Gold Mining in South Africa Essay Example for Free

Gold Mining in South Africa Essay The critical issue facing the mining industry according to Zoli Diliza chief executive, chamber of mines is ensuring that the mineral policies of South Africa aligns with the highest standard of administrative justice, promote an internationally accepted level of security of tenure and invariably promote an enabling environment that will attract investors into south Africa, hence, improving her competitiveness. Gold’s rarity, beauty and durability have ensured its use as a medium of exchange as well as astore of value There has been a power crises issue in South Africa which has led to the shut down temporarily of major gold operations. This is a serious problem that in that there is limited capacity to bring the mine workers of the enclosed spaces in the mine due to ventilation breakdown. Continues power outages which have resulted in disrupted operations in the goldmines obviously have a significant impact on world gold supplies mine, this is one of the reasons South Africa is taking the backseat as the world’s largest producer of gold with china taking the front seat. Lawrence William) (2008) It was recorded in 2010 that gold production was down to 200 tons. Despite the substantial increase in the real price of gold in recent years, there has been a continuous decline in gold production , unless substantive new capital investment in new mines is attracted the decline in production is likely to continue. There is also a decline in engineering and manufacturing activities associated directly to the gold mining industry. Inorder words, the consequence of the decline in gold production in south africa has been the loss of major sectors of South Africas previous substantive heavy engineering and manufacturing capacity The gold industry in the early 1990s experienced a tight profit squeeze and voilatility in prices, that period was also seen by rampant inflation. The pressure that generated the profit squeeze was as a result of workers demand related to their salaries as awell as housing, health and safety. Another important cause was due to stagnant prices which reducesd reserves amd discouraged exploration of mines. And as expected, the profitabilitu constraint led to retrenchment of workers as a management mechanism for the mines. The gold industry in SA faced a tight profit squeeze in the early 1990s. The gold price was kept at a constant nominal rand value by the Reserve Bank from 1988 to 1992 despite rampant inflation. The 1987 great mineworkers strike was the highpoint of employment numbers. Profit margins were under severe pressure both from worker demandsrelated to wages as well as housing and health and safetyand from stagnant commodity prices which reduced reserves and discouraged new exploration. In addition to profitability constraints, retrenchments were a weapon of mine management to reduce the effectiveness of the National Union of Mineworkers as it recovered from the strikewhich had seen the dismissal of many union leaders. There was common cause that the industry needed to restructure in order to extend its life. The article put forward proposals from a labour perspective.

Security Methods to Protect Your Privacy Essay -- Exploratory Essays R

Security Methods to Protect Your Privacy Privacy and security issues have become one of the top concerns among computer users in today’s market. It has become a game of survival of the fittest in protection of your security. The only true way to defend yourself is knowledge. You should prepare your self against hackers, spammers and potential system crashing viruses and web bugs. Lets focus on how you can protect yourselves from the would be thieves. There are several ways to protect your information from the outside world; you just need the ammunition to do it. Because this has become a focal point for computer and Internet user’s, many companies are capitalizing on a growing industry and producing software packages to prevent privacy intrudion. A couple of ways that you can protect your self are URL encryption, OS shielding, JavaScript filtering, and cookie control. All of these are effective ways of protecting your self. But take caution, these are not guaranteed to complete block out intruders and completely protect you and your information. They are merely preventive steps you can take. URL encryption is a method that prevents your ISP, network administrator, or other intermediaries from easily tracking and logging the sites that you visit. This prevents companies from gaining information on your surfing habit and purchasing habit on the net. Companies have been accumulating data on us for years without our permission. Once these companies or have the information they can make money on us by selling the information to other companies or as I stated the government. Why should they make money on our information without our consent? The URL encryption also protects the user from potential Internet pr... ...llow you on their sites without the ability of planting or accept some form of a cookie. In this case you can use Safe cookies. A safe cookie allows you to accept cookies safely so you can surf WebPages without being tracked or monitored by the Website. The cookies are encrypted, very much like the URL encryption, and automatically erased when you leave the site. All of these methods are just some of the more popular techniques that people can us to protect their vital information. As stated earlier they are not failsafe, but are good proactive measures that everyone should take. The information age is growing leaps and bound. But with all the good it brings, it also brings the bad. If you plan and prepare yourself you will survive and retain your privacy. Once you loose your privacy it is impossible to get it back, so take control of your information. Security Methods to Protect Your Privacy Essay -- Exploratory Essays R Security Methods to Protect Your Privacy Privacy and security issues have become one of the top concerns among computer users in today’s market. It has become a game of survival of the fittest in protection of your security. The only true way to defend yourself is knowledge. You should prepare your self against hackers, spammers and potential system crashing viruses and web bugs. Lets focus on how you can protect yourselves from the would be thieves. There are several ways to protect your information from the outside world; you just need the ammunition to do it. Because this has become a focal point for computer and Internet user’s, many companies are capitalizing on a growing industry and producing software packages to prevent privacy intrudion. A couple of ways that you can protect your self are URL encryption, OS shielding, JavaScript filtering, and cookie control. All of these are effective ways of protecting your self. But take caution, these are not guaranteed to complete block out intruders and completely protect you and your information. They are merely preventive steps you can take. URL encryption is a method that prevents your ISP, network administrator, or other intermediaries from easily tracking and logging the sites that you visit. This prevents companies from gaining information on your surfing habit and purchasing habit on the net. Companies have been accumulating data on us for years without our permission. Once these companies or have the information they can make money on us by selling the information to other companies or as I stated the government. Why should they make money on our information without our consent? The URL encryption also protects the user from potential Internet pr... ...llow you on their sites without the ability of planting or accept some form of a cookie. In this case you can use Safe cookies. A safe cookie allows you to accept cookies safely so you can surf WebPages without being tracked or monitored by the Website. The cookies are encrypted, very much like the URL encryption, and automatically erased when you leave the site. All of these methods are just some of the more popular techniques that people can us to protect their vital information. As stated earlier they are not failsafe, but are good proactive measures that everyone should take. The information age is growing leaps and bound. But with all the good it brings, it also brings the bad. If you plan and prepare yourself you will survive and retain your privacy. Once you loose your privacy it is impossible to get it back, so take control of your information.

Essay of dream act Essay

Course Description: This course is an examination of the underlying theoretical principles of developmentally appropriate practices applied to programs, environments, emphasizing the key role of relationships, constructive adult-child interactions, and teaching strategies in supporting physical, social, creative and intellectual development for all children. This course includes a review of the historical roots of early childhood programs and the evolution of the professional practices promoting advocacy, ethics and professional identity. Course Objectives: upon successful completion of this course students will- a. Identify the historical roots of early childhood education. b. List different program types, delivery systems and licensing and regulation structures in early childhood settings. c. Demonstrate awareness of developmental ages and stages. d. Define developmentally, culturally and linguistically appropriate practice. e. Describe why access to play is important for all children and ways of using a play-based curriculum as a vehicle for developing skills, dispositions, and knowledge. f. Describe appropriate adaptations (programmatic, curricular and environmental strategies) needed to support children with diverse abilities and characteristics. g. Identify and compare effective policies, practices and environments in early childhood settings. h. Describe the characteristics of effective relationships and interactions between early childhood professionals, children, families and colleagues and examine the importance of collaboration. i. Describe the relationship of  observation, planning, implementation, and assessment in effective programming. j. Compare and contrast principles of positive guidance and identify strategies for different ages. k. Identify practices promoting positive classroom management, guidance, communication and problem-solving skills. l. Develop strategies to maintain communication and access with English language learning families and children. m. Demonstrate skills to maintain positive team relations. n. Explain child development as a profession, including ethics and professional organizations. o. Compare and contrast theoretical perspectives. p. Develop and articulate a professional philosophy. Student Learning Outcomes: 1. Examine the value of play as a vehicle for developing skills, knowledge, dispositions and strengthening relationships among young children. 2. Analyze the relationship between observation, planning, implementation and assessment in developing effective teaching strategies and positive learning and development. 3. Assess early childhood settings, curriculum and teaching strategies utilizing indicators of quality early childhood practice that support all children including those with diverse characteristics and their families. 4. Interpret best and promising teaching and care practices as defined within the field of early care and education including an historic overview, range of delivery systems, program philosophies and ethical standards. 5. Identify the underlying theoretical perspective in forming a professional philosophy. 6. Examine a variety of guidance and interaction strategies to increase children’s social competence and promote a caring classroom community. This Course Meets NAEYC Early Childhood Associate Degree Accreditation Standard 5: Becoming a Professional- Students prepared in associate degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that  integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. Attendance and Participation: Students are expected to attend all class meetings. As future ECE professionals, students must demonstrate the commitment to professional standards through good attendance and punctuality. Please arrive on time and do not leave early. It reflects badly on you and you will miss important class materials. Attendance and participation are vital to success in this, or any other college-level course. Students may not make up in-class activities, nor may they complete those activities early. Journal writing is completed and in-class points are recorded at different times throughout the class session. If you are unable to attend the full class session regularly, you should arrange to take another section of this class. It is always the student’s responsibility to acquire class materials for any missed class time. DO NOT phone or email the instructor for missed class materials. Towards this end, students are encouraged to obtain a â€Å"phone or email buddy†, get the number or email address of a classmate and agree to share information when one or the other is absent. This instructor makes use of BlackBoard. All assignments and handouts are available via our course shell and some assignments may be submitted in BlackBoard as well. Students who miss the first class without notifying the instructor will be dropped. Excessive absences (more than 2) may result in the student being dropped from the class. However, students should not assume that poor attendance will automatically result in a Withdrawal. It is the student’s responsibility to contact Enrollment Services and the instructor to arrange to drop a course. Students learn best when they feel comfortable and â€Å"safe† . To this end, each student will be expected to come to class prepared, to be courteous of fellow classmates, and to actively participate in the learning process. This means that you will have read the material in preparation for discussion in class and will bring questions and comments about assignments to class. Students who are active learners do best in all academic arenas and are best prepared to teach young children how to be active learners. If any student has a problem, question, concern, and/or special learning need, it is expected that these will be discussed, in private, with the instructor. Note: This college abides by Section 504 of the Rehabilitation  Act of 1973 that stipulates that no student shall be denied the benefits of an education â€Å"solely by reason of a handicap†. If you have a documented disability, which limits a major life activity that may have some impact on your work in this class and for which you may require accommodation, please discuss that with your instructor during the first two weeks of class. In addition, please seek the support of the Disabled Students Programs and Services at 773-2535 –so that appropriate accommodations may be arranged. Classroom Routines and Expectations: Each day class will follow the same routine with some variations for special class trips or projects. When you enter the classroom, please check in with the instructor. Pick up your folder and remove any graded work. Keep your folder with you until the end of the class session. Place any work to be graded in the folder and return it to the instructor prior to leaving. We will have a short â€Å"meeting† to clarify the class objectives and tasks for the day. After meeting students will have one to one and a half hours of self-directed work time. During this time students may complete chapter reading, work on individual papers or projects, work on group papers or projects (quietly so that those working on individual projects are not disturbed). During the self-directed portion of class, each student will meet with the instructor for 5-10 minutes. This is the time to address questions, concerns, or problems that you are not comfortable discussing in the large class. During the class schedule there will be tasks set up for each group/individual to complete. All tasks must be completed each class session for full points. Prior to leaving for the day, there will be a large group discussion and time for questions at the end of class each day. Turn in your folder with any work to be graded prior to leaving for the day. Assignments and Grades: Assignment Points Possible Total Points Earned Chapter Reflections Observations 7 @ 10 points each 5 @ 10 points each 70 50 Historical Project 1 2 10 points 10 Philosophy Statement Portfolio In Class Work 1 @ 10 points 1 @ 10 points 10 @ 5 points each 10 10 50 Grade Scale: 200-180=A 179-160= B 159-140=C 139-120=D 119-0=F Instructor Expectations: One of the goals of this class is to prepare students to be successful professionals. Part of having a successful image is the ability to produce neat, legible, coherent, grammatically correct, and thorough written materials. To allow anything less is to improperly prepare students for their upcoming careers. Note: It will be impossible for students to earn an â€Å"A† on any work not demonstrating college-level writing standards, regardless of the quality of the content. (See attached sheet for clarification of college level writing standards.) The instructor will spend time and energy in class working on papers, PowerPoint, and presentations so that you can turn in your best work. Student Responsibilities: It is recommended that students make copies of all assignments before they are turned in and that each graded assignment be retained after it has been returned. (It is rare that assignments get lost or grades incorrectly recorded, but this practice will assure grade accuracy). Students need to keep track of their grades/progress to ensure accuracy. Grades are posted in Blackboard and student must track grades as they are earned. If you observe an error, bring it to the instructor as soon as possible. Bring the graded paper to the instructor; grades are not changed upon your word alone. Students are welcome to meet privately with the instructor to discuss their progress. Student Handbook and other important information: The Student Conduct Standards for student behavior are outlined in the college catalog. All students are expected to know and adhere to the conduct standards. Students who are disruptive to the instructor or other students, insubordinate, demeaning or threatening through verbal or physical means will be expelled from class and the instructor will institute college disciplinary action against such students. Be Courteous: Turn off cell phones while in class. Do not take calls or text. It is distracting to other students and to you! If there is an emergency so dire that you must be on-call, please put your phone on vibrate and leave the room to take a call. Do not engage in side discussions during class. It is likewise distracting to those around you. For the optimal grade, focus your time and energy on the classroom experience. Final Note: Although your instructor is sympathetic to the difficulties that students who are also parents encounter as they try to juggle the dual responsibilities that they shoulder, it is against COD policy to allow students to bring minor children to class (unless that child is enrolled in the course). Please make arrangements for back-up child care for the â€Å"last minute emergencies† that are bound to occur. Thank you. Early Childhood Education Obligation of Confidentiality As a student in the Early Childhood Education program, I, ________________________ Agree to respect and maintain the commitment to children, families, colleagues, and community as set forth in the National Association for the Education of Young Children’s (NAEYC) Code of Ethical Conduct. AS a major component of this commitment I agree to respect the right to privacy of children, their families, ECE colleagues, and programs by not disclosing any knowledge, records, or other confidential information to anyone. This means that I will not discuss, repeat, or share information about children, families, colleagues, and programs outside of class or directed assignments. I may share information that is pertinent to classroom discussions regarding quality programming, as long as all identities (individual and program) are protected. I will abide by this obligation of confidentiality and recognize that unauthorized release of confidential information may make me subject to a civil actio n under the provisions of the Welfare and Institutions Code. Signed:_______________________________________ Date:_________________________________________ College Level Writing Standards As you complete your work, review the following questions: Presentation: Is your paper typed (12 pt. font), double-spaced, and have 1† margins? Do you include a properly formatted cover sheet? Does your paper use Times New Roman, Arial, or other standard font? Ink color is black. Grading Rubric is attached. Writing: Is your paper well organized? Does your response have a clear plan? Is it developed logically? Is there an introduction and a conclusion? Are the paragraphs linked with transitional devices? Are the paragraphs organized? Do they contain topic sentences? Is the material in each paragraph relevant to the topic sentence? Have you checked the mechanics of your writing? Are the responses free of spelling errors? Does the punctuation help with clarity of thought? Is capitalization used correctly? Are the responses free of sentence errors? Are the responses free of subject-verb agreement errors? Other: Is the vocabulary you have used college-level? (Hint: it probably is if it reflects the vocabulary used by the instructor and/or the text) Are the words used accurately? Are the sentences varied in length and type? Content: Are there original insights provided? Are course concepts applied well? Have you provided evidence to support your conclusions? (In other words, have you demonstrated that you understand the course material and that you are able to effectively apply it to the â€Å"real world†.) Criteria: Format The student has properly formatted the paper with a cover sheet, Times New Roman, Arial, or other appropriate font. Ink color is black. Student used approved APA format and paper conforms to the minimal essentials of Standard American English grammar, word choice, spelling, and punctuation. 25% Comments: Criteria: Purpose/Audience The student has clearly delineated the purpose and audience for the paper by means of a clear focus. Student has created an adequate focus for the paper that is managed and developed appropriately for the assignment. Statement of purpose and subtopics are clearly organized to create a smooth presentation. Judgments and assertions are substantiated with evidence drawn from research. 25% Comments: Criteria: Argument/Analysis/Thesis Student demonstrates analytical skills by adequately expanding on the topic. Paper is neither too short, nor too long for the assignment The paper focuses on the presentation by means of a clear statement of purpose and logically organized subtopic paragraphs. The writer substantiates judgments and assertions with specific illustrations, facts, and evidence drawn from research appropriate to the assignment and to the discipline. 25% Comments: Criteria: Scholarship The writer has added to the on-going discussion of the topic with his or her own critical analysis, rather than simply repeating what others have said through quotation stacking, paraphrasing, or summaries. The writer draws upon research when necessary to support critical analysis or assertions made and properly acknowledges the work of others by using proper APA documentation format. 25% Comments: Criteria: Extra Credit Points (no more than 10 % of total grade) Student has provided at least one carefully proofread and documented draft. Documentation is an attached form from the Writing Center, completed at least 24 hours prior to due date. Points Earned: Comments: Final Comments: Grade: Calendar and Due Dates: ECE 001 Section 2210 EVC Date: Topic In Class Work Assignments Due Weekend Homework Week One 08/26- Welcome 08/26- Review Syllabus, Complete Station to Station Activity 08/26-Station to Station Card. Get text if you don’t already have it. Read chapter one, The Teacher by 09/09. Week Two 09/09- The Teacher 09/09- Review Chapter One: The Teacher 09/09-Chapter One Reflection Read Chapter Two by 09/16 Week Three 09/16- The Field 09/16-Careers and Programs. Licensing and Standards 09/16-Chapter Two Reflection Read Chapter Three prior to 09/23 Week Four 09/23-History and Models 09/23- History and Educational Models, in class work. In Class work only Read Chapter Eight and review the Observation Packet. Make appointments for four observations. Week Five 09/30-McCarthy Center Observation Meet at Palm Desert Campus by 1:00 pm. Room West Annex 1. Observation at McCarthy Center. Schedule of Observations. Complete Observation Essay and Packet, Due 10/07. Read Chapter Four and Five by 10/07. Week Six 10/08-Observing And Assessing 10/10-Child Development 10/07-Observing and Playing – Make a child 10/10-Chapter Four Reflection Read Chapter Six and complete reflection. Week Seven 10/14-Guidance 10/14-Guidance PPT 10/14-Chapter Six Reflection Read Chapter Seven. Week Eight 10/21- Health and Safety 10/21-Is this place clean and safe? 10/21-Observation #2 packet and summary Read Chapter Nine and Complete Reflection Week Nine 10/28-Play!! 10/28-The importance of Play to Healthy Development and Learning 10/28-Chapter Nine Reflection Read Chapter Ten and Eleven Week Ten 11/04-Curriculum Planning 11/04-Curriculum Planning, Curriculum Models and DAP 11/04-Observation #3 packet and summary Read Chapter Twelve and complete Reflection Week Eleven 11/18-Inclusion and Universal Design 11/18- Inclusion of all children Universal Design for Learning 11/18- Chapter Twelve Reflection Read Chapter Thirteen and complete Reflection Week Twelve 11/25- Working with Families In class work only 11/18-Observation #4 packet and summary Chapter Thirteen Reflection Read Chapter Fourteen and begin Philosophy Statement and Education Plan Week Thirteen 12/02-Becoming a Professional 11/25- Philosophies and Education Plans Drafts of Philosophy Statements and Education Plans Complete Philosophy Statement; be sure it reflects your best work. Week Fourteen 12/09-Review of Important Class points 12/09-Becoming a Professional. Complete final work in class. 12/09- Philosophy Statement Complete Observation #5 and Education Plan/Portfolio Week Fifteen 12/16- Final – Wrapping it up. 12/16- What we learned in this class. Present education plan 12/16-Observation #5 packet and summary. Education Plan and Portfolio

Essay on Brothers of the Bible - 1624 Words

Brothers of the Bible The Old Testament sibling rivalries between Cain and Abel, Esau and Jacob, and Joseph and his brothers were similar in some ways and different in others, but they all hold lessons for us today, for brothers today still face many of the same problems in life that challenged brothers thousands of years ago. Cain and Abel were in a situation much more unique than Esau and Jacob, and Joseph and his brothers faced, for the society they lived in was extremely small, and they each had a direct relationship with God. As the book of Genesis tells us, Cain was the first born son of Adam and Eve. Their next son was a boy whom they named Abel. As Cain and Abel grew up both took responsibilities for making a living. Abel†¦show more content†¦Cain takes the road of denial rather than hiding from God; even more, he turns the question back to God implying impropriety in God?s question. ?Keeping? is not something human beings do to one another in the Old testament; only God keeps human beings; hence God should know the answer to the question. (Abingdon, 373) Another unique element of the Cain and Abel rivalry and its tragic aftermath is that God personally punished Cain for the murder of Abel, and sent him into exile. But God also showed some mercy to Cain which protected him from harm at the hands of others by putting a mark upon him. The narrator leaves him as one who has been placed under the very special care of God. Hence, the story ought not to be interpreted in basically negative terms, but rather as the activity of one who lives under divine protection and care. (Abingdon, 375) The sibling rivalry between Jacob and Esau didn?t result from envy due to God?s reaction to their sacrifices, but from envy over parental favoritism. In addition to this, the rivalry also involved a number of other factors and began even before they were born. As God explained to Rebekah when the twins were still in her womb, ?the two children inside you will become the fathers of two nations. Just like the two are fighting with each other now, the two nations will struggle with each other. One will be stronger than the other. and the older will serve the younger.? (Genesis 33) God explains to her the reasonShow MoreRelatedBrothers of the Bible1660 Words   |  7 PagesBrothers of the Bible The Old Testament sibling rivalries between Cain and Abel, Esau and Jacob, and Joseph and his brothers were similar in some ways and different in others, but they all hold lessons for us today, for brothers today still face many of the same problems in life that challenged brothers thousands of years ago. Cain and Abel were in a situation much more unique than Esau and Jacob, and Joseph and his brothers faced, for the society they lived in was extremely small, andRead More Brother Stories from the Holy Bible Essay473 Words   |  2 Pages When I was younger my brothers and I would fight over the attention and gratitude of my parents. From reading the Stories of brothers in the Bible I have discovered that brothers have been fighting ever since the beginning of time. Through the stories of Cain and Abel, and Jacob and Esau I have determined that Brothers stories are one of childhood ignorance and desire to obtain everything. Once adolescence has turned to adulthood, brothers seem to reform there ways toward each other due to theRead MoreUnderstanding The Biblical Worldview Of The Bible Of Two Brothers, Jacob And Esau1089 Words   |  5 Pagesare the ways of death† (Proverb 14:12.) In order to fully comprehend this proverb, one must go back to the beginning of the Bible. There is a story in the Bible of two brothers, Jacob and Esau. This story begins in the book of Genesis with a man named Isaac, praying to the Lord on behalf of his barren wife Rebekah. The Lord answered Isaac’s prayer and Rebekah conceive d. The Bible states that the children struggled together within her, therefore, she went to inquire of the Lord for an explanation. TheRead MoreRhetorical Analysis Of Brother Dean865 Words   |  4 PagesJackeline Aguilar Rhetorical   Analysis on Brother Dean Brother Dean is a campus preacher that is talking about controversial topics like rape, feminism, and gay people. He uses the bible to back up the statements that he makes. Brother Dean walks around the campus of the University of Arizona wearing shirts with the statements â€Å"you whore† and signs that say â€Å"you deserve rape†. He is walking around and essentially slut shaming women because he states that they get raped because they wear revealingRead MoreAnalysis Of The Film Prince Of Egypt825 Words   |  4 Pagesimpact the film’s accuracy when compared to the Bible. A large assortment of characters were saved Some of which are the Condition of the Nile, Giza and Rameses, also the burning bush. In the Film Prince of Egypt when a young dashing Moses is placed into the reeds and water everything goes wrong. There are crocodiles, hippos boats very nearly hitting him, this scene greatly differs to the Bible as shows that it was hectic. Though in the bible young Moses was put in the reeds and God carriedRead MoreThe Bible And The Quran968 Words   |  4 Pages The Bible and the Quran, while rooted in many of the same stories, have vast differences that reflect the respective audiences of each religious text. The Bible, which is tailored to Judaism, includes many lessons and covenants involving land and the promise of prosperity; Jews had been uprooted from their ancestral home and needed the reassurance that there were better days to come, the Bible offered this solace. On the other hand, Muhammed is concerned with convincing polytheists that ther e isRead More biblical themes in shakespeares the tempest Essay1713 Words   |  7 Pagesadmired writers who ever lived. He certainly knew his craft and was familiar with all of the literature available at the time. One of the greatest books ever written was of course the bible. Written over the course of more than a thousand years it is a miracle in itself that the book exists. Shakespeare knew his bible, and his work often incorporated and examined biblical themes. Shakespeare’s last completed work was The Tempest, and it is as complex and deeply moving as any of his works. Readers ofRead MoreThe Story of Joseph in the Bible and the Koran Essay1068 Words   |  5 PagesJoseph: From the Hebrew Bible and the Koran The Bible and the Koran are both glorious books of the world’s most flourishing religious cultures, Christianity and Islam respectively. At first glance, when you read the story of Joseph from the Hebrew bible and the Koran, they fundamentally seem to talk about similar ideals and storylines. They, however, have some deep seated differences, that may be a little philosophical in nature or might depend on the particular paragraph that we’re comparing. Read MoreEssay about Biblical Themes in Shakespeares the Tempest1742 Words   |  7 Pagesadmired writers who ever lived. He certainly knew his craft and was familiar with all of the literature available at the time. One of the greatest books ever written was of course the bible. Written over the course of more than a thousand years it is a miracle in itself that the book exists. Shakespeare knew his bible, and his work often incorporated and examined biblical themes. Shakespeares last completed work was The Tempest, and it is as complex and deeply moving as any of his works. ReadersRead MoreThe King James Version Of The Bible1517 Words   |  7 Pagesof the many in the King James Version of The Bible, that tells one who Joseph really was. Joseph was only 17 years old when he was introduced in the Bible. Joseph, was his father’s favorite out of all his brothers, he knew it-and so did they. He received a coat of many colors, which back in this time period everyone had coats; however, the coat given to Joseph was ankle length and in beautiful colors (meaning royalty). The coat, according to the Bible, was given to Joseph by his father to make him