submit a 2750 words paper on the topic The role of women in the Israeli army today.

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Hi, need to submit a 2750 words paper on the topic The role of women in the Israeli army today. Even though such contributions are considerably informal, they take a center play in the course of conflicts. In essence, women involvement in the military spans three thousand years into the past throughout different cultures and nations. Currently,” women in uniforms” serve in the armed forces although the majority of the combatants have predominantly been men. Women service in the military has been a controversial subject in the women welfare circles. Despite the diverse but limited roles of women in the military, their contributions in the combat have been significant. The women who have participated in the military have expressed commendable competencies that have motivated women fresh women combatants.in the American civil war, women dressed just like men and participated in the armed conflict. This paper exemplifies the contribution of women in the military activities in the current era.

On May 26th, 1948, the Israeli prime minister, David Ben-Gurion, ordered for the conscription of both single and married women who were born between 1920-1930 into the Israeli Defense Forces. The women served under the umbrella body of Women Corpse and were tasked with the responsibilities such as nursing, signal operations, driving, clerical work, and cooking for the militants. Some of the early women soldiers to be conscripted into the Israeli Defense Forces include Yael Rom, who was the first female pilot to be trained by the Israeli Air Force and later conscripted in 1951. In September 1969, Hava Inbar was appointed the judge of the military court in Haifa. Hava Inbar said, “I am glad that I was appointed. it proves that the Israeli Defence Force leaves almost all doors open for its female soldiers.” This statement is an assertion of the milestone involvement in the Israeli military.

prepare and submit a paper on paul the apostle’s view of the law/torah in galatians.

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Your assignment is to prepare and submit a paper on paul the apostle’s view of the law/torah in galatians. Understanding Paul’s view about the law is crucial in understanding theology. This is because Apostle Paul wrote most of the apostolic writings regarding law or Torah. Paul’ letter to the Galatians has been interpreted in varying perspectives. However, most people feel that the letter to the Galatians taught against the law. Most theologians have used scriptures from the Galatians to argue that Mosaic Law also referred to as the Torah was abolished and replace by the new covenant. Paul wrote the letter to the Galatians to address a problem that was occurring amongst them. However, the problems he intended to address are not mention in this letter. It thus becomes hard to determine the actual meaning of his answers. This paper focuses on analyzing Paul the Apostle’s view of the Law/Torah in his letter to the Galatians. Overview of Law or Torah Among all Pauline epistles, Galatians is exceptional due to its focus on law. Paul attacks the Mosaic Law emotionally and attempts to persuade the Galatians against being bound by the law. The term law is used to refer to the norms used by a group of people to direct their conduct. Law can also be defined as a set of regulations as well as guidelines used to guide the behavior of people. Torah refers to the Mosaic Law or the laws that were established in the Old Testament. In Paul’s letter to the Galatians, law is one of the most discussed issues. However, at some point, it is unclear if Paul supported the law or was opposed to it. The content of the letter suggests that Paul was writing to a gentile community that cared less about the Christian teaching. Therefore, the community was being influence by the Jewish teachers to follow the Jewish laws that were based on the Mosaic Law. However, the Jewish had adopted the Mosaic Law partially and were using it to condemn others, especially the gentiles (Rapa 7-11. Barrick 277-280. Schirrmacher 22-26). Galatians was a letter written by Apostle Paul and addressed to churches in Galatia, which are believed to have encompassed of gentiles trying to convert to Christianity. However, the Jews who insisted that the gentiles had to follow Mosaic laws, which included being circumcised for them to be considered true Christians, were challenging the gentiles. However, Paul’s teachings proposed that attainment of salvation was only possible through God’s grace. He was encouraging the Galatians to avoid the erroneous teachings by the Jewish leaders. Jews were somehow opposed to Paul’s teachings. Paul appears to have been warning the Galatians against following the Mosaic laws blindly as the Jews did. Paul interprets the Mosaic Law and points at the controversial issues in the law (Rapa 4-7). Paul’s Views about the Law in Galatians In his letter to the Galatians, Paul makes constant comparisons of the law righteousness and salvation. The main controversy regards the path that the Jews should follow to convert to Christianity. Most commentators view Paul’s arguments in Galatians as a depiction that law was bogus and could not aid Christians in attaining salvation. Paul starts by showing his dissatisfaction towards the teachings by some Jewish preachers who persuaded the gentiles to convert to Jewish for them to gain salvation. Jews alleged that obedience to the Mosaic Law was fundamental for salvation.

Write 10 pages with APA style on French Literature in Translation (Tristan and Iseult).

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Write 10 pages with APA style on French Literature in Translation (Tristan and Iseult). Analyzing the translations of the French version of Tristan and Iseult, one can see that there were two main versions from the French poets of the twentieth century: Beroul and Thomas. These two versions differ in their presentation, style and in some of the scenes, though the theme and the plot were still the same. “Berouls romance was considered to be the uncourtly version, because it was less refined, and some of the scenes and the behaviors of the characters were brutal at times…On the other hand, Thomas wrote courtly version of the romance. Thomas was much more interested in the inner thoughts of the characters” (Joe, 1999). It makes clear the fact that there are differences between these two French versions.

The reader/audience can feel the driving force which is yearning for union beyond the restrictions of time, physical passion and their own separate material existence while going through Tristan and Isolde. Through their death, lovers achieved the realization of divine love. In other words, through the world of divine love they receive the status of immortality. Death is presented as a great opportunity to reach the state of oneness forever. Iseult embraces death with full passion and she joins her lover in a mystical background. In the old stories the lovers were buried on the side of a chapel and believed to be regained life with self realization. Wagner, in his opera, demonstrates the events with necessary improvisations and as a result reader can see the historical elements of Western ideologies and principles about love and death is presented clearly in Tristan and Iseult.

Wagner’s work underlines the fact that the story discusses serious sociological and psychological layers. The human relation (love between Tristan and Iseult) explores the elements of a great symphonic texture.

The Academic Performance of the Student: the Revising the Pattern of the Tests.

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I will pay for the following article The Academic Performance of the Student: the Revising the Pattern of the Tests. The work is to be 4 pages with three to five sources, with in-text citations and a reference page. To start with, the very nature of the tests is controversial and debatable. Scholars now believe that these tests depend heavily on memorizing the data in the curriculum (Brown et al., 2000), and therefore are based on the recalling of information (Brown et al., 2000) rather than application and conceptual learning. The students are subjected to undue and unnecessary pressure (Brown et al., 2000) due to this nature of the tests, in that they have to cram the information instead of developing knowledge and the practice of that knowledge (Brown et al., 2000). Whereas some of the information is imperatively required to be memorized, the very design of the tests should not be as such. This system of testing, hence, means that the tests are not diverse in nature (Brown et al., 2000). They do not cater to or even take into account the different mindsets of the students (Brown et al., 2000). Every student is not good at memorizing and cramming, and therefore, many students are left at a disadvantage due to the nature of the tests (Brown et al., 2000). Another problem can be the area of emphasis on the tests. For instance, many university admission tests require the students to be good at mathematics (Elford, 2002), which is unfair and disadvantageous for those students who do not have a mathematical mind and who are opting for the arts or social sciences (Elford, 2002). Not addressing such issues means that the tests have a restricted scope (Elford, 2002). Another issue with the tests is their approach to the curriculum.