going for primary and higher studies and the situations in higher schools and colleges never going to be same like our centre. In early age children minds are fresh and accepting the morals and values what we are teaching them. If we not teaching them according to the curriculum at ECE centre then it going to be hard expecting respect from them for other cultures especially Maori. In respect of making them responsible citizens, I think us not playing our best role by not teaching them Maori at early age. It’s going to be new and hard for children to accept the bi-cultural curriculum at primary school level. They might not happily accept the Maori language in curriculum plus they might not be respectful toward the Maori culture. I agree that some parents might not happy with introducing their children with Maori language at centre. But my intentions is to introduce the language now to the children rather then they have to struggle in the future. Ethically I try to convince the teachers and parents to stick to the curriculum, which is more important. We all got to understand that Maori is the Native language of New Zealand and we can’t avoid it. Teach and model those positive values which are widely accepted in society and encourage learners to apply them and critically appreciate their significance. http://www.teacherscouncil.govt.nz/required/ethics/coe-poster-english.pdf Identifying the stakeholders Teachers who want to implement Te Reo: Teachers are the main stakeholders in this situation. They are in a situation where it’s hard to choose what to do. 1st they have to think about the curriculum then about the opinions of staff members and the parents of children they teach. It’s more hard when other staff members justifying not to implement Te Reo and tikanga maori. Teachers who justifying don’t need to implement Te Reo: Teachers who are happy not to implement Te Reo. Even though they are right too in doing so in some stages, when they don’t have maori child in the centre. Teachers attend to the needs of children first and put children ahead of their own needs. They putting children ahead then the government agency. Parents who are happy with current situation: Those parents who are happy with not teaching maori to their children. Teachers have to consider their interests too when they don’t want their children to learn Maori. Gonzalez-Mena (2002) discusses the differences in individualism and collectivism with regard to early childhood education, and the difficulties that can arise when caregivers and family are at different ends of the continuum (Sarah Hartstone, personal communication Saturday, 23 January 2014, 10:35 AM) Parents who challenge the situation: Those parents who want to stick to the curriculum. Ministry of education: Ministry of education sets up the curriculum for early childhood which is bi-cultural and guide us to implement Te Reo. Children: Children at early stage learn through what they see. Children at that stage can’t make choices what they want to learn and what they don’t, especially if we talk about implementation of Te Reo. They learn about right and wrong not so much by what we say, but by what we do (Freeman,1997). Identifying the issues Personal Morality: We learned the differences between right and wrong through our life long experiences. We judge the things and situations on our decisions. Our personal moral decisions could be differ from social morality. Like in this situation my personal moral opinion is that we should be implementing the Te Reo and Tikanga Maori in centre even though if we don’t have maori children in centre. But the personal opinion of other educators could be totally different. They might don’t feel necessary to implement Te Reo when we don’t have any Maori child. Their 1st preference could be only best care for child and then curriculum or any other government agency is the second most preference. Ethical issues: Is it ethically necessary to implement Te Reo in the centre when we don’t have any Maori child in the centre? When we answering this question lots of issues comes to our mind like other staff member opinions, parents opinion, curriculum. We might not easily get the right idea what exactly is ethical acceptable. At this stage we need to follow the code of ethics. Cultural issues: The major problem in this situation is cultural issue. Staff members who wants to stick to the curriculum and wants to implement Te reo and tikanga Maori facing the major cultural issue. When they don’t have any Maori child in the centre. It’s quite pointless for some staff members and parents to teach Maori to non-Maori children. But if we look at wider picture the children just not going to stay in that centre they are going to explore themselves in further studies. Maori culture is a rich culture and heritage that have lot of moral values which is necessary for our children to learn when they are going to live in New Zealand. It’s important to learn about the history and native language of our country. Social issues: We are living in a society with majority of European and Maori in it. If Maori’s have learnt the English language then at least we should be knowing little bit of Maori culture and language. Our main responsibilities to make our children responsible citizens. To live with peace and love, it’s important that our children should have respect for other culture. If what we teaching children at home and what we teaching them at pre-school is same, then what is the benefit to send them to pre-schools!!? Actually we should be making them socially aware by teaching them about the native culture and language of New Zealand. Brainstorm solutions without evaluating them Early childhood services care for and care about children. The significance of caring and relationship both as an educational goal, and as a fundamental aspect of what the ECS does is recognised. We should stick to the Te Whariki which is bi-cultural and strictly pointing us to teach children both languages. ECS decisions do not conflict with what is in the best and appropriate interests of children and their parents/caregivers. Actions are not taken that could result in harm to any child and family associated with the ECS. A supportive, non-threatening and non-judgemental environment for children and parents/caregivers is provided. The ECS management and staff or contractors are conscious of their own biases and are careful not to let their personal and cultural views influence how they treat any child, parent, or group of children and families. It is important that our children should have knowledge of New Zealand native culture and language. If we follow the code of ethics even it tells us to teach Maori language in ECE centres. Code of Ethics for registered teachers Application of the Code of Ethics shall take account of the requirements of the law as well as the obligation of the teachers to honour The Treaty of Waitangi by paying particular attention to the rights and aspirations of Maori as tangata whenua. http://www.teacherscouncil.govt.nz/required/ethics/coe-poster-english.pdf So, according to the Code of Ethics it is clarified that we should teach Maori language at centres. Our setting should be same, who knows when a Maori child get enrolled to the centre. We can’t say to the parents that sorry we have only European children studying in here. Even we can’t immediately start teaching Maori language, then other children going to find it difficult to understand and that why we changing the daily routine. According to Code of Ethics the professional interactions of teachers are governed by four fundamental principles: Autonomy Justice Responsible Care Truth Teacher should treat people with honour. They should share and prevent the abuse of power. Need to protect each and every ethnicity. They should be honest with their profession. As teacher we should be committed to these four code of ethics: COMMITMENT TO LEARNERS COMMITMENT TO PARENTS/GUARDIANS AND WHANUA COMMITMENT TO SOCIETY COMMITMENT TO THE PROFESSION The Sections a, b and c of Code number 3 Commitment to society a) actively support policies and programmes which promote equality of opportunity for all b) work collegially to develop schools and centres which model democratic ideals c) teach and model those positive values which are widely accepted in society and encourage learners to apply them and critically appreciate their significance. http://www.teacherscouncil.govt.nz/required/ethics/coe-poster-english.pdf Help me to find good solutions that we need to promote equality of opportunity for all. We should support democratic ideas. We should be teaching positive values which are widely accepted. However, we have Maori children in our centre or not, but we need to stick to the Te Whariki. And we don’t know when new Maori child get enrolled to the centre. References New Zealand Code of Ethics for registered Teachers (NZTC,2004) Freeman,N.(1997, September). Using NAEYC’s code of ethics Mama and daddy Taught me Right from Wrong- Isn’t that enough?(pp.65) Sarah Hartstone (2014,January 23) Te Kea Kaha Day 9/10. (online forum comment) retrieved from Moodle: TEPS 751-14C (NET). New Zealand Code of Ethics for registered Teachers (NZTC,2004)
Saturday, January 18, 2020
The NYS prescribed learning standards
The NYS prescribed learning standards is an important resource for teachers as it identifies what topics and skills students should be able to learn and master in a specific grade. However, generating ideas for activities and lessons on a specific topic is a difficult task. A teacher has to find inspiration from his/her students and everyday life in order to make the learning experience more meaningful. As a teacher, the resources available for lesson planning and designing of activities are numerous; it could be from textbooks, from teacher resources in the internet or even from one’s colleagues.Active learning and inquiry as a teaching strategy can also be the same ways of thinking that would help teachers generate ideas on how to incorporate active learning and inquiry into one’s lessons. It is difficult to generate these types of activities because we have not been used to thinking about learning and the teaching process in this way (Johnson & Johnson, 1999). Moreov er, we know that these methods are more effective but since we have not been trained in it, it is very difficult for us to actually make the activity. We have to rely on preprogrammed or pre-designed activities and customize it to our own classroom experience.These approaches are not used very often in schools because teachers themselves are not that knowledgeable about the process, teachers need to be pushed and required to use it before any changes could ever happen. Active learning is evident in the video when the teacher instructed the students to discover what they can about the assigned task, there was no predetermined way of finding the correct answer, but the students where to use their imagination and previous learning to be able to describe and explain the subject matter of the study.
Friday, January 10, 2020
Importance Of College Education Essay
A college education is a necessary ingredient for a good job and comfortable lifestyle. In fact, all parents would love to see their children find successful, rewarding careers. Everyone rejoices when a child in their family graduates in college and finds a rewarding and fulfilling job related to one’s chosen field of interest. It’s no secret that a college education can help expand one’s horizons and increase one’s earning power.  Consider some of the statistics and one will be convinced of its importance. Around 84% say that it is extremely (37%) or very (47%) important to have a college degree in order to get ahead. About 62% of parents of high school students say that a college education is absolutely necessary for their child, another 35% say it’s helpful but not necessary, and only 3% say that it’s not that important. Strong majorities say it is absolutely essential that college students gain a sense of maturity and how to manage on their own (71%) and learn to get along with people different from themselves (68%). Americans are divided when it comes to the value of college education especially when the figures are mentioned. Forty-seven percent say that a person gets enough out of a college education to justify spending from $7,000 to $18.000 a year for it, as compared to 40% who think the expense is not justified. But there is no doubt that a lot of people regard a college education as a process that students must undergo to gain general life skills (Mullan, 2003). This, despite the fact that most schools have increased their tuition fees, excluding the cost of books, laboratory expenses and other miscellaneous expenses one incurs in the course of studying. For many families, college will be their second biggest long-term savings goal, other than savings for retirement. (Clark, 2004). There are now tools which can be used to help equip a person as he steps in college (The Education Imperative. Importance of a College Education). Surveys that were conducted regarding the importance of college education reveal that all leaders agree that a strong higher education system is vitally important to the well-being of American society. The U.S. Census Bureau states there is â€Å"a significant disparity between the incomes of those who graduate from college and those who don’t.†(How a College Education can pay off). The survey respondents were nearly unanimous in their view that â€Å"a strong higher education system is a key to the continued economic growth. In addition, the report found an overwhelming majority of leaders believe it is essential to insure that higher education is accessible to every qualified and motivated student. Approximately 92 % of respondents think that society should not allow the price of a college education to prevent qualified and motivated students from attending college. The leaders also agreed that the vast majority of qualified and motivated students can get a college education if they want one and that lack of student motivation and responsibility is a more important obstacle than lack of money (Mullan, 2003). Although education expenses are high, investing in a college education pays off. Recent studies show that employees with degrees earn, on average, 85 percent more than those with just a high school diploma. They are given more opportunities in finding fulfilling jobs. This earnings gap is tremendous and can be as much as $1 million over a lifetime. Thus, parents need to encourage their children to continue higher studies rather than to work right after high school even if that entails additional expenses for them and more tightening of the belt.                                               REFERENCES Clark, W. 2004. Universal College Grant. Retrieved Feb. 10, 2007 at: http://www.clark04.com/issues/highereducation/  How a College Education can pay off. Retrieved Feb. 10, 2007 at: http://www.americanfunds.com/college/importance/college-benefits.htm  Mullan, M, 2003. College Students Stress Importance of Education to Pupils, Retrieved Feb. 10, 2007 at: http://www.gazette.net/200338/collegepark/news/178428-1.html The Education Imperative. Importance of a College Education. Retrieved Feb. 10, 2007 at: http://gearup.ous.edu/college_importance.php Â
Thursday, January 2, 2020
French and English Cognates That Start With A
One of the great things about learning French or English is that many words have the same roots in the Romance languages and English. The 1,700 words on the following pages are spelled (although not pronounced) identically in French and English and are true or semi-true cognates. Before you start memorizing them, please read some important notes about these cognates. French English Cognates: A The (parentheses) indicate the words part of speech in both languages, and, in the case of nouns, the gender of the noun in French.abandon   (masculine noun)abattoir   (masculine noun)abdication   (feminine noun)​​abdomen   (masculine noun)abdominal   (adjective)aberrant   (adjective)aberration   (feminine noun)abject   (adjective)abolition   (feminine noun)abominable   (adjective)abomination   (feminine noun)abracadabra   (exclamation)abrasion   (feminine noun)abrogation   (feminine noun)absence   (feminine noun)absent   (adjective)absinthe   (feminine noun)absolution   (feminine noun)absorption   (feminine noun)abstention   (feminine noun)abstinence   (feminine noun)abstinent   (adjective)abstraction   (feminine noun)acacia   (masculine noun)accent   (masculine noun)accentuation   (feminine noun)accessible   (adjective)accident   (masculine noun)accolade   (feminine noun)accord   (masculine noun)accumulation   (feminine noun)accusation   (feminine noun)acolyte   (masculine noun)acquisition   (feminine noun)action   (feminine noun)acupuncture   (feminine noun)adage   (masculine noun)adaptable   (adjective)adaptation   (feminine noun)addenda   (masculine noun)addition   (feminine noun)adjacent   (adjective)adjectival   (adjective)administration   (feminine noun)admirable   (adjective)admiration   (feminine noun)admission   feminine noun)admonition   (feminine noun)adolescence   (feminine noun)adolescent   (adjective)adoption   (feminine noun)adorable   (adjective)adoration   (fem inine noun)adroit   (adjective)adulation   (feminine noun)adverbial   (adjective)adverse   (adjective)affable   (adjective)affectation   (feminine noun)affection   (feminine noun)affiliation   (feminine noun)affirmation   (feminine noun)affirmative   (adjective)affliction   (feminine noun)affront   (masculine noun)aficionado   (masculine noun)agent   (masculine noun)agile   (adjective)agitation   (feminine noun)agriculture   (feminine noun)air   (masculine noun)album   (masculine noun)alias   (adverb)alliance   (feminine noun)alligator   (masculine noun)allophone   (masculine noun)allusion   (feminine noun)alpha   (masculine noun)alphabet   (masculine noun)altercation   (feminine noun)altitude   (feminine noun)alto   (adjectiv e)amateur   (masculine noun)ambition   (feminine noun)ambivalence   (feminine noun)ambivalent   (adjective)amble   (masculine noun)ambulance   (feminine noun)amoral   (adjective)ample   (adjective)amplification   (feminine noun)amputation   (feminine noun)amusement   (masculine noun)anal   (adjective)ancestral   (adjective)anecdote   (feminine noun)angle   (masculine noun)angora   (adjective masculine noun)animal   (masculine noun)animation   (feminine noun)annihilation   (feminine noun)annotation   (feminine noun)anthrax   (masculine noun)anticipation   (feminine noun)antidote   (masculine noun)antique   (adjective)antisocial   (adjective)apartheid   (masculine noun)aperture   (feminine noun)apocalypse   (feminine noun)apostrophe   (feminine noun)apparent   (adjective)apparition   (feminine noun)applicable   (adjective)application   (feminine noun)appropriation   (feminine noun)approximation   (feminine noun)aptitude   (feminine noun)aquarium   (masculine noun)arable   (adjective)arcade   (feminine noun)architectural   (adjective)architecture   (feminine noun)archives   (feminine noun)argument   (masculine noun)aria   (feminine noun)armistice   (masculine noun)arrogance   (feminine noun)arrogant   (adjective)arsenal   (masculine noun)arsenic   (masculine noun)art   (masculine noun)artefact   (masculine noun)article   (masculine noun)articulation   (feminine noun)artifice   (masculine noun)artisan   (masculine noun)ascension   (feminine noun)aspartame   (m asculine noun)aspiration   (feminine noun)assassin   (masculine noun)assertion   (feminine noun)assimilation   (feminine noun)assistance   (feminine noun)association   (feminine noun)assurance   (feminine noun)astral   (adjective)astringent   (adjective masculine noun)atlas   (masculine noun)atoll   (masculine noun)atonal   (adjective)attention   (feminine noun)attitude   (feminine noun)attraction   (feminine noun)attribution   (feminine noun)auburn   (adjective)audible   (adjective)audit   (masculine noun)audition   (feminine noun)augmentation   (feminine noun)aura   (feminine noun)automation   (feminine noun)automobile   (feminine noun)avalanche   (feminine noun)avarice   (feminine noun)avenue   (feminine noun)aversion   (feminine n oun)aviation   (feminine noun)
Wednesday, December 25, 2019
Personality Development - 4478 Words
The development of the beliefs, moods, and behaviors that differentiate among people. The concept of personality refers to the profile of stable beliefs, moods, and behaviors that differentiate among children (and adults) who live in a particular society. The profiles that differentiate children across cultures of different historical times will not be the same because the most adaptive profiles vary with the values of the society and the historical era. An essay on personality development written 300 years ago by a New England Puritan would have listed piety as a major psychological trait but that would not be regarded as an important personality trait in contemporary America. Contemporary theorists emphasize personality traits having to†¦show more content†¦This strategy, which relies on induction, focuses on different characteristics at different ages. Infants differ in irritability, three-year-olds differ in shyness, and six-year-olds differ in seriousness of mood. A major problem with this approach is that each class of behavior can have different historical antecedents. Children who prefer to play alone rather than with others do so for a variety of reasons. Some might be temperamentally shy and are uneasy with other children while others might prefer solitary activity. The current categories of child psychopathology influenced the behaviors that are chosen by scientists for study. Fearfulness and conduct disorder predominate in clinical referrals to psychiatrists and psychologists. A cluster of behaviors that includes avoidance of unfamiliar events and places, fear of dangerous animals, shyness with strangers, sensitivity to punishment, and extreme guilt is called the internalizing profile. The cluster that includes disobedience toward parent and teachers, aggression to peers, excessive dominance of other children, and impulsive decisions is called the externalizing profile. These children are most likely to be at risk for later juvenile delinquency. 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Monday, December 16, 2019
Gender Discourse Gender And Discourse - 892 Words
Gender plays a role in shaping our identity. It gives us a sense of character and labels us as a conventional person in society. As a man or woman, an individual is forced to conform to accepted conducts, portrayals, actions and characteristics that are deemed â€Å"the norm†for their required sex. By creating these gender â€Å"roles†, society is initiating a biased view of erroneous abstractions that are associated with males and females. These gender â€Å"roles†are not always true for each man or woman as everyone has their own intentions, ideas and perceptions regardless of what sex they are. One major ongoing issue that is ever present in humanity today is gender discourse. Discourse is the affiliation of expression and actions. Philosophers connect discourse to influencing frameworks in a specific community and thus a relationship is made between gender and discourse. Discourse cannot be mentioned without acknowledging the work of French philosopher Michel Foucault. Foucault’s studies on gender and discourse concentrate on the relation among gender and power. His analysis centres on the contrast amidst the method in depicting men and women in discourse. The aim of this reasoning is to discover the implied inferences of gender reciprocity and the hidden power orders these mutualisms publish. Whilst most individuals comprehend that gender roles are inaccurate, there are still a handful that create premises centred on gender such as believing that all men like sports and that everyShow MoreRelatedGender, Social Class, And Slut Discourse On Campus1312 Words  | 6 Pages1. â€Å"Good Girls†: Gender, Social Class, and Slut Discourse on Campus Authors: Elizabeth A. Armstrong, Laura T. Hamilton, Elizabeth M. Armstrong and J. Lotus Seeley Citation: Armstrong, E. A. et al. Good Girls: Gender, Social Class, And Slut Discourse On Campus. Social Psychology Quarterly 77.2 (2014): 100-122. Web. 17 Feb. 2016. 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The key aim is to explore possible shifts within gender representation in children’s literature. Hamilton et al. (2006) argue that although there have been changes, over time, to gender representations, improvements have been mitigated by both the underrepresentation of female characters and a continued tendency to cast girls in â€Å"passive roles, boys in active ones†Read MoreDiscourse Community Project : Discourse1705 Words  | 7 PagesDiscourse Community Project 1 According to Porter, â€Å"A ‘discourse community’ is a group of individuals bound by a common interest who communicate through approved channels and whose discourse is regulated. A discourse community shares assumptions about what objects are appropriate for examination and discussion, what constitutes ‘evidence’ and ‘validity’ and what formal conventions are followed (38-39).†These five texts collectively constitute a community of discourse through their application ofRead MoreCritical Discourse Analysis1510 Words  | 7 PagesCritical Discourse Analysis Social communication is increasingly becoming a subject of scientists’ discussions from different disciplines, as well as ordinary language users. In contemporary social sciences, especially in linguistics, we see a clear shift to discourse. Discourse allows us to talk about use of the language, as well as the language as a socio-cultural activity. In this sense, discourse, on one hand, reflects the social reality, on the other hand, it shapes it, therefore participateRead MoreThe Constructions of Gender1094 Words  | 4 PagesConstructions of Gender Authors name Authors institutional affiliation Authors note Constructions of Gender There are many different ways that people understand what their culture prescribes as appropriate behavior for males and females. While there are a variety of ways that people are socialized and acculturated with respect to gender, mass media, in its various forms, is the primary way that people learn how to act as a girl or boy. Mass media is a powerful method of communication, entertainmentRead MoreThe Reality Of The Lgbtq Community1404 Words  | 6 Pagespop culture has wide-reaching influence to generate new sets of values and ideals in audiences (Fedorak 2009). Originating in mainstream pop culture, discourses of gender and sexuality The Kids Are All Right and The Fosters support homonormative politics, which privileges some lesbian mothers as intelligible over others. At differing levels, the gender and motherhood ideals they contain ignore the diverse experiences of lesbian motherhood. They appear progressive at face value, even queer at timesRead MoreThe Messages Of Youths Receive From The Two Important Sources Of Information, Parents And Friends1126 Words  | 5 Pagessexual discourses and their related messages. The first discourse was the gender-specific double standard discourse. The gender-specific double standard discourse acknowledges that boys and girls are socialized differently in terms of sexual behavior, and what is appropriate. When studying the messages from this discourse, the study looked to examine the extent to which gender-specific double standard messages are given, as well as the implications of receiving them. The second discourse was the
Sunday, December 8, 2019
Israel Exile Period Essay Example For Students
Israel Exile Period Essay In 586 B.C.E. the neo-Babylonian armies of Nebuchadnezzar raided and destroyedthe city of Jerusalem, forcing its people to flee. The majority of the Judeanleaders and aristocracy were relocated in Babylon, and lived in relativeisolation from even their captors. The Exile robbed them of their wealth, theirhomes, their nation, and even their king; religion offered the only seed ofidentity for this uprooted people. So it was during this time of Exile that aflourishing of religious texts were written and compiled, in an attempt toexplain the causes of their misfortune, and enable the people to comprehendtheir suffering (Meyers, Haggai xxxviii). In general, the Psalter reflects thetrue emotions of the ancient Israelites, more so than do most Biblical texts, asit is a compilation of their troubles and fears, their hopes, aspirations,and reasons for confidence. (Metzger and Murphy 674 OT) In Psalm 137, anExilic text, a wide range of emotions are shown: longing and mourning for theirlost nat ion (Ps 137:1-3), the sadness and confusion they felt while in theforeign land (Ps 137:4-6), and even the desire for a violent revenge (Ps137:7-9). The same range of emotions can be seen in Second Isaiah, though thiswork was written immediately before the fall of Babylon (October 29,539B.C.E.) and displays more of the Judeans thoughts on their future. It is acompilation of passages of hope, promises of God to fulfill His covenant, andthreats of violence for the unbelievers. The majority of the Exilic andPost-Exilic texts call for a bloody and merciless revenge on their captors, andit would be easy to assign this outlook for all of the Jewish people of thetime. Upon close inspection however, it becomes apparent that not all Jews caredabout a bloody justice, and that some just wanted to go home and be done withit. Both of these views, (both bloody and not), are found in Isaiah 42 and theproximity of the conflicting persuasions highlight their differences. In Isaiah42:3, a pacifistic, reserved justice is called for; a bruised reed he willnot break, and a dimly burning wick he will not quench: he will faithfully bringforth justice. Yet in just a few stanzas later, there is a call for blood. The Lord goes forth like a soldier, like a warrior he stirs up his fury; hecries out, he shouts aloud, he shows himself mighty against his foes. (Isaiah42:13) By comparing these two quotes, it becomes readily apparent that the ideathat all Judeans wanted a violent revenge must be thrown out. While in Exile,the Jewish people held many expectations of their future, not all of whichagreed with one another, nor were fulfilled. Returning to the Promised Land wasthe main focus of Exile, and it evolved into a paradise of sorts, whereeverything would be perfect. There are visions of God blessing the peoplerestored in their land, and their work being more than fruitful throughout theExilic texts. For I will pour water on the thirsty land, and streams on thedry ground; I will pour my spirit upon your descendants, and my blessing on youroffspring. (Isaiah 43:3) Haggai, a text written after Cyrus overthrow ofthe Babylonians, depicts a much different scene than the one envisioned inIsaiah. (Metzg er and Murphy 1217 OT) Therefore the heavens above you havewithheld dew, and the earth has withheld its produce. And I have called for adrought on the land and the hills, on the grain, the new wine, the oil, on whatthe soil produced, on human beings and animals, and on all their labors. (Hag1:10-11) This quote describes a state of affairs far different than what theIsraelite people imagined their future to be. The Jewish people, besidesdepicting a skewed view of their future, also disagreed on how that futureshould be run. While in Exile they were not allowed to have a king for obviousreasons, and due to this power vacuum, the priest was raised in status (Meyersand Meyers, Zechariah 169). Despite the fact that Haggai and Zechariah werecontemporaries, and even cohorts, they did not agree on the place of the priestonce a king had been restored (Metzger and Murphy 1217OT). Throughout the bookof Haggai, the prophet shares all of his visions with both the governor and thehigh priest, exc ept for his very last oracle. In this oracle, he prophesies therise of the Jewish king, and the restoration of power to the people. He onlyaddresses this to the governor, and not to the priest, thereby returning thepriest to the lesser position that they held pre-Exile. On the other hand, thebook of Zechariah alludes to the importance of the priest and the king. Thereshall be a priest by his throne, with peaceful understanding between the two ofthem. (Zech 6:13) The people of Exile held many different ideas about theirfuture and their return to the Promised Land, yet there were common themes inall of the writings. The hope of the people, and their faith that they would berestored to their land, was unwavering and outstanding. During this hardshipthey turned to faith to unite them as a people and to give them hope and it isevident that this at least was a universal truth for the ancientIsraelites. .uff96fd00a6520240f6103d752a461e3d , .uff96fd00a6520240f6103d752a461e3d .postImageUrl , .uff96fd00a6520240f6103d752a461e3d .centered-text-area { min-height: 80px; position: relative; } .uff96fd00a6520240f6103d752a461e3d , .uff96fd00a6520240f6103d752a461e3d:hover , .uff96fd00a6520240f6103d752a461e3d:visited , .uff96fd00a6520240f6103d752a461e3d:active { border:0!important; } .uff96fd00a6520240f6103d752a461e3d .clearfix:after { content: ""; display: table; clear: both; } .uff96fd00a6520240f6103d752a461e3d { 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; } .uff96fd00a6520240f6103d752a461e3d:active , .uff96fd00a6520240f6103d752a461e3d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uff96fd00a6520240f6103d752a461e3d .centered-text-area { width: 100%; position: relative ; } .uff96fd00a6520240f6103d752a461e3d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uff96fd00a6520240f6103d752a461e3d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uff96fd00a6520240f6103d752a461e3d .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; } .uff96fd00a6520240f6103d752a461e3d:hover .ctaButton { background-color: #34495E!important; } .uff96fd00a6520240f6103d752a461e3d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uff96fd00a6520240f6103d752a461e3d .uff96fd00a6520240f6103d752a461e3d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uff96fd00a6520240f6103d752a461e3d:after { content: ""; display: block; clear: both; } READ: Burial Practices Of The Ancient Egyptian And Greco-Roman Cultures EssayBibliographyMetzger, Bruce M. and Roland E. Murphy. The New Oxford Annotated Bible. NewYork: Oxford University Press, 1989. Meyers, Carol E. and Eric M. Meyers. Haggai, Zechariah 1-8. Vol. 25B. The Anchor Bible Series. New York: Doubleday,1993. Meyers, Carol E. and Eric M. Meyers. Zechariah 9-14. Vol. 25C. The AnchorBible Series. New York: Doubleday, 1987.
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