Incidents in the life of a slave girl Research Paper

Incidents in the life of a slave girl - Research Paper Example This was precisely because inside the house, there was no hash scorching sun and they could also eat their master’s leftover (Bowdoin.edu 5). However, in some homes, it was not the case. After a meal, the master and family would spit on the pans and kettles so that the slaves could not feed on the left overs (Bowdoin.edu 5). For slave’s who were mothers, life was very hard since there was no better nutrition for them and their infants. Many infants died due to chronic undernourishment since there was little food and the mothers were also overworked (Bowdoin.edu 7). This hardship life saw many slaves die early and very few lived to old age (Bowdoin.edu 7). Slaves were considered not human. The abuse and torture they went through was worse than what animals went through. It is revealed how slaves were whipped, lashed and clubbed on daily basis whether they did something good or bad (Bowdoin.edu 10). For female slaves, life was even worse than males. Most were also subjected into physical abuse. Many women and girls were rapes and sexually abused by their masters (Bowdoin.edu 10). There was no one to rescue them. It is important to note that most slaves’ masters used this kind of harassment and punishment to control and dehumanize their slaves (Bowdoin.edu 5). The slaves had different ways of copying up with the bondage they were encountering. There are those who took in and those who fought back. Based on the repercussion, fighting back openly was a serious crime. No slave was allowed to defy his/her master’s orders. This was heavily punishable. However, slaves being human beings did not agree to everything the master said. But due to lack of courage to speak as a result of fear, many chose to collaborate. In the case of Linda who was a beautiful female slave fell into an additional trap since her master fell in love with her (Harriet, Jacob 11). She had

Understand Person Centred Approaches Essay Example for Free

Understand Person Centred Approaches Essay Outcome 1- Understand centred approaches for care and support. T/C 1.1 + DIP 1 person centred values means the people who we have supported are able to be involved and are included in every way aspect of their care and support an example may be their needs, assessments, care and delivery + support planning. T/C 1.2 + DIP 2 Its important to work in a way that embeds person centred values because care practices should always put the people who we support at the centre of day to day activities as well as including the individuals and their families in the planning and maintaining o this. You are not there just to meet there physical needs but to maintain their sense of being a person and their identity. You should always listen to the service user, despite any difficulties understand their needs, wishes and preferences. DIP 3 Taking risks means you are able to choose and be in control of what you do. You need to ensure that a concern about risk taking is not stopping you living the way you want to. A risk assessment can always be carried out to see if it is possible for someone to do something that that they thought would not be acceptable. DIP 4 individuals care plans do contribute to working in a person centred way as in their care plan it will state all of the following in a person centred way: Individuals view regarding their needs and circumstances. Read more:  Understand Person Centred Approaches Essay Priorities and needs the person considers being the most important. Individuals strengths, interests likes and dislikes.  The way the individual prefers to have their needs met.  People who are important to and contribute to the persons life and provide their support network. Outcome 2 – Understand how to implement a person centred approach in adult social care settings. T/C 2.1 + DIP 1 You can find out the history, preferences, wishes and needs of an individual is by talking to them, how they would like to live, how they like to be treated. Talk to families or advocates. Talk to professionals involved in individual’s life such as doctors or nurses. T/C 2.2+DIP 2 I would follow the principles of person centred care. This will aim to see the person as an individual rather than on their illness or abilities the may have. Person centred care also means treating the individual with dignity and respect. Individuality Rights Privacy Dignity Respect Independence. T/C 2.3 A care plan is a written document that details the day to day requirements and preferences for care and support for the individual working with person centred way, this is about promoting independence and what they need and want. When a care plan is written it involves the user what they want or need, like or dislike. That’s why the care plan contributes a person centred approach of caring. Outcome 3 Understand the importance of establishing consent when providing care or support T/C 3.1 consent is an agreement to an action, i.e. agreeing to have a bath or shower. 3.2 + DIP 1 Consent when providing care or support not only protects social care and health providers against legal challenge it also is vital because of rights of the person and the importance of recognising that people should determine when being treated with dignity and respect. Ensuring people are in an agreement with support care tasks. Also understanding the information they are given to make choices of their own. T/C 3.3 + DIP 2 to establish consent to undertake an action or activity with an individual you must insure that you: Understand the person’s needs and circumstances in a relation to capacity and decision making.

Creating Financial Security for College Students/Graduates Essay

Creating Financial Security for College Students/Graduates   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One of the biggest problems facing students today, is the fact that there is no real financial security after earning a degree. Many students find that the little amount of financial aid available, is not satisfactory to provide a stable source of payment for tuition. This is exaggerated by an exorbitant cost of the ever rising education costs. The facts are, it is expensive to get a higher education, and there is little alternative to receiving a degree. Students who manage to finance their college education through government, or private loans, enter a whole new set of problems upon graduation. Student loans are difficult to pay back. Loans generally have high interest rates, and long term effects. Many graduates end up paying for loans decades after their commencement. To these unfortunates, retirement may have to be prolonged, and is still not assured to be stable, as well as payments on cars, houses, and other goods purchased. A call for action i s required among students to invest for the future. Many need the money that could be rewarded with a wise investment in the mutual fund market. There are many jobs today which require a college degree for consideration of employment. Some jobs require the skills obtained in earning a degree while others are attempting to "weed" out a number of job seekers. This increase in the number of jobs demanding degrees is causing more people to continue their education to a higher level. The law of demand states "other things remaining the same, the higher the price of a good, the smaller is the quantity demanded"(Parkin, 69). The good in this case is the job, whereas the price is the education or what it is going to take... ...ture. Now we have happy secure students that have one less thing to worry about. Works Cited Carnes, W. Stansbury, and Stephen D. Slifer. The Atlas of Economic Indicators. New York: HarperCollins Publishing, 1991. Dalton, John M. How the Stock Market Works. New York: New York Institution of Finance, 1993. Gleick, James. Chaos: Making a New Science. New York: Penguin Group, 1987. Lynch, Peter. One Up on Wall Street. New York: Penguin Group, 1989. Malkiel, Burton G. A Random Walk Down Wall Street. New York: W.W. Norton & Company, 1990. Parkin, Michael. Microeconomics. Reading, Massachusetts: Addison-Wesley Publishing Company, 1996. Schwager, Jack D. The New Market Wizards. New York: HarperCollins Publishing, 1992. Train, John. The Money Masters. New York: Harper & Row, 1980. Train, John. The New Money Masters. New York: HarperCollins Publishing, 1989.

Mindanao should not be an independent state Essay

Mindanao should not become an Independent State â€Å"One of the essential attributes of a state under International Law is external sovereignty, the right to exercise freely the full range of power a state possesses under international law. Recognition of a state as independent necessarily implies that the recognizing states have no legal authority over the independent state. The status of a fully independent state should be contrasted with that of dependent or vassal states, where a superior state has the legal authority to impose its will over the subject, or inferior, state.† How can Mindanao practice the said definition of an independent state where in fact, there are many aspects which can fail us Mindanaoans in attaining such? We lack sustainability, there is a conflict in religion, and division hurts economically and culturally. These are just some of the aspects I was talking about which fails the Mindanao in becoming an Independent state. Before independence is declared, Mindanao must show that we have the resources to be independent. Yes, we can say that we some of the resources; in fact, people from Luzon, Visayas, and even from other countries come to Mindanao to buy our resources. But the question is who will sustain them? We lack sustainability; we lack businessmen to run these said resources. In another aspect, we can never be confident that Muslims and Christians populating Mindanao will be able to live in harmony and prosperity. We would need to go extra-mile in and work harder in order to go under one agenda. But diversity does not necessarily result in unity. That was what I meant when I mentioned about a conflict in religion. Muslims can not accept that Christians eat lechon during fiestas or other special occasions, their culture and faith says it is strictly forbidden. On the other hand hand, Christians, if for their faith as well, frown on Muslim husbands having four legal wives and call this practice adulterous. How can we really reconcile both parties? Third, division hurts both economically and culturally. Personally, it would be so absurd and ridiculous if us travelling now to Luzon or Visayas, which some of my relatives live, would require a passport or visa. Wouldn’t it be just a hassle? Now, with all these aspects, where will Mindanao get the source of people, peace, and comfort to run the people? If independence means unchaining Mindanao from the shackles of our national debt, that would be good, but it sounds fine  only in theory. Mindanao has been receiving developmental aids yet we remain in the stage of desolation. For so long, the people of Mindanao cannot be united, in fact, no other territory in the Philippines is so fractious as Mindanao. Being an independent state will not justify conditions of governing itself. Over all, Mindanao cannot afford to become an independent state.

Jaws

The film ‘Jaws’, was made in 1975 and is a thriller set on a small American town called Amityville. The film is about a man-eating great white shark that terrorises the seas of Amityville and it’s public who swim in it. Steven Spielberg directs this nail-biting thriller. ‘Jaws’ is set on the 4th of July, which is an American Independence day. This film will keep you on the edge of your seats. This essay will show how Spielberg creates tension and suspense throughout the film. One of the most famous techniques used in the film ‘Jaws’ was the music. At the start of the film the screen is dark and the music begins. The pitch is low and the tempo is slow, as the sequence goes on the tempo starts to speed up and the pitch gets higher. When the tempo of the music speeds up it is like the heartbeat of the shark, which is getting faster because the shark is getting excited about something. At the same time the audience get nervous about what the shark is preparing to do. This sequence is used throughout the film to make the audience aware that the shark is about to attack. Before the first attack is about to happen there is a lot of chatter, firelight and mouth organs being played. This makes it a good contrast to the scary scene that is about to happen. When the girl runs off with the drunken boy the scene starts to get darker and quieter as they go further and further away from where all the people are. The girl runs into the water and the drunken boy lies down on the beach. The camera then points at the girl who is all alone in the water and there is no sound or light at all which makes the audience think that something bad is about to happen. This is really helpful to build tension and to begin putting fear in the mind’s of the audience, through the contrasts in the setting and in the changes in the music. As well as the use of music in this film Spielberg similarly uses camera techniques to scare the audience. Before the second attack the camera shows a mid shot at the boy and the women who are close together which makes the audience think that the relationship between these two people is like mother and child. While Brody watches the sea Spielberg uses mid shots, medium close ups and close up shots to show that Brody is getting more anxious. Then there is a point of view shot which is shot under water were the audience can see everyone’s legs. This creates a sense of dramatic irony where the audience know that something is underneath their feet but the people in the water don’t. As the second attack starts Brody realises suddenly what is happening and the camera zooms into his face. The camera also starts to show lots of flashing images of people panicking and the boy being eaten. This scares the audience because they have just witnessed an innocent child being eaten. This keeps the tension up in the film which makes the audience think that if it can kill an innocent child, how much further will it go. Another way Spielberg builds up tension is by how he portrays the shark. In the first attack he doesn’t show the shark; this makes the audience think and imagine what is lurking under the waters. He also shows how strong this shark is when in the first attack the creature attacks the girl and swings her from side to side and eventually pulls her into the water. Also into the second attack the creature eats the little boy and rips his Lillo to shreds. Throughout the film Spielberg reveals the shark bit by bit. Spielberg also shows real shark footage (when he films the attack in the cage) to make it look real and scare the audience, the audience is eager to see the shark which is another reason why he filmed it using a real shark. On the last attack the shark jumps onto the boat, the audience find it amusing because throughout the film they’ve been getting scared of a model shark. When the shark bites the girl you can from her face immediately that she is in pain she also shows this because she screams hysterically which makes the audience think what is happening to her. Spielberg avoids the shark at this point because it’s so early in the film and if he shows it at this stage then the audience will realise that it’s only a model shark and there would be no point watching the film. Another reason why he didn’t show the shark at this stage is because he wouldn’t have caught the audience out at the nd. So instead he used the characters’ reaction to show the power and the strength of the shark. Finally the way the story progresses will add to the tension of the film. Spielberg films the first two attacks together so throughout the film the audience will except an attack at any time which will make them always feel tense. The 4th of July is an American Independence Day which is a public holiday for everyone. It is summer and all the people are at the seaside having a good time. Spielberg chose this scene because there are more people in danger which leads to a dramatic affect. This attack also involves Brody’s son, which keeps the audience tense because we know who Brody’s son is. The more you know about a character the more the more tense you will feel about them when they are being attacked. For example the last section of the film when all the main characters are under attack in this scene, the fact that we know more about the characters makes every moment tense when the shark circles around them. Overall, the most tense moment in the film is the scene when the shark is attacking the cage. This scene is particularly scary because Spielberg used a real shark to film this scene which looks bigger and scarier, and the way it bent the cage bars really showed how strong the shark is. This is what I think is the most tense scene and is the scene that made most of the audience tense. These are the most important techniques that Steven Spielberg used to build tension and suspense in the audience’s minds.

Linda Burnell Essays

Linda Burnell Essays Linda Burnell Essay Linda Burnell Essay Essay Topic: A Dolls House In this passage, we see Mansfields recurring theme of the apparent futility of womens lives through the portrayal of Linda Burnell, the mother of the family, shown to us by the extensive use of her stream of consciousness. Mansfield also uses this chapter to present Lindas relationship with the male sex and, more specifically, with her husband, Stanley. Linda is in the garden and dreams the morning away through this, Mansfield presents to us her apparent aimlessness and disinterest in the activities presented to her by life. The scene and place is set first by a large chunk of description of the garden where Linda is lying in her steamer chair. Mansfield uses similes such as Each [] petal shone as if each was the careful work of a loving hand to add interest to the description and create correlations between the idea of beauty and work; that things can be beautiful and take time but that ultimately, nothing will last forever or hold any real weight at the end of the day. This leads us to the internal conflict of Linda as she comes to terms with how little meaning her life has; she questions Why, then, flower at all? Flowering being the sexual reproduction of plants, we see the parallels between Lindas unwanted children and these wasted flowers. This introduces Mansfields trademark objective correlative as she incites the reader to question the waste of effort for something lovely but temporary. Relishing some moments alone, Linda strolls through the garden and appears to take time out from the responsibilities life has presented to her. We see again the use of symbolism as Mansfield compares her children and the flowers in the garden; Linda berates having no time to enjoy the flowers as along came Life and one was swept away. This could be a direct nod towards Linda being hurried with her children and thus having no time to part the petals, to discover the under-side of the leaf. However, with her girls old enough to look after themselves, she appears to have more time to herself and to enjoy these simple pleasures, at least in the flowers. It later becomes apparent that this could also translate to her youngest child. We see this idea in particular with the imagined conversation with her son. Despite having convinced herself of her apathy towards her children, Linda finds herself taken aback by the glee of the baby and seems on the brink of regenerating those lost maternal urges. She starts out saying that she doesnt like babies but slowly finds herself feeling something so new, so However, as the boy loses interest in his mother, we are left with the impression that it is too late for Linda to learn to love him. It is possible that Mansfield intended the something pink, something soft waving in front of him to be a metaphor for Lindas wavering affection; this would directly show us how little stability it held and how it would not necessarily last or be captured by the boy. Lindas life is fairly stereotypical of women at the time and not dissimilar to many other characters presented by Mansfield in such stories as Frau Brechenmacher Attends a Wedding and even The Woman at the Store where the female protagonists again ask this endless What for? Seemingly resigned to her life, Linda loses interest in her family and seeks time alone away from her children. Child-bearing has left her an empty shell; Mansfield uses the following simile to explain it: it was as though a cold breath had chilled her through and through on each of those awful journeys. Linda has been used as a breeding tool and rejects the idea that it was the common lot of women to bear children. She has become a cold character due to her children and finds herself incapable of loving them. She comes to terms with this rather unfeelingly, saying that even if she had had the strength, she never would have nursed or played with the little girls. However, through this and the dialogue with her fat her, we see that what she sees as her indifference towards her children may in fact just be her indifference towards her entire sex. After a childhood where Linda and her father are two boys together, she finds herself thrust into the responsibilities of a woman at the time. Evidently, she resents this and perhaps sees her daughters lives as being just as worthless as her own. Her son, however, presents a whole new realm of possibilities. This chapter gives her relationship with Stanley new depth and dimension we see that she loves him for his simplicity. This is interesting, as simplicity is typically thought of as being a childish characteristic, and she has such difficulty in enjoying her offspring. That said, this simplicity forces her to mother him; her whole life was spent in rescuing him, and restoring him, and calming him down, and listening to his story. This could help explain to us that she feels that her mothering is all used up and that there is no more maternal warmth left for her children. The dynamic of their relationship also appears to have changed as she sees her Stanley so seldom. With the responsibility of being a family man, Stanley has changed from having attractive childish qualities such as timidity, sensitivity and innocence to being a less attractive, but nonetheless childish, burden requiring a great deal of care. Having to put her children and her husband ahead of herself, Linda loses tra ck of who she is and feels betrayed by the world when looking at her general lot. Throughout the passage, Linda is painted as being seized and shaken and generally flustered. Childbearing having left her cold, she defies nature by ostensibly having no motherly feelings whatsoever. Life has ripped her of her spirit and she demands whether it [would] always be so and was there no escape? Despite this cold persona, Mansfield shows us that Linda was once a fun-loving character, at least as a child. She and her father were keen to cut off somewhere, to escape. Two boys together. This shows us that, from the very beginning, Linda had no desire to play with dolls or keep a play-house and, had she not been constrained by the confines of society at the time, would have had adventures far higher on her list of priorities than marital and maternal drudge. Essentially, this passage helps to explain the social politics of the time and the role of women, something which disgusted and fascinated Mansfield. As one of the central characters, Linda helps shape the story and those around her. It also touches upon the sense of duty which this character has and her internal struggle with her indifference towards it.

The Gift of Speaking in Tongues

The Gift of Speaking in Tongues Introduction The gift of speaking in tongues is one of the gifts that the Holy Spirit bestows to Christians. Before Jesus ascended into heaven, He promised His disciples that He would send them the Holy Spirit. Jesus told the disciples that, â€Å"when the Advocate comes, whom I will send to you from the Father, the Spirit of truth who goes out from the Father, he will testify about me† (John 15:26, NIV).Advertising We will write a custom research paper sample on The Gift of Speaking in Tongues specifically for you for only $16.05 $11/page Learn More In this view, Jesus promised the disciples that the Holy Spirit would help them in testifying about Him, and thus encouraged the disciples that the Holy Spirit would empower them. From the verse, it is evident that Jesus sent the Holy Spirit to aid the disciples complete the work, which He had commenced. On the day of Pentecost, Jesus fulfilled His promise when He gave the disciples the gift of speaking i n tongues. Since it happened that the disciples were gathered in one place during the day of Pentecost, â€Å"all of them were filled with the Holy Spirit, and began to speak in other tongues, as the Spirit enabled them† (Acts 2:4). Therefore, this research paper examines the gift of speaking in tongues as presented in the Bible, some Christian assumptions, and how Christians apply in today’s world. The Day of Pentecost The Day of Pentecost clearly portrays an event when the disciples received the Holy Spirit and performed great miracles, which demonstrated the power of the Holy Spirit as promised by Jesus. During the Day of Pentecost, disciples gained the gift of the Holy Spirit, which enabled them to preach to all the people who were in Jerusalem. When the disciples received the gift of speaking in tongues, they spoke in tongues, which are real human languages.1 As the disciples were preaching on the day of Pentecost, the congregation listened to them and wondered wh y the disciples were speaking in their own languages. The people in the congregation wondered, they questioned why the Galileans were speaking in their own native languages (Acts 2:7-8). While some made fun about their speaking, Peter, the disciple, stood up and informed them that the disciples were not drunk, but they were filled with the Holy Ghost who gives them power to speak in other tongues so that they could spread the word of God beyond Israel. Since the event of the Pentecost empowered the disciples to preach the Gospel across all languages, the disciples implored the congregation to repent and receive baptism so that God could forgive them their sins and heal them. Owing to the gift of speaking in tongues, the disciples managed to reach out to many people.Advertising Looking for research paper on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The disciples also persuaded people repent and undergo bapti sm, so that they could save themselves from corrupted generation. â€Å"Those who accepted his message were baptized, and about three thousand were added to their number that day† (Acts 2:41). From the Day of Pentecost, the disciples were able to perform great miracles, which shocked Jerusalem. Rulers and leaders of Jerusalem summoned John and Peter before the Sanhedrin and commanded them not to teach, speak, or perform miracles in the name of Jesus. The gift of speaking in tongues empowered the disciples to perform great miracles and wonders, which were similar to that of Jesus. In this view, the event of the Pentecost gives a clear understanding of what it means to gain the gift of the Holy Spirit. Luke and the Gift of Speaking in Tongues Luke presents the event of the Pentecost as a promise that Jesus made before ascending into heaven. Before he ascended into heaven, Jesus met His disciples and assured them that He was going to His Father, and thus they should remain in Je rusalem to receive the Holy Spirit (Luke 24:49). Hence, the disciples remained in Jerusalem until the Day of Pentecost, when they received the gift of speaking in tongues. However, as disciples further questioned Jesus about the restoration of Israel, Jesus told them to wait for the Holy Spirit who was to baptize them. In the book of Acts, Luke presents the gift of speaking in tongues as a baptism, which enabled the disciples to spread the word of God across the world. Essentially, the gift of speaking in tongues signifies baptism of the Holy Spirit.2 Jesus answered His disciples that, â€Å"but you will receive power when the Holy Spirit comes on you; and you will be my witnesses in Jerusalem, and in all Judea and Samaria, and to the ends of the earth† (Acts 1: 8). From the perspective of Luke, the Holy Spirit bestowed immense powers to the disciples so that they could spread the Gospel to the four corners of the earth. Luke also presents the gift of speaking in tongues as a prophetic power that enabled the disciples to discern signs of the times. Speaking in tongues is a form of prophetic speech, which fulfilled the prophecy of Joel in the Old Testament. Given that it is a prophetic speech, Christians should use it in the edification of the church as it prepares for the coming of Jesus, rather than using it for self-glorification. 3 During the Day of Pentecost, Peter told the congregation that the disciples were not drunk with new wine, but were filled with the Holy Spirit. Peter further informed the congregation that God had planned that in the last days, people would prophecy after the Holy Spirit empowers them (Acts 2:17).Advertising We will write a custom research paper sample on The Gift of Speaking in Tongues specifically for you for only $16.05 $11/page Learn More In this view, the Day of Pentecost heralds the end times where people would receive the power of prophecy. Thus, in the book of Acts, Luke is trying to prese nt the gift of speaking in tongues as a prophetic power that enables disciples to understand times of the end. Assumptions of the Gift of Speaking in Tongues Although the gift of speaking in tongues is evident in the Bible, there many assumptions that Christians have derived, and thus err in the interpretation of the Bible. In the book of Acts, the congregation confused the speaking in tongues because they thought the disciples were drunk with new wine. Modern Christians have also made numerous assumptions, which have complicated their understanding of speaking in tongues, as a gift of the Holy Spirit. One of the common assumptions is that speaking in tongues only happened during the Day of Pentecost. Such assumption implies that modern Christians would not experience any gift of speaking in tongues because the Pentecost was only meant for the disciples of Jesus. Modern Christians are unable to explain why the disciples existed during the ancient times, but not in the modern society .4 The assumption hinders Christians from experiencing the gift of speaking in tongues in today’s world. Pentecostal churches believe that speaking in tongues is not a human language, but rather unintelligible utterances. Charismatic churches believe that speaking in tongues is a coded language, which requires the interpreter who has supernatural powers to decode.5 Basing on the event of the Pentecost, it is apparent that the congregation heard the disciples speaking in their own languages. If the congregation could hear what the disciples were preaching, it means that they were speaking real human languages, which do not qualify to be unintelligible utterances. The gift of speaking in tongues enables one to speak using intelligible speech like the way the disciples did when they reached out to people from various tribes who were in Jerusalem during the Day of Pentecost.6Advertising Looking for research paper on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Since they are human languages, Paul, the disciple, wants Christians to interpret the tongues so that they can edify the church (1 Corinthians 14-13). Hence, speaking in tongues is only important if there are people who can interpret the tongues for the congregation to understand what the Holy Spirit says. Christians also associate speaking in tongues with evil because Paul asserts that the speaking in tongues is an indicator of unbelievers. Although Paul could speak in tongues, he admonished other Christians to speak in languages that people could understand for the benefit of the church. In the book of the first Corinthians, Paul depicts speaking in tongues as unnecessary, if it does not edify the church. Paul argues that it is better for one to speak a few intelligible words that edify the church than to speak thousands of words that edify no one. â€Å"Tongues, then, are a sign, not for believers, but for unbelievers; prophecy, however, is not for unbelievers, but for believers † (1 Corinthians 14: 22). Contemporary Christians assign meaning to the speaking in tongues based on community interpretation rather than grammatical hermeneutics.7 Hence, the basis of interpreting the Bible has made Christians to perceive the gift of speaking in tongues as unnecessary. Modern Christians further assume that the gift of speaking in tongues signifies the holiness among individuals. However, they do not have the means of determining if the gift of speaking in tongues is genuine or fake. Pentecostal churches strongly believe that speaking in tongues is central to their dogma because it indicates spiritual growth and development.8 While Paul regards speaking in tongues negatively as an indicator of unbelievers, Pentecostal churches regard speaking in tongues positively as an indicator of spiritual growth. Paul compares the gift of speaking in tongues with prophecy, and admonishes Christians to choose prophecy because it edifies many people. Hence, owing to the subt lety of speaking in tongues, unbelievers abuse it and mislead Christians that they can perform miracles through it. To prevent the abuse of the gift of speaking in tongues, Paul did set rules that two or three people should exercise the gift, and that the speaker must not speak unless there is an interpreter.9 The teachings of Paul, therefore, split Christians into two: those who believe in the gift of speaking in tongues as a human language and those who believe in the gift of speaking in tongues as unintelligible utterances. Application to the Lives of Christians in Today’s World Speaking in tongues has an important application in today’s church because it signifies the presence of the Holy Spirit amongst believers. In the book of Acts, Jesus informed His disciples to remain in Jerusalem until when they would receive the Holy Spirit as a form of baptism (Acts 1: 8). In this view, Luke indicates that the purpose of the Holy Spirit was to empower the disciples so that they could witness to the word of God and Jesus across the world for the people to understand the Kingdom of God. On the Day of Pentecost, Peter also told the congregation that the disciples had received the power of the Holy Spirit so that they could witness about Jesus. Since on the Day of Pentecost the disciples were able to baptize approximately 3000 people, it indicated that the gift of speaking in tongues empowered teachings of the Gospel. Although speaking in tongues empowers Christians, Paul cautions them to avoid abusing it, and thus advises Christians to use interpreters and seek other gifts of the Holy Spirit that edify the church.10 Both Luke and Paul agree that speaking in tongues entails the use of various human languages, and thus require interpreters to benefit the church. Thus, today’s Christians need to utilize the gift of speaking in tongues as an instrument of preaching the Gospel to all people across the earth. Moreover, speaking in tongues is important t o modern Christians because it signifies the presence of the Holy Spirit and end times. When the congregation wondered why the disciples were speaking in their own languages during the Day of Pentecost, Peter informed them that they were fulfilling what the prophet Joel had predicted. Peter further said that in the end times, God promised to pour His Spirit to the Christians so that they could prophecy and save many people from the corrupt world (Acts 2: 19). This shows that speaking in tongues is a sign that aids Christians to understand the times and prepare well for the coming of Jesus. In the end times, Christians will acquire the gift of prophecy, which makes them to receive â€Å"intelligible and authoritative revelations or messages† that compel them to deliver to the people.11 For the Christian prophets to interpret prophetic messages and deliver them appropriately, they require the gift of speaking in tongues. Thus, the gift of speaking in tongues and the gift of pro phecy are inseparable gifts of the Holy Spirit that the church will receive during the end times as presented by Paul and Luke. Conclusion The gift of speaking in tongues is among the gifts that the Holy Spirit gives to the Christian. In the Bible, the Day of Pentecost is an event that demonstrated how the gift of speaking in tongues made disciples to speak in different languages, preach the Gospel, convert people to Christianity, and gain prophetic powers. Luke, Paul, and Peter present the gift of speaking in tongues as the power of the Holy Spirit, which enables Christians to spread the Gospel and prophecy about the end times. Essentially, Christians should use the gift of speaking in tongues in edifying the church rather than self. However, due to varied interpretation of the gift of speaking in tongues, many Christian religions have assumed that speaking in tongues is an ancient power that the disciples only received, entails unintelligible utterances, unnecessary gift because i t is a sign of unbelievers, and a sign of spiritual growth that everyone must attain. Despite such assumptions, the gift of speaking in tongues has great significance to the modern Christians. Thus, modern Christians should apply the gift of speaking in tongues in enhancing the spread of the Gospel and prophecy, which God wants to reveal to the whole world. Bibliography Bellshaw, William G. â€Å"The Confusion of Tongues.† Bibliotheca Sacra 120, no. 478 (1963): 146-53. Bozung, Douglas. â€Å"The Pentecostal Doctrine of Initial Evidence: A Study in Hermeneutical Method.† The Journal of Ministry Theology 1, no. 1 (2004): 89-107. Busenitz, Nathan. â€Å"The Gift Of Tongues: Comparing the Church Fathers with Contemporary.† Masters Seminary Journal 17, no. 1 (2006): 62-78. Clearwaters, Richard. â€Å"The Gift of Tongues and Prophecy.† Central Bible Quarterly 15, no. 2 (1972): 35-39. Hodges, Zane C. â€Å"A Symposium on the Tongues Movement Part I: The Purpos e of Tongues.† Bibliotheca Sacra 120, no. 479 (1963): 227-233. McDougall, Donald G. â€Å"Cessationism in 1 Cor 13:8-12.† Masters Seminary Journal 14, no.2 (2003): 178-213. Poythress, Vern. â€Å"Linguistic and Sociological Analyses of Modern Tongues-speaking: Their Contributions and Limitations.† Westminster Theological Journal 42, no. 2 (1980): 367-388. Swanson, Dennis. â€Å"Bibliography of Works on Cessationism.† Masters Seminary Journal  14, no. 2 (2003): 312–27. Thomas, Robert. â€Å"The Hermeneutics of Noncessationism.† Masters Seminary Journal  14, no. 2 (2003): 287-310. Van-Elderen, Bastian. â€Å"Glossolalia in the New Testament.† Journal of the Evangelical  Theological Society 7, no.2 (1964): 54-58. Footnotes 1 Richard Clearwaters, â€Å"The Gift of Tongues and Prophecy,† Central Bible Quarterly 15, no. 2 (1972): 38 2 Clearwaters, â€Å"The Gift of Tongues and Prophecy,† 35. 3  Nathan Busenitz, â€Å"T he Gift Of Tongues: Comparing the Church Fathers with Contemporary,† Masters Seminary Journal 17, no. 1 (2006): 66. 4 Zane Hodges, â€Å"A Symposium on the Tongues Movement Part I: The Purpose of Tongues,† Bibliotheca Sacra 120, no. 479 (1963): 232. 5 Vern Poythress, â€Å"Linguistic and Sociological Analyses of Modern Tongues speaking: Their Contributions and Limitations,† Westminster Theological Journal 42, no. 2 (1980): 375. 6 Douglas Bozung, â€Å"The Pentecostal Doctrine of Initial Evidence: A Study in Hermeneutical Method,† The Journal of Ministry Theology 1, no. 1 (2004): 96. 7 Robert Thomas, â€Å"The Hermeneutics of Noncessationism,† Masters Seminary Journal 14, no. 2 (2003): 287. 8 Dennis Swanson, â€Å"Bibliography of Works on Cessationism,† Masters Seminary Journal 14, no. 2 (2003): 315. 9 William Bellshaw, â€Å"The Confusion of Tongues,† Bibliotheca Sacra 120:478 (1963): 152. 10 Bastian Van-Elderen, â€Å"Glossolalia in the New Testament,† Journal of the Evangelical Theological Society 7, no.2 (1964): 54. 11 Donald McDougall, â€Å"Cessationism in 1 Cor 13:8-12,† Masters Seminary Journal 14, no.2 (2003): 188.