Lust in Order to Organize the Way That We Go Through the 7 Deadly Sins, We Will Follow the Pattern That Dante
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Interpersonal Attraction
Dr K Williams 11/19/07 Interpersonal Attraction Psych 240; Fall 2007 Purdue University Prof. Kipling Williams Initial Attraction: What matters at first? Propinquity (we like those who live/work near us; mere exposure) Physical Attractiveness (we like those who are physically attractive; halo, rewards, kernel of truth; evolutionary signs of health and reproductive advantage) Similarity/Complementarity (we like those who are similar to us—it’s rewarding; complementarity of needs) Responsiveness (we like those who are responsive to us; signals belonging, worth, and control) Reciprocal liking (we like those who like us—it’s rewarding) Interpersonal Attraction 1 Dr K Williams 11/19/07 Propinquity Festinger, Schachter & Back (1959)’s “Social pressures in informal groups: A study of human factors in housing” Zajonc’s (1968) “Attitudinal effects of mere exposure” (JPSP) “Mirror exposure” - we like our reflection view better than the view that others see of us; and vice versa. Moreland & Beach’s (1992) “Exposure effects in the classroom…” (JESP) Physical Attractiveness Walster, Aronson, Abrahams & Rottman, 1966: Computer Dating paradigm Take a battery of measures of personality SES interests physical attractiveness Randomly pair college students with person of opposite sex. Asked them to rate their date Only one factor predicted liking and intention to ask out again…physical attractiveness (for males & females!) How about after the fifth date? (Mathes, 1975) Interpersonal Attraction 2 Dr K Williams 11/19/07 Physical Attractiveness How ubiquitous? In the courtroom less likely to be found guilty; if guilty, lighter sentence (except if used to commit crime) In job applications More likely to be hired even for jobs in which appearance could have no conceivable relationship to job performance Class project (High, Med, Low Phys Attractiveness X High, Med, Low Qualifications) • Which matters most? Physical Attractiveness How ubiquitous? With children They are more popular, better liked by parents, teachers, and peers. -
1 01/13/2013
1 01/13/2013 - First Sunday after the Epiphany - The Baptism of Our Lord Pastor Andrés Albertsen at St. John’s Lutheran Church in Northfield, MN. SERMON ON LUKE 3:15-17, 21-22. Grace to you and peace from God our Father and the Lord Jesus Christ. As soon as President Barack Obama heard about the awful school massacre in Newtown, Connecticut, not yet one month ago, he reacted like I can imagine any president would have reacted: he spoke with the governor and promised him every single resource that he would need to investigate the crime, care for the victims, and counsel their families. But the president also did something else. He made a public statement at the White House where he didn’t speak as a president, but as a parent. He said: I know there’s not a parent in America who doesn’t feel the same overwhelming grief that I do. The majority of those who died today were children. They had their entire lives ahead of them — birthdays, graduations, weddings, kids of their own. Among the fallen were also teachers — men and women who devoted their lives to helping our children fulfill their dreams. So our hearts are broken today — for the parents and grandparents, sisters and brothers of these little children, and for the families of the adults who were lost. Our hearts are broken for the parents of the survivors as well, for as blessed as they are to have their children home tonight, they know that their children’s innocence has been torn away from them too early, and there are no words that will ease their pain. -
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Full product can be ordered by calling 1-800-333-8300 or by visiting www.FaithAliveResources.org Faith Alive Christian Resources Property of Faith Alive Christian Resources. All rights reserved. I=:H:K:C9:69ANH>CH A SURVIVAL GUIDE REBECCA KONYNDYK DEYOUNG The Seven Dea D ly SinS A SURVIVAL GUIDE REBECCA KONYNDYK DEYOUNG Unless otherwise indicated, Scripture quotations in this publication are from the Holy Bible, New Revised Standard Version, © 1989, Division of Christian Education of the National Council of the Churches of Christ in the United States of America. Author Rebecca Konyndyk DeYoung has taught at the college level for over eight years and led church youth group and high school education programs in local churches for more than a decade. Much of that teaching has focused on the seven deadly sins. The Seven Deadly Sins: A Survival Guide. © 2007, Faith Alive Christian Resources 2850 Kalamazoo Ave. SE, Grand Rapids, MI 49560. All rights reserved. With the exception of brief excerpts for review purposes, no part of this book may be reproduced in any manner whatsoever without written permission from the publisher. Printed in the United States of America on recycled paper. We welcome your comments. Call us at 1-800-333-8300 or e-mail us at [email protected]. ISBN 978-1-59255-421-8 10 9 8 7 6 5 4 3 2 1 I would like to acknowledge the students in my Aquinas seminars, whose presentations sparked many ideas for the interactive parts of the curriculum; Calvin College, who gave me a Lilly Faculty Scholars Grant; the Calvin Alumni Association for a grant to edit and further develop the curriculum toward publication, and in particular, my students Nathan Brink and Gretchen Lemmer, who helped me rewrite and edit the curriculum at two crucial stages. -
Anger, Murder, Adultery and Lust!
Mind Blown Lesson 2: Anger, Murder, Adultery and Lust! [Reader: group leader] We’re in the second lesson of a series on the Sermon on the Mount (Matthew 5, 6 and 7). Jesus was the preacher of that sermon, and He said some pretty mind-blowing things. In the first study we read how Jesus said the whole Old Testament centered around Him. Imagine some preacher telling you that in this day and age. Your reaction might be something like that of the kids in this video whose parent hadn’t told them the identity of Darth Vader. Watch Mind=Blown Star Wars Video In this lesson, we’ll see what Jesus has to say about murder, anger, adultery and lust. Hint: It’s not just going to be mind-blowing; it’s going to be completely counter-cultural! But first, let’s be a little counter-cultural ourselves and open in prayer. [Leader prays.] Part 1: MURDER, HATRED, REVENGE AND ANGER [Reader: person with the longest hair)] Here’s what Jesus’ had to say about murder in the Sermon on the Mount: “You have heard that our ancestors were told, ‘You must not murder. If you commit murder, you are subject to judgment.’ But I say, if you are even angry with someone, you are subject to judgment! If you call someone an idiot, you are in danger of being brought before the court. And if you curse someone, you are in danger of the fires of hell. So if you are presenting a sacrifice at the alter in the Temple and you suddenly remember that someone has something against you, leave your sacrifice there at the alter. -
Executing Risk-Based LUST Site Closures in R10 Indian Country
UNITED STATES ENVIRONMENTAL PROTECTION AGENCY REGION 10 1200 Sixth Avenue, Suite 900 Seattle, WA 98101-3140 OFFICE OF COMPLIANCE AND ENFORCEMENT Reply To: OCE-082 MEMORANDUM SUBJECT: Executing Risk-Based LUST Site Closures in R10 Indian Country FROM: Rob Rau, Ground Water Unit TO: Interested Parties Purpose and Statement of Problem: The purpose of this memo is to provide guidance in executing risk-based leaking underground storage tank (LUST) site closures in Region 10 Indian Country based on human health considerations. It is also intended to promote a consistent decision making process that can address unique site considerations and circumstances. Closing LUST sites that do not meet lookup cleanup concentrations may range from the use of formal risk assessment procedures with the imposition of institutional controls such as deed restrictions, to making a best professional judgment determination that a site does not pose an adverse health risk based on the evaluation of a conceptual site model developed from site-specific data. With this understanding, Region 10 recognizes that between a clean site closure and a comprehensive site-specific risk assessment there is a continuum of activities that could comprise a risk-based closure strategy. In general however, more robust and thorough scientific site evaluations are always preferred, and it is generally not appropriate to close a contaminated site that does not meet cleanup standards simply because it is “good enough” or because it is not practical to do more cleanup. Since few risk-based LUST site closures have been completed at EPA-lead sites, and many questions remain regarding technical implementation and policy decisions, this memo should be regarded as a “living” document, and reevaluated and updated regularly as additional policy decisions are made both regionally and nationally. -
Ekman, Emotional Expression, and the Art of Empirical Epiphany
JOURNAL OF RESEARCH IN PERSONALITY Journal of Research in Personality 38 (2004) 37–44 www.elsevier.com/locate/jrp Ekman, emotional expression, and the art of empirical epiphany Dacher Keltner* Department of Psychology, University of California, Berkeley, 3319 Tolman, 94720 Berkeley, CA, USA Introduction In the mid and late 1960s, Paul Ekman offered a variety of bold assertions, some seemingly more radical today than others (Ekman, 1984, 1992, 1993). Emotions are expressed in a limited number of particular facial expressions. These expressions are universal and evolved. Facial expressions of emotion are remarkably brief, typically lasting 1 to 5 s. And germane to the interests of the present article, these brief facial expressions of emotion reveal a great deal about peopleÕs lives. In the present article I will present evidence that supports this last notion ad- vanced by Ekman, that brief expressions of emotion reveal important things about the individualÕs life course. To do so I first theorize about how individual differences in emotion shape the life context. With this reasoning as backdrop, I then review four kinds of evidence that indicate that facial expression is revealing of the life that the individual has led and is likely to continue leading. Individual differences in emotion and the shaping of the life context People, as a function of their personality or psychological disorder, create the sit- uations in which they act (e.g., Buss, 1987). Individuals selectively attend to certain features of complex situations, thus endowing contexts with idiosyncratic meaning. Individuals evoke responses in others, thus shaping the shared, social meaning of the situation. -
The Evolution of the Seven Deadly Sins: from God to the Simpsons
96 Journal of Popular Culture sin. A lot. As early Christian doctrine repeatedly points out, the seven deadly sins are so deeply rooted in our fallen human nature, that not only are they almost completely unavoidable, but like a proverbial bag of The Evolution of the Seven Deadly Sins: potato chips, we can never seem to limit ourselves to just one. With this ideology, modern society agrees. However, with regard to the individual From God to the Simpsons and social effects of the consequences of these sins, we do not. The deadly sins of seven were identified, revised, and revised again Lisa Frank in the heads and classrooms of reportedly celibate monks as moral and philosophical lessons taught in an effort to arm men and women against I can personally attest that the seven deadly sins are still very much the temptations of sin and vice in the battle for their souls. These teach- with us. Today, I have committed each of them, several more than once, ings were quickly reflected in the literature, theater, art, and music of before my lunch hour even began. Here is my schedule of sin (judge me that time and throughout the centuries to follow. Today, they remain pop- if you will): ular motifs in those media, as well as having made the natural progres- sion into film and television. Every day and every hour, acts of gluttony, 7:00 - I pressed the snooze button three times before dragging myself out of lust, covetousness, envy, pride, wrath, and sloth are portrayed on televi- bed. -
Litany of Grief and Healing
Litany of Grief and Healing Recognition of Loss Holy God, we gather today as a people, grieving and broken, seeking your loving embrace. We set aside this time to name our grief, to raise it to you in prayer and supplication, and to seek your ever- healing embrace. A reading from Lamentations 3:1-9 I’m the man who has seen trouble, trouble coming from the lash of God’s anger. He took me by the hand and walked me into pitch-black darkness. Yes, he’s given me the back of his hand over and over and over again. He turned me into a skeleton of skin and bones, then broke the bones. He hemmed me in, ganged up on me, poured on the trouble and hard times. He locked me up in deep darkness, like a corpse nailed inside a coffin. He shuts me in so I’ll never get out, handcuffs my wrists, shackles my feet. Even when I cry out and plead for help, he locks up my prayers and throws away the key. He sets up blockades with quarried limestone. He’s got me cornered. The Word of the Lord. Thanks be to God We grieve the impact of Covid in our world, the deaths brought on by this virus, those we knew and those known to you alone; We grieve Lord. We grieve for those who contracted the virus, for the suffering they endured, for the pain and worry to those who love them. We grieve Lord. We grieve the suffering inflicted upon so many, the caregivers, the first responders, the essential people who risked exposure and worked to keep our world in motion; We grieve Lord. -
Integrative Treatment of Complex Trauma for Adolescents (ITCT-A)
Integrative Treatment of Complex Trauma for Adolescents (ITCT-A) University of Wisconsin-Madison Conference on Child Sexual Abuse October 28, 2015 Cheryl Lanktree, Ph.D. USC-Adolescent Trauma Training Center Department of Psychiatry and Behavioral Sciences Keck School of Medicine University of Southern California National Child Traumatic Stress Network attc.usc.edu Complex trauma exposure • Multiple exposures to multiple types of traumatic events, simultaneous and/or sequential – emotional abuse and neglect – child sexual abuse and exploitation – physical abuse – witnessing domestic violence – Peer or gang assault, “drive bys” – traumatic loss – trauma associated with immigration – serious medical illness or injury • Insecure attachment with primary caretakers Contextual aspects of complex trauma exposure • Trauma intensifiers – Early onset – Extended and frequent exposure; ubiquity – Relational context • Social marginalization – Poverty – Social discrimination • Race/ethnicity • Sexual orientation – Inadequate education – Reduced access to services • , Complex trauma outcomes and attachment effects • Anxiety, depression, anger • Posttraumatic stress • Affect dysregulation • Negative relational and self schema • Identity/self-reference issues • Medical issues, physical neglect of self Complex trauma outcomes and attachment effects (continued) • Avoidance responses – Dissociation – Tension reduction behaviors • Self-injurious behavior • Dysfunctional sexual behavior, • Bulimia • Aggression – Substance abuse – Suicidality “Borderline” or -
Lust and Unlust
Richard B. Wells ©2006 Chapter 15 Third Epilegomenon: Lust and Unlust Whatever passion masters you, it burns you with a flame for which you need not blush, and free-born always is the object of your weakness. Horace § 1. The Noumenal Character of Lust and Unlust The feeling of Lust and Unlust occupies a prominent position in both Critique of Practical Reason and Critique of Judgment as well as in Kant’s lectures and writings on metaphysics and anthropology. But what is it that stands as Object of this idea? The idea of Lust und Unlust is central to both the practical and judicial Standpoints. But it is also one of the least well explained ideas in Kant’s writings. This is not only because Lust and Unlust taken together as disjunction in a single Object (Lust per se) is a noumenon but also because it belongs to the metaphysics of Kantian anthropology, which Kant left as a task for future generations to work out. We have described Lust as “a kind of motivated wanting.” Clearly this is not sufficient. The exposition of Lust and Unlust requires more detail than this, and this detail we must uncover carefully bit by bit. We must begin by clearly understanding the implications of dealing with an Object that is a pure noumenon. Kant remarks: Now one calls the capability to have Lust or Unlust during a representation feeling for this reason: because both contain the merely subjective in the relationship of our representation and contain absolutely no reference to an Object for the possible cognition of the same (not even the cognition of our state) . -
The Vice of “Virtue”: Teaching Consumer Practice in an Unjust World1
The Journal of Moral Theology, Vol. 7, No. 1 (2018): 13-27 The Vice of “Virtue”: Teaching Consumer Practice in an Unjust World1 Cristina L. H. Traina N THE EARLY TWENTY-FIRST CENTURY, teaching children con- sumer virtue is often portrayed as inculcating habits of resisting commercial consumer media, limiting conspicuous consumption, I delaying gratification, and preferring lasting, often intangible goods. The argument is usually made by white, upper-middle- and up- per-class moralists, among whom I count myself. It is premised on the moral theological assumption that habits that are good for the soul, all things being equal, are also good for society. But if this assumption is incorrect, what then? This article lays out the classical consumer virtue argument and then questions the connection between personal virtue and the social good. First, it reflects on race and class variations in consumption patterns, exploring some of the circumstances and mo- tives that lie behind differences. Then, engaging Lisa Tessman’s work on burdened virtues, it asks what happens to virtue and its assumed connection to personal and public flourishing in structurally unjust sit- uations. Next, it argues that this question shifts our focus from simply promoting virtue to also overcoming the structural injustice that stunts and contorts virtue and severs its connections to flourishing. Finally, it recommends a socially critical approach to modeling virtuous con- sumption, one that focuses as much on justice and social change as on personal practice. In the background lies one uncomfortable assump- tion: in the world we know, it is not possible to consume in a way that perfectly supports classical understandings of virtue as well as true, holistic personal and communal flourishing. -
Sullivan: Interpersonal Theory
CHAPTER 8 Sullivan: Interpersonal Theory B Overview of Interpersonal Theory B Biography of Harry Stack Sullivan B Tensions Needs Anxiety Energy Transformations B Dynamisms Malevolence Intimacy Lust Self-System Sullivan B Personifications Bad-Mother, Good-Mother B Psychological Disorders Me Personifications B Psychotherapy Eidetic Personifications B Related Research B Levels of Cognition The Pros and Cons of “Chums” for Girls and Boys Prototaxic Level Imaginary Friends Parataxic Level B Critique of Sullivan Syntaxic Level B Concept of Humanity B Stages of Development B Key Terms and Concepts Infancy Childhood Juvenile Era Preadolescence Early Adolescence Late Adolescence Adulthood 212 Chapter 8 Sullivan: Interpersonal Theory 213 he young boy had no friends his age but did have several imaginary playmates. TAt school, his Irish brogue and quick mind made him unpopular among school- mates. Then, at age 81/2, the boy experienced an intimate relationship with a 13-year-old boy that transformed his life. The two boys remained unpopular with other children, but they developed close bonds with each other. Most scholars (Alexander, 1990, 1995; Chapman, 1976; Havens, 1987) believe that the relationship between these boys—Harry Stack Sullivan and Clarence Bellinger—was at least in some ways homosexual, but others (Perry, 1982) believed that the two boys were never sexually intimate. Why is it important to know about Sullivan’s sexual orientation? This knowl- edge is important for at least two reasons. First, a personality theorist’s early life his- tory, including gender, birth order, religious beliefs, ethnic background, schooling, as well as sexual orientation, all relate to that person’s adult beliefs, conception of humanity, and the type of personality theory that that person will develop.