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Conservative New Testament studies could also provide an intellectually satisfying alternative to German biblical criticism and to the liberal theology that accompanied it.

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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.

When she was old enough she got married.

First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.

Agnes was my mother.

Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.

Then they moved to West Virginia in the United States.

Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.

Anna was a maid and cook.

She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth

They were both good cooks

They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

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Western Paper

Women throughout history have been generally looked upon as being the weaker sex, and to be the lesser of the two. The Old Testament and the New Testament gives two different views on how women were viewed in each of their times. Throughout these two, changes to christianity occured, and that is the justification behind the differences.

The Old Testament of the bible gives a description of how women were viewed during that time. It depicts what would now be considered obsurd practices of treating women. For example, women that were not married were not allowed to leave their fathers house, women were viewed mainly for child bearing, and that they were not allowed to appear in public venues. Specific references in the book of Genesis show that women were objectified and often used as sexual objects. After doing some research, the book of Exodus reveals that women were considered property of her father untill she became married, where then, ownership would transfer and she would become property of her new husband. Women were treated unjustly and unfairly during this time, and were regarded as being 'dirty' for being a woman.

The New Testament has somewhat of a mixed view on the equality of women to men, but it certainly gives more credit and justification to women being equal. There are still references in the New Testament to how women are considered unequal to men, but there are also new thoughts and ideas of equality of both sexes. Most blatently put, the book of John states that 'All people, men and women, have the opportunity to become children of god' implying that it was all inclusive, meaning both genders, all races, and all sexual orientations. In the same relation, the book of Galatians quotes 'There is neither Jew nor Greek, slave nor free, male nor female, for you are all one in Christ Jesus'.

The bible as a whole has mixed opinions on alot of things, and the standing of women is one of the indescrepencies that is shown. In the Old Testament more than the New Testament, women were objectified and looked down upon. They were viewed as property and as sexual objects. Men were quoted talking about having sex with a women against their will, and it also stated strict restrictions on how a woman should live her life. The New Testament began to shed a little bit more light on the subject, and started giving a little bit more credit and respect to women. Women, as far back as biblical times, have always been thought of as the lesser of the sexes. The contrast is prevalent between the standards of women in the Old and New Testament of the bible.

The arguement arises as to how sexist the bible is. Although I do not agree with the statement that the bible is sexist, I do believe that the way that the bible portrays women is unfair and that it is wrong to objectify women, but the bible ultimately says that God created men and women equal, and that Jesus Christ, the son of God, died for the sins of all people, not just for men.

Over the course of nature, and all the time of human existance on earth, women have be subjected to unfair treatment. The Old Testament gives a more harsh aspect to it, and the New Testament shows a litle bit more respect for women and their place in society. I think that christianity has become corrupt, but in the sense that people are caught up in the congregation aspect rather than the religious aspect of christianity, and are begining to miss the point, to fail to see what the main message in the bible really is.

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The Impact Of Poverty On Education



There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’


The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.


Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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Magnificently enchanting night

The calm which the stringent day miserably dithered to provide; was profoundly imparted by the chilly breeze of the dark night,

The tumultuous passion which the austerely acerbic day failed to provide; was profoundly imparted by the agony of the resplendent night,

The ocean of dreams which the acrimonious day floundered every second to provide; was profoundly imparted by the mesmerizing fantasy of the velvety night,

The cloud of tingling sensations which the sultry day stumbled to provide; was profoundly imparted by the tantalizing charisma of the moonlit night,

The poignant aroma of romance which the brilliantly sweltering day tripped to provide; was profoundly imparted by the overwhelmingly silvery night,

The delectably sweet flavor which the harshly perspiring day dawdled to provide; was profoundly imparted by the surreal and stormy night,

The stupendous congeniality which the monstrously illuminated day succumbed to provide; was profoundly imparted by the superlatively friendly and voluptuous night,

The tunnel of unrelenting adventure which the monotonous day ludicrously refrained to provide; was profoundly imparted by the spell binding and exotically perfumed night,

The astoundingly fragrant aura which the nondescript day faltered to provide; was profoundly imparted by the piquantly pepped up night,

The enigmatic tales of fascinating mystery which the day abysmally shirked to provide; was profoundly imparted by the enticing and profusely titillating night,
The vivacious rainbow of colors which the incorrigibly boring day fluttered to provide; was profoundly imparted by the gorgeously whispering night,

The flamboyant rays of fire which the cloudy day horrendously nictitated to provide; was profoundly imparted by the vividly vibrant night,

The dreary trail of incredulous sedation that the day obnoxiously dwindled to provide; was profoundly imparted by the incomprehensibly seductive night,

The magical wave of longing that the stoical day irrevocably refused to provide; was profoundly imparted by the mystically simmering night,

The cold beads of unprecedented exhilaration that the abysmally hot day pathetically slithered to provide; was profoundly imparted by the majestic and princely night,

The ardently milky aroma which the intractably bright day disastrously shivered to provide; was profoundly imparted by the ravishingly dainty night,

The unparalleled tremors of ecstasy which the brutal beams of day insurmountably struggled to provide; was profoundly imparted by the stringently spicy winds of night,

The opulent showers of nostalgia which the murderously blazing day wavered to provide; was profoundly imparted by the opalescent shades of the night,

And the celestial stupor which the savagely bubbling day thoroughly failed to provide; was profoundly imparted by the magnificently enchanting night…

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oh yes, Mr. Shaun, the Bible was not written in English

The Gospel of Christ and, in general,
the Holy Bible are written with the inspiration of God.
The Prophets and the Apostles
have recorded in written form
a portion of the oral teaching of the Old Testament

in Hebrew and Aramaic as well as the New Testament in Greek.
in Hebrew and Aramaic as well as the New Testament in Greek.
in Hebrew and Aramaic as well as the New Testament in Greek.
in Hebrew and Aramaic as well as the New Testament in Greek.
in Hebrew and Aramaic as well as the New Testament in Greek.
in Hebrew and Aramaic as well as the New Testament in Greek.
in Hebrew and Aramaic as well as the New Testament in Greek.
in Hebrew and Aramaic as well as the New Testament in Greek.

These are the original languages of the Holy Bible from' which all the translations have been derived. God's inspiration is confined to the original languages and utterances, not the many translations. There are 1,300 languages and dialects into which the Holy Bible, in its entirety or in portions, has been

translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated.translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated. translated.

This does not mean that the translations do not convey the meaning of the Bible for spiritual uprightness of the readers in their own language. On the contrary the Bible should be spread and preached to 'all nations'. The missionaries in foreign lands learn the language or the dialect of. the new area into which they bring the Bible and other religious teachings. For example, the missionaries from Constantinople, Saints Cyril and Methodios, sent to Christianize the Slavic peoples in the 9th century, first translated the Bible and the ritual books into the language of the people.

yes, Mr. Shaun, my friend the Bible was not written in English.IT was written in HEBREW, ARAMAIC, and GREEK....

But i like it written in English too, how i wish it were written in such a
with a sense of class
and fashionable disguise,

for without it, how could i ever understand, God,

oh, my, God!

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We Must Be Liberal

I remember when I called you a honky.
And you called me a black ugly monkey.
Now both of us ride on a donkey.
'Haw hee haw.'

The brainiacs are on the attack.
Trying to cover their dirty tracks.
Those conservative try to debate...
How an elephant's gait can keep up the pace.

'Haw hee haw.'

I remember when I called you a honky.
And you called me a black ugly monkey.
Now both of us ride on a donkey.
'Haw hee haw.'

I remember when I called you a honky.
And you called me a black ugly monkey.
Now both of us ride on a donkey.
'Haw hee haw.'

Are we liberal?
'Haw hee haw haw...whoa!
I don't know that.
But an elephant's trying to crush my back! '

Are we liberal?
'Haw hee haw haw...whoa!
I don't know that.
But an elephant's trying to crush my back! '

The brainiacs are on the attack.
Trying to cover their dirty tracks.
Those conservative try to debate...
How an elephant's gait can keep up the pace.

'Haw hee haw haw...whoa!

Are we liberal?
'Haw hee haw haw...whoa!
I don't know that.
But an elephant's trying to crush my back! '

Are we liberal?
'Haw hee haw haw...whoa! '
Are we liberal?
'Haw hee haw haw...whoa! '
Are we liberal?
'Haw hee haw haw...whoa! '

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Holocaust Latvia Begins

Holocaust Latvia begins
on June 22,1941 when
the German army invaded
the Russian Soviet Union;

and the Baltic States
of Lithuania, Latvia,
and Estonia which had
by Soviet military forces;

recently been occupied
after a proud period
of independence after
World War One finished.

Murders of Jews
Communists began
almost immediately
by Einsatzgruppen;

perpetrated by German
killer squads known
as Special Task Groups
Special Assignment Groups;

the German Security Police
Sicherheitspolizei or Sipo
the Security Service of the SS
the Sicherheitsdienst or SD.

The first recorded murders
were on the day after invasion
on the night of June 23,1941
in town of Grobina near Liepāja;

six Jews were killed
in the church cemetery
by Sonderkommando
1a members deployed;

with the 14th Army
Nazi German
were a sub-group;

of five Einsatzgruppen
mobile killing squads
up to 3,000 men each
composed of 500 to 1000;

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Im A Conservative

I used to lead a quiet life
In fact it was a bare existence
I passed out on many floors
I dont do that any more
Hello my friends
Is everybody happy?
Hey look me over
Lend me an ear
Im a conservative
I like the small black marks on my hands
Im a conservative
I like the crazy girls that I screw
Hey I know them all well
And when I run out of bread I laugh
All the way to the bank
Sometimes I pause for a drink
Conservatism aint no easy job
I smile in the mornings
I live without a care
Nothing is denied me
And nothing ever hurts
I got bored so Im making my millions
When youre conservative you get a better break
Youre always on the rigltt side
When youre conservative
You walk with pride
Pride is on your side
Pride pride pride
Is on our side
Oh boy
Pride is on our side
I like my beer
I like my bread
I love my girl
I love my head
Im in the clear man
Im in the dear
Because Im a conservative
Im a conservative
I really am
And it would mean so much to me
If you would only be like me
Yes it could mean so much to me
Hey look me over
Lend me an ear
Im a conservative

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The Prophet And The Poet: Parallelism In Biblical Poetry

Is one-third
of Biblical Old Testament
written in poetry?

Entire books Job Psalms Proverbs
the Song of Solomon Lamentations
except for short prose sections.

Large portions of Isaiah Jeremiah
the writings of Minor Prophets
adhere to poetic form and content.

Observe three main divisions
of an inspired Old Testament
the Law the Prophets the Writings

all contain prized poetry
in exultant larger amounts.
Why did God choose poetry?

Why do seven Old Testament books
Leviticus Ruth Ezra Nehemiah
Esther Haggai Malachi lack poetic lines?

Poetic elements
commonly found
in contemporary

poetry alliteration
assonance rhyme; are rare
in Hebrew Biblical poetry.

God promoted
an essential formal

the content
of one line

is repeated
or advanced

by the content
of the next line
in sense rhythm

by thought

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German Virile E-Coli Misdiagnosed

Ground breaking earth shaking Germany has done it again
first Germany introduced German measles then Adolf Hitler
now German E-Coli to rock reshape an entire watching globe
German crack researchers health experts could not even tell
this was a virile new E-Coli strain a hybrid of two old strains
or a rare highly toxic strain of E-Coli bacteria misdiagnosed?

Germany blamed Spanish cucumbers could not even identify
new strain next German experts will claim a carrot for radical
new research its E-Coli source German beans German beans
let us not forget Germany wanted Greece to sell their Acropolis
or rent it out to pay off EEC debt then cucumbers Spanish growth
time Germany sold trade peace compass plus Brandenburg gate

The disease Rubella, is also known as German measles, because it was first described by German physicians, in the mid-eighteenth century.

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IX. Juris Doctor Johannes-Baptista Bottinius, Fisci et Rev. Cam. Apostol. Advocatus

Had I God's leave, how I would alter things!
If I might read instead of print my speech,—
Ay, and enliven speech with many a flower
Refuses obstinate to blow in print,
As wildings planted in a prim parterre,—
This scurvy room were turned an immense hall;
Opposite, fifty judges in a row;
This side and that of me, for audience—Rome:
And, where yon window is, the Pope should hide—
Watch, curtained, but peep visibly enough.
A buzz of expectation! Through the crowd,
Jingling his chain and stumping with his staff,
Up comes an usher, louts him low, "The Court
"Requires the allocution of the Fisc!"
I rise, I bend, I look about me, pause
O'er the hushed multitude: I count—One, two—

Have ye seen, Judges, have ye, lights of law,—
When it may hap some painter, much in vogue
Throughout our city nutritive of arts,
Ye summon to a task shall test his worth,
And manufacture, as he knows and can,
A work may decorate a palace-wall,
Afford my lords their Holy Family,—
Hath it escaped the acumen of the Court
How such a painter sets himself to paint?
Suppose that Joseph, Mary and her Babe
A-journeying to Egypt, prove the piece:
Why, first he sedulously practiseth,
This painter,—girding loin and lighting lamp,—
On what may nourish eye, make facile hand;
Getteth him studies (styled by draughtsmen so)
From some assistant corpse of Jew or Turk
Or, haply, Molinist, he cuts and carves,—
This Luca or this Carlo or the like.
To him the bones their inmost secret yield,
Each notch and nodule signify their use:
On him the muscles turn, in triple tier,
And pleasantly entreat the entrusted man
"Familiarize thee with our play that lifts
"Thus, and thus lowers again, leg, arm and foot!"
—Ensuring due correctness in the nude.
Which done, is all done? Not a whit, ye know!
He,—to art's surface rising from her depth,—
If some flax-polled soft-bearded sire be found,
May simulate a Joseph, (happy chance!)—
Limneth exact each wrinkle of the brow,
Loseth no involution, cheek or chap,
Till lo, in black and white, the senior lives!
Is it a young and comely peasant-nurse

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Progressive Minds

Progressive liberals with a cause, covering over their spiritual flaws,
Saying what many want to hear; concerning God, they have no fear.
Progressing with the moral tides, on immoral waves the party rides,
As they drift far away from God, while leading with a confident nod.

Progress for all they say they make, as Godly morals they forsake,
Wanting to be all things to all, perpetuates the curse of Adam’s fall.
Bringing upon this mighty land, The Sovereign God’s uplifted hand,
One raised up in Righteous Wrath, against their liberal immoral path.

Many liberal minds in one accord, running a nation without The Lord,
Being followed by a large multitude, caught in a darkened servitude.
Though God may be on their lips, not in their heart, but liberal quips,
To build their liberal agenda friend, which has eternal ruin at the end.

Opposing God’s Righteous Decree, they desire to lead you and me,
Filled with liberal pundits galore, regarding truth, want less not more,
While liberal heroes they raise up tall, moral views they see as small,
Turning conservative concerns into, immoral agendas they’ll pursue.

They approve evil across the board, as the moral issues go ignored,
Counseling together in wickedness, despising God’s Righteousness,
Filling the land with darkened lies, professing to be the best of wise,
With wisdom apart from God, who’s returning soon with an Iron Rod.

(Copyright ©08/2008)

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German Joe

SKIRTING the swamp and the tangled scrub,
Tramping and turning amidst the trees,
Carrying nothing but blankets and grub,
Careless of pleasure and health and ease,
Hither and thither with never a goal,
Heavy, and solemn, and stiff, and slow,
Seeking a track and a long-lost line,
‘Blazed avay to dot lead of mine,’—
Restless and rickety German Joe.

Down in the gully and up the range,
Stung by the gale and the hate-hot sun,
Never a greeting to give in change,
Never a tip from the nearest run,—
Seeking a guide to a golden hole,
Lost in the lone land long ago,
Left in the keep of the hills and trees;
Jealous to have and to hold are these,
Hope you may get it, though, German Joe.

‘Likely old yarn for a horse marine!
Struck it, you say, at the river head—
Back where the bellowing bunyip’s seen,
Out beyond everywhere—rich and red;
Left it for tucker, and lost the track,
Blazed till your arm couldn’t strike a blow;
Gravel that gleams with the golden stuff,
Nuggets ‘shust like as der plums in duff,’—
What are you giving us, German Joe?’

‘Blaze? Yes; you strike for the Granite Stair,
Make to the left when you cross the creek,
South till you meet with a monkey bear,
Tramp in his tracks for about a week;
Then you can travel the sky-line back.
So long, old chap, if you’re bound to go.
Don’t you forget when you’re rich and great
Who laid you on to the lost lead, mate—
Mad as a hatter is German Joe.’

Laugh as they may, they will stand his friends.
Right as rain when the old man takes
Down to his bunk in the hut, and spends
Seven weeks fighting the fever and shakes,
Muttering still of his lucky lead:
‘Vhisper—I leds you all in der know,
Den you pe richer nor as der pank.’
Boys, he’s a man if he is a crank—
Whisky and physic for German Joe.

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John Dryden

The Hind And The Panther, A Poem In Three Parts : Part II.

“Dame,” said the Panther, “times are mended well,
Since late among the Philistines you fell.
The toils were pitched, a spacious tract of ground
With expert huntsmen was encompassed round;
The inclosure narrowed; the sagacious power
Of hounds and death drew nearer every hour.
'Tis true, the younger lion 'scaped the snare,
But all your priestly calves lay struggling there,
As sacrifices on their altars laid;
While you, their careful mother, wisely fled,
Not trusting destiny to save your head.
For, whate'er promises you have applied
To your unfailing Church, the surer side
Is four fair legs in danger to provide;
And whate'er tales of Peter's chair you tell,
Yet, saving reverence of the miracle,
The better luck was yours to 'scape so well.”
“As I remember,” said the sober Hind,
“Those toils were for your own dear self designed,
As well as me; and with the selfsame throw,
To catch the quarry and the vermin too,—
Forgive the slanderous tongues that called you so.
Howe'er you take it now, the common cry
Then ran you down for your rank loyalty.
Besides, in Popery they thought you nurst,
As evil tongues will ever speak the worst,
Because some forms, and ceremonies some
You kept, and stood in the main question dumb.
Dumb you were born indeed; but, thinking long,
The test, it seems, at last has loosed your tongue:
And to explain what your forefathers meant,
By real presence in the sacrament,
After long fencing pushed against a wall,
Your salvo comes, that he's not there at all:
There changed your faith, and what may change may fall.
Who can believe what varies every day,
Nor ever was, nor will be at a stay?”
“Tortures may force the tongue untruths to tell,
And I ne'er owned myself infallible,”
Replied the Panther: “grant such presence were,
Yet in your sense I never owned it there.
A real virtue we by faith receive,
And that we in the sacrament believe.”
“Then,” said the Hind, “as you the matter state,
Not only Jesuits can equivocate;
For real, as you now the word expound,
From solid substance dwindles to a sound.
Methinks, an Æsop's fable you repeat;
You know who took the shadow for the meat:
Your Church's substance thus you change at will,

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Joseph's Gloss On God

When Joseph tells his brothers: “I
am not God, ” he perhaps implies
that unlike God he sometimes lies,
and unlike Him, is doomed to die.

The words that Joseph never said
are wrong, as we find out when burned;
God often lies, a lesson learned
from history, and God is dead.

Inspired by a review by Paul Buhle of R. Crumb’s The Whole Book of Genesis, in Forward, October 10,2009 (“In the Image of God: The Ambition of R. Crumb’s Graphic Genesis”:

To say this book is a remarkable volume or even a landmark volume in comic art is somewhat of an understatement. It doesn’t hurt that excerpts of the book appeared during the summer in the New Yorker and that the Hammer Museum in Los Angeles is opening an exhibit of the original drawings from which the book’s contents were adapted. “The Book of Genesis, ” Robert Crumb’s version, nevertheless stands on its own as one of this century’s most ambitious artistic adaptations of the West’s oldest continuously told story.
No comic artist has been more influential than Crumb. In terms of sales, his work is dwarfed by the superheroes and, in comic art prestige. Art Spiegelman, and a short list of others including Alison Bechdel and Marjane Sartrapi may have displaced Crumb. But Crumb’s influence abides and endures in his occasional LP/CD covers, in his volumes of collected work (16 volumes so far and counting) , his artistic prizes and a generation of artists who have incorporated his particular view of humanity.
Surprisingly, his best work in 20 years has actually been in the genre of adaptation, specifically an adaptation of Franz Kafka, dating to the mid 1990s. On that highly curious point, any consideration of this “Genesis, ” as a highly personal comic art, properly begins. Notoriously, Crumb is a gentile who fled from his deeply dysfunctional Delaware family to the Cleveland neighborhood of Harvey Pekar and the arms of the first of two Jewish wives. “Crumb, ” the 1994 film documentary, was in many ways about emotional pain (including a brother doomed to suicide) and his craving for a certain kind of woman, who, although possibly any female with a bemuscled backside, was in fact most likely to be Jewish. She, reality and image, was his consolation. The strips that he drew of Jewish-American life, nevertheless, reworked stereotypes, some funny (he visits Florida with his second wife, and holds a tiny grandfather on his knee) , and some, doubtless, insulting to many readers.
In the pages of “Introducing Kafka, ” Crumb became his fictional protagonist with such depth of insight into the logic of the doomed writer, as well as of Kafka’s famed works, that many readers were simply astonished, this reviewer among them. Kafka is the exemplar par excellence of a type of ambiguous, tortured mittel European Jewish personality as it hovered between faith and uncertainty, shortly before the Holocaust. Not Spiegelman, not Ben Katchor, nor Sharon Rudahl, nor others who drew historical or quasi-historical strips about Jewish history, had taken the characterization as far as Crumb. An earlier escape from Middle American culture had propelled Crumb toward his satirical protagonist Mister Natural, a Zen-like, robed quasi-prophet of the 1970s-80s. Three decades later, Crumb’s robed prophets are far from Zen.
Crumb’s “Genesis” is then perfectly serious and the author wants us to know it. As he says on the cover, “Nothing Left Out! ” Every “beget” from the King James Bible can be found here, along with plenty of scenes censored from previous graphic adaptations. And more prose, in the final “Commentary” segment of the book, than non-writer Crumb may have put on the page anywhere, aside from his published letters. More striking for anyone but the seasoned Crumb fan: unlike previous Biblical comic adaptations, including some published and drawn by Jews, Crumb’s characters actually look Jewish, the women even more than the men. The contrast to the classic work, EC Comics’ “Picture Stories from the Bible” (1945) in that respect is most illuminating. But more recent works like the best-selling “Manga Bible” (2000) are not much different (nor was theThe Wolverton Bible” by one of the strangest of comic artists Basil Wolverton) . Close readers will see Crumb’s wife Aline Kominsky, to whom the book is dedicated, again and again, in various guises; perhaps only Chagall drew his beloved wife so often and with such varied imagination.
Not only are the characters Jewish here, they are all ages and sizes. If, for instance, there are more drawings of Jewish elders in any single volume of comic art anywhere, I have never seen them. The women here are beautiful when young, heavily busted with large, muscular thighs. The men are strong, their beards full and noble. The deity has a really big beard and retains his notoriously bad temper, as well as his commanding presence, and absolute demand for loyalty. The animals of Genesis (in Noah’s ark and elsewhere) may be where Crumb is most similar to earlier comic art adaptations of Biblical texts, but they are drawn, like everything else, with such loving care that they are special and demand repeated viewing.
In those extensive notes at the end, Crumb comes as close as he is ever likely to revealing the sources and depth of his commitment to the text. He had been puzzling, no doubt under a wave of feminist criticism, about the gender struggle, until Torah scholar Savina Teubel’s “Sarah the Priestess” (1984) gave him new insight: a matriarchal background, female deities and actual female power, in a society turning toward patriarchy but retaining some elements of women’s prehistorical strength and centrality to the direction of early civilization. If anything is reinterpreted purposefully in “Genesis, ” it is in gender, and Crumb does so not by scoring points but by rearranging the visual subtext. Gender issues also help him reframe somewhat the class dimension of tribal society, which endures not through brute force but because of the strength of its women.
The commentary on his visual choices and his broader interpretations explores and explains his few intentional deviations, not only in the name of narrative clarity but artistic intent. Mainly, his notes drive home how he struggled to interpret the text in suitable graphic form, chapter by chapter, sometimes even character by character. There is no doubting the artist’s integrity or hard work, in no small part because he redrew again and again, trying to find historically accurate clothing and scenery. The Old Testament of cinematic Charlton Heston, so to speak, became the Genesis of lived and perceived experience, socially real and super-real. Clues are provided with translations of specific Hebrew names within the visual text, essentially metaphorical in meaning. These clues may be the closest to footnotes that Crumb has ever provided.
Comics scholar Jeet Heer, has noted in “Bookforum” that Crumb’s biblical characters, with the exception of the deity, have no internal lives: only the deity has depth and personality. As with the original text, much more is implied in Crumb’s visual text than can be stated, because scenes rush by so fast and because the artist forever works out, pen or brush in hand, a unique meaning that escapes easy interpretation. Even closer to the mark, Heer argues that above all, this is a book about bodies, the natural expression of an artist whose work has, possibly more than any other master of comic art, been concerned with body structure and expression.
And offending the deity? Crumb treads with a caution all the more remarkable for an artist, who, short decades ago, allowed himself the full run of his imagination, heedless of the consequences. Crumb’s innovation might be summed up in his characterization of Joseph, brilliant in subjugating Egypt but weary of his own powers. In the final phrases of the book, the artist suggests a radical view several thousand years previous to Jewish Karl Marx. “In the very last chapter, when his obstreperous brothers fling themselves at this feet and proclaim, ‘Here we are, your slaves, ’ he says to them, “I am not God, am I’ Joseph has learned a much finer humility than the fear-driven kind shown by his barbaric brothers.” So says a humble Crumb.


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Here Foloweth Colyn Blowbols Testament

Whan that Bachus, the myghti lorde,
And Juno eke, both by one accorde,
Hath sette a-broche of myghti wyne a tone,
And after wardys in to the brayn ran
Of Colyn Blobolle, whan he had dronke a tante
Bothe of Teynt and of wyne Alycaunt,
Till he was drounke as any swyne;
And after this, with a mery chere,
He rensyd had many an ale picher,
That he began to loken and to stare,
Like a wode bole or a wilde mare;
So toty was the brayn of his hede,
That he desirid for to go to bede,
And whan he was ones therin laide,
With hym self mervailously he fraide;
He gan to walow and turn up and downe,
And for to tell in conclucioun,
Sore he spwed, and alle vppe he kest
That he had recevyd in his brest,
So that it was grete pité for to here
His lametacionne and his hevy chere.
An hors wold wepe to se the sorow he maide,
His evy countenaunces and his colour fade.
I trow he was infecte certeyn
With the faitour, or the fever lordeyn,
Or with a sekenesse called a knave ateynt;
And anon his herte he gan to faynt,
And after ward their toke hym many a throw
Of good ale bolys that he had i-blowe;
He lokyd furyous as a wyld catt,
And pale of hew like a drowned ratte;
And in his bake their toke hym one so felle,
That after ward folowed a very stynkyng smell,
That for to cast was more vnholsam
Than aurum potab[i]le or aurum pimentum.
And whan his angwyssh some what gan apese,
He recovered of his dronken dessese;
He set hym vppe and sawe their biside
A sad man, in whom is no pride,
Right a discrete confessour, as I trow,
His name was called sir John Doclow;
He had commensed in many a worthier place
Then ever was Padow, or Boleyne de Grace;
Of so grete reverens werre the universities,
That men toke entrie knelyng on their knees;
In suche places his fader for hym had ben,
Whate shuld I tell you? ye wotte where I mene.
And yet in phisike he cowth no skylle at alle,
Whiche men callen baas naturalle;
Good drynke he lovyd better than he did wepit,

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Mosque of Omar and Jewish Temple

The Dome of the Rock was erected by the Muslim ruler Abd el-Malik in 688-691 A.D. It sits where the old Jewish temple mount was. The Roman General Titus destroyed the last Jewish temple around 70 A.D. This mosque is considered very sacred and would cause an international stir and possible war if it were destroyed.
The Jewish people begin to come back to their original homeland and after World War Two and the holocaust became the country of Israel again in 1948 under Jewish rule. They always have wanted to rebuild their temple. The city of Jerusalem went under their control during the six-day war in 1967. Jerusalem is a main point of any peace between Israel and the Palestinians. Everyone dealing with the volatile peace process in the world knows peace in the mid-east involves Jerusalem and the temple mount area.
Solomon’s Temple was the first temple built in Jerusalem and was completed around 953 BC and was destroyed by Nebuchadnezzar and the Babylonians and burned with fire in 586 BC. Zerubbabel and the returning exiles built the second temple, completing it in 516 BC. This temple was later embellished greatly by King Herod and was the temple Jesus Christ was dedicated in and preached in. Titus and the Romans destroyed this Temple in 70 AD.
Scholars such as Asher Kauffman are now saying Solomon’s original temple and the second temple built by Zerubbabel after the 70 year captivity to Babylon was aligned with the Eastern Gate and the temple was north of the Dome of the Rock mosque.
The Eastern Gate was the gate the Lord Jesus came riding thru on a donkey or what many Christians call Palm Sunday. This gate is now closed. The Golden Gate (Eastern Gate) in the eastern wall of Jerusalem gave access to the courtyards of the temple from the Kidron valley. The East gate was walled up by its Muslim conquerors (the Ottoman Turks) with great stones in 1530 A.D. The Prophet Ezekiel by a vision seen the Eastern Gate shut…Ezekiel 44: 1-3 'Then he brought me back to the outer gate of the sanctuary, which faces east; and it was shut. And he said to me, 'This gate shall remain shut; it shall not be opened, and no one shall enter by it; for the LORD, the God of Israel, has entered by it; therefore it shall remain shut. Only the prince may sit in it to eat bread before the LORD; he shall enter by way of the vestibule of the gate, and shall go out by the same way.'
I remember starring at this gate when I was at the Mount of Olives knowing when Christ touches the Mount of Olives at the end of the Tribulation this gate will be open. Ezekiel seen this vision around 600 BC This alignment of the future Jewish temple with the Eastern Gate would only be appropriate. The architectural layout of the temple would surely have been to allow the Messiah to come through the eastern gate and go straight ahead into the Holy City. He would not be doing any turning left and then right or any 'jigs'. He would enter the city and go straight ahead and up into the temple.
This will allow the third temple to be built while co-existing for a while with the mosque now there.
As we look now at the present situation we see that the Dome of the Rock occupies the center of the temple mount. The future third temple could therefore be rebuilt to the north of the Dome. It would be on the same site as the former temple. There would be room to provide an acceptable easement between the two buildings. There would, in fact, be a clearance of 150 feet. This certainly would take an international agreement.
When Ariel Sharon presumptuously decided to take a stroll on the temple mount some years ago the result was bloody mayhem. There was a huge outcry throughout the Islamic world. For the Jewish temple to be built next to the Dome of the Rock mosque will take a peace covenant of world magnitude and import.
We also see in the book of Revelation 11: 2 KJV 'But the court which is without the temple leave out, and measure it not; for it is given unto the Gentiles: and the holy city shall they tread under foot forty and two months'. Many believe this is a reference to the Dome of the Rock being there. Some say that later when the earthquake comes in
Zechariah 11 and Ezekiel 38 at the end of the Tribulation that this temple and mosque will destroyed as Christ touches the Mount of Olives preparing the way for the millennial temple of Ezekiel 40.
This would mean the third temple during Jacobs’ trouble and the Great Tribulation will not be the final temple.
It is uncanny that Jerusalem is a center of three major religions, Judaism, Christianity and Islam. The oil in the area is of major economic and political concern to the entire world. The whole region is now involved with international politics and the Israeli Palestinian conflict is paramount..
We Christians believe in a second coming of Christ when he will open the Jewish peoples eyes showing them he was their Messiah. We think it is prophecy that they are back from the nations. Mathew 24: 15 lets us know the temple will be rebuilt and defiled. We believe the gentile church age will end and many prophecies written in the Old Testament concerning Israel and the region and the world will be fulfilled
The more I see the picture unfold with prophecy the more I feel that the Mosque of Omar called the Dome of the Rock will not be destroyed but will stay there next to the rebuilt Jewish temple and will be a sign of peace between Israel and moderate Islam brokered by the man of peace from Europe. Jerusalem will be given to both sides and an agreement will be reached.
The false liberal church will help broker the situation as well. Radical Islam will seem to dissipate and the anti christ will use the false prophet of the false church and this very liberal so called church of eclectic faith will seem to respect all faiths allowing the temple in Jerusalem to coexist with the Mosque of Omar.
This covenant will be broken after three and one half years when Russia will come down as written about in Ezekiel 38. The peace will be broken with the Jews and the anti Christ will turn against them and also give a mark where by no man will be able to buy or sell.
I totally believe we are soon to come to these days and we are in the last days of the church age and the times of the gentiles mentioned in Luke 21: 24. We are now in the time of sorrows and distress amongst nations (Math 24: 6-8) and soon will go into the Great Tribulation when all this will happen. Math.24: 21
The Apostle Paul said in Romans 11: 25 that blindness in part has happened to Israel until the fullness of the Gentiles become in”. This dispensation of the gospel to the gentile nations is ending and there will also be a great falling away towards liberalism that will accept gay life styles and various religions.
The false church will not be based on the Bible but theology, psychology, philosophy and the wisdom of man and so called reason. It will use religious rhetoric and talk about liberation and peace, it will appear to many as good but it really is a wolf in sheep clothing and eventually will back up the anti christ and be destroyed in the tribulation period. Many a person already talks about Jesus Christ separate from the Holy Scriptures. This false church will help lead to a unified Europe and extend its hand to the mid east peace process.
I always thought that the Mosque of Omar would be destroyed but even if it was the Arabs and Islam would want it immediately rebuilt. In order to really broker a peace this Temple and Mosque problem has to be settled.
Recently all kinds of Orthodox Jews are buying up East Jerusalem and tunneling and digging. There was a segment concerning this on 60 minutes. Many are also saying the Mosque and Temple can co-exist along side one another. Israel would never give up the temple area and Islam would never give up the Mosque of Omar. The peace process that will be started by the anti christ who will come to power in the west will settle this question.
We are in the times of prophecy. Hold on to your Bible faith and never let it go for some liberal church system that doesn’t preach Jesus Christ according to the Scriptures and revelation. We need twenty-four hour prayer going up in our churches and real praise and worship and Bible teaching

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Today Your Love, Tomorrow The World

I'm a shock trooper in a stupor
Yes I am.
I'm a Nazi schatze
Y'know I fight for fatherland.
I'm a shock trooper in a stupor
Yes I am.
I'm a Nazi schatze
Y'know I fight for fatherland.
Little German boy
Being pushed around
Little German boy
In a German town.
I'm a shock trooper in a stupor
Yes I am.
I'm a Nazi schatze
Y'know I fight for fatherland.
I'm a shock trooper in a stupor
Yes I am.
I'm a Nazi schatze
Y'know I fight for fatherland.
Little German boy
Being pushed around
Little German boy
In a German t....
Today your love, tomorrow the world.

song performed by MetallicaReport problemRelated quotes
Added by Lucian Velea
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