Roman Portraiture Uses and Developments an Example of the Topic Arts Essays by

Roman Portraiture Uses and Developments Between 31 and 217 AD Introductory Paragraph The roots of Roman Portraiture hold the history of Etruria, an early city of Rome, north of its borders. The Etruscans were immigrants from the Asia Minor that went to Italy on the meltdown of Bronze Age. When they arrived in Italy, Etruscans saw themselves as the ruling class and vehemently exploited the riches of the country. Since their arrival, the influence of Etruscan style became apparent, as to the way a sculpture smiles and the so-called quiet serenity it portrays. Moreover, the quality of these portraits remains Etruscan in nature because of their high influence on Roman art. The initiative mark for Etruscan trademark was the fact that Etruria exported its vases to Romans and Greeks; hence, the taste became Etruscan. Piloting the emergence of Roman art was Marcus Aurelius. His definitive taste and desire for arts were more of Greek influence, as he used this influence for his political charisma (bookrags.com, 2002). Need essay sample on "Roman Portraiture Uses and Developments Between 31 and 217 AD" topic? We will write a custom essay sample specifically for you Proceed Thesis Statement College Students Frequently Tell EssayLab professionals:Who wants to write assignment for me?Essay writers suggest: Custom Essays - Easy And Quickly With Essaylab.ComEssay Writer Cheap Best Essay Writing Service Review Pay Someone to do Your Assignment Essay Company Review Roman portraiture influenced the masses political through the impression it elaborates while mimicking the characteristic of artful definitions made by each Emperor from Antoninus to Aurelius. I. Introduction A. History of Roman Portraiture: The roots of Roman Portraiture hold the history of Etruria, an early city of Rome, north of its borders. B. Thesis Statement II. Antoninus: Timeline Art Biography as Emperor: Antoninus Pius, the Emperor before Aurelius, held a long period of peace upon his reign. Emergence of Art in his Era: His artful contributions to Roman portraiture were merely significant, yet, catches the eyes of its beholder. War as Influence of Art: War is one influence he uses when solidifying ideologies on art pieces. III. Emergence of Roman Portraiture Marcus Aurelius: His passion for arts combined with his perspective of Greek art, triggered the Roman embezzlement on artistry. Trajans Column: Signifying the leader Trajan, Trajans columns forming a band exemplifies the wars against Daci through a continuous narration. Iconographic Portraiture: Eastern influences had added the iconographic essence on Roman portraiture. IV. Uses of Portraits A. Honorific Portraits: The beginning of Roman portraiture has occurred in honorary statues of significant royalty. Funerary Altars: Most royal families have funerary altars implying of their power and influence before their death. Royal Family History: Romans believed ancestral importance to their being, which implies of their future status in the society. Imperial Portraits: In order to have political influence, most politicians of their time used portraits to introduce themselves to the public. V. Styles Etruscan Influence: After Roman invasion of Etruria, most of its sculptors still remained in the Etruria, which in turn influenced the Roman portraiture. Greek Influence: Clearly, the evidence of Roman education in the arts happened during their conquests of Greek cities. VI. Materials and Methods Terracotta: First materials used in making sculptures are terracotta. Bronze: When Greeks dominated the ancient world, bronze became the material for making artistic crafts. Marble: Marble was used during the reign of Augustus replacing bronze. VII. Summary VIII. Conclusion XI. Bibliography The Antonine Dynasty (138-193). 3 February 2008. http://www.metmuseum.org/toah/hd/anto/hd_anto.htm>. Trentinella, Rosemarie. "Roman Portrait Sculpture". In Timeline of Art History. New York: The Metropolitan Museum of Art, 2000. http://www.metmuseum.org/toah/hd/ropo/hd_ropo.htm (October 2003). Richard Brilliant, Visual Narratives: Storytelling in Etruscan and Roman Art (Ithaca, N.Y.: Cornell University Press, 1984). Peter Brown, The World of Late Antiquity, from Marcus Aurelius to Muhammad (London, England: Thames and Hudson, 1971). Glenys Davies, "Roman Sculpture," in The Oxford Companion to Classical Civilization. Ed. Simon Hornblower and Antony Spawforth (Oxford, England; New York: Oxford University Press, 1998): 651653. Niels Hannestad, Roman Art and Imperial Policy (Aarhus: Aarhus University Press, 1986).

Free Essays on African Dance

The African aesthetic dance form has many characteristics that have influenced the dance forms of The New World, starting with the sacred circle in Dahomey to the Vodun ritual, Ring Shout, up to Minstrelsy, Vaudville, and musical theatre. The characteristics include the Di-bod philosophy which is an emphasis on the joints, and the movements are centrifugal in which the pelvic region is emphasized. They dance in a crouched position and are always barefoot giving them more of a connection to the earth. The dances were rhythmic, they didn’t dance with out drums for the drums were symbolized as a heart beat, and were hermeneutic, interprets life and feelings. The movements were dynamic; continuous and percussive, as opposed to static, holding a position as done in the Hindu religion. The movements also imitate animals in a realistic detail, and are polyrhythmic; all body parts are moving to different drum beats. Also improvisation was of great importance for it was historicall y used as a survival technique. The sacred circle in Dahomey was the beginning of all circle dances. The circle in the circle dance had great meaning, it represented life and how it keeps moving as if in a circle. In the circle of life we go from birth to living to death over and over again, it is a never ending circle cycle. Its form included the shuffling of the feet in a crouched position, everybody part is moving and you are moving in a counterclockwise position. The sacred circle was later transformed into the Ring shout once it reached the New World and unlike the Ring Shout the circle dance had the choice of crossing there feet while dancing. This sacred circle gave way to many other dance forms and served as a foundation to American dance. Haitian Vodun began in 1531 and is said to be â€Å"a dance of the spirit: a system of movement gestures, prayers, and songs on veneration of the invisible forces of life†. Vodun is a spiritual practice of most H... Free Essays on African Dance Free Essays on African Dance The African aesthetic dance form has many characteristics that have influenced the dance forms of The New World, starting with the sacred circle in Dahomey to the Vodun ritual, Ring Shout, up to Minstrelsy, Vaudville, and musical theatre. The characteristics include the Di-bod philosophy which is an emphasis on the joints, and the movements are centrifugal in which the pelvic region is emphasized. They dance in a crouched position and are always barefoot giving them more of a connection to the earth. The dances were rhythmic, they didn’t dance with out drums for the drums were symbolized as a heart beat, and were hermeneutic, interprets life and feelings. The movements were dynamic; continuous and percussive, as opposed to static, holding a position as done in the Hindu religion. The movements also imitate animals in a realistic detail, and are polyrhythmic; all body parts are moving to different drum beats. Also improvisation was of great importance for it was historicall y used as a survival technique. The sacred circle in Dahomey was the beginning of all circle dances. The circle in the circle dance had great meaning, it represented life and how it keeps moving as if in a circle. In the circle of life we go from birth to living to death over and over again, it is a never ending circle cycle. Its form included the shuffling of the feet in a crouched position, everybody part is moving and you are moving in a counterclockwise position. The sacred circle was later transformed into the Ring shout once it reached the New World and unlike the Ring Shout the circle dance had the choice of crossing there feet while dancing. This sacred circle gave way to many other dance forms and served as a foundation to American dance. Haitian Vodun began in 1531 and is said to be â€Å"a dance of the spirit: a system of movement gestures, prayers, and songs on veneration of the invisible forces of life†. Vodun is a spiritual practice of most H...

Patient's Bill of Rights Essay Example | Topics and Well Written Essays - 1000 words

Patient's Bill of Rights - Essay Example He claims that the state has denied him the right to proper medical attention due to his health ramifications. The bureaucratic insurance companies have bottlenecked his efforts to access full medical cover owing to diabetic condition. The pre-existent condition suffered by John places him at a disadvantageous position in the social arena. His condition limit his ability to access affordable health insurance if he becomes self-employed, secures a job in a company that does not proffer coverage, or experience a life changing circumstances like retirement, divorce or relocation to a different state (HHS, 2011). That is when the Affordable Care Act comes to his aid. If it were, at any rate, rescinded, John would suffer a circumstantial health blow dealt by nature in the event of sickness. The Pre-Existing Condition Insurance Plan provides John with protection against egregious insurance companies’ discriminative health-oriented policies. ... for pre-existing condition, and Pre-Existing Condition Insurance Plan have been set up to cater for those uninsured but have a pre-existing condition (HealthCare.gov, 2010). Despite this preexistent health condition, the interim Affordable Care Act that the congress amended on June 22, 2010 caters for John’s health issue.. The Act provides for the safeguard of his health by enshrining health related regulations. It contains the Pre-Existing condition Insurance Plan that offers protection for John. It avails health coverage to US citizens. John stands to benefit from what the plan has to offer as meticulously elaborated in the plan. The benefits include primary and specialty care, hospital care, prescription drugs and treatment of pre-existing condition. Also, the program charge normal premiums irrespective of the medical condition and income are not the ground for legibility (HealthCare.gov, 2010). The State have several Federal-run programs that provide a legal framework gear ed towards addressing John’s health dilemma. The U.S. Department of Health and Human Services effects the Pre-Existing Condition Insurance Plan. However, there are laid-down requirements that John must comply with for health coverage. They include documents like a letter from a health practitioner indicating his name, his medical condition, name of the practitioner, license number, state of licensure, and signature; denial letter from an insurance company licensed in John’s state; the rejected offer of the insurance coverage that says John’s condition won’t be covered in the event of acceptance of the offer and/or the premium get overcharged because he was underage or he lived in Massachusetts or Vermont. All the above documents should be dated within a one-year period (HealthCare.gov,

Analysis a case study with reference to Bolman and deal four frames

Analysis a with reference to Bolman and deal four frames - Case Study Example In their work, Bolman and Deal (2003) found out an excellent approach in imparting both academic and entrepreneurial discipline in an individual professional. The balance upon attainment of these techniques results in good management qualities from an individual. The main objective of the skills acquisition is to ensure a smooth transition from clinical practice into new management roles. This study attempts to summarize the Four Frames in order to make a highlight of the distinct qualities that an individual must adopt to perform effective managerial roles. As a practicing clinician, one may feel the burden of moving into a new position of a senior manager since it requires some skills to transform from an ordinary practitioner into a more specialized role of a senior manager. To achieve this new role, Parry and Horton (1999), confirmed that holistic leadership and desired characteristics thereof involves assumption of greater importance to academics. The said leadership requires engagement ability and diverse approach to solve the difficult decision making problem. The tasks and roles that the new manager has to face require enlightenment that will best be suited by the use of Bolman and Deal recommended variety of approaches (Curran et al 2003). As a clinician, to make the relevant transformation, one must change the mindset and adopt the best leadership and management practices as outlined in Bolman and Deal (2003) study. Caution and confidence must be exercised. This is because some conflicts and relationship issues are involved as highlighted below. There are a number of conflicting issues involved as the clinician tries to adapt into the new unfamiliar managerial duties. These challenges have been classified into their respective Bolman and Deal Frames and possible solutions follow in form of qualities to adopt from Bolman and Deal (2003) study. Conservative versus change conflict: the manager

List and Discuss some key values and practices you consider vital to Essay

List and Discuss some key values and practices you consider vital to enhancing citizen's participation in creating sustainable a - Essay Example Personal commitment & practices No environmental protection activity would taste success unless it gets public attention and cooperation. Since people are responsible for majority of the environmental destruction activities, educating the public about the necessities of environmental protection and sustainable development is a must. A slight change in the public behaviour can bring dividends in protecting the environment. For example, billions of plastic carry bags have been used daily by the people all over the world while they conduct shopping. Plastic is the number one villain in destroying environment since it is not a biodegradable material. Instead of using plastic carry bags for shopping, if public started to use paper carry bags or other environmental friendly carry bags, the use of plastic can be reduced considerably. Each person should make a conscious effort to reduce his plastic consumption as much as possible so that the environment will be benefitted immensely. In short , individuals can contribute heavily to the environmental protection activities by avoiding plastic material. ... So, farmers should try to reduce the use of chemical fertilizers as much as possible and they should use bio fertilizers as much as possible even if the yields are slightly less. Participating governmental bodies Environmental impacts cannot be confined to the political boundaries of nation states. Pollutants from one country often travel to others, activities within a country can affect the environment of another, and the depletion of the ozone layer or changes in climate due to the release of green house gases affect us all(Singh and Singh, 2006, p.9). Participation of the governmental bodies is important for the success of environmental protection activities. Since individuals have limitations in controlling the group activities, the intervention of governmental bodies is necessary to execute the environmental protection laws in a society. For example, it is difficult for an individual to check or control the emission of greenhouse gases from vehicles. Only the governmental agenci es can check the smokes coming out from the vehicles and ask the drivers or vehicle owners to do the needful. Governmental bodies can play a vital role in reducing the usage of plastic materials. As mentioned earlier, governmental bodies can ask the retailers to provide only environmental friendly carry bags to the shoppers. Consumers or shoppers have limitations in compelling or insisting the shop owners to provide paper bags or other bags manufactured from environmental friendly materials. â€Å"In most countries there are laws that regulate point pollution from specific sources, and making emission statistics public. This practice would not only

Learning through exploration, active participation and imitation

Learning through exploration, active participation and imitation Young children learn through exploration, active participation and through imitation and as such quality arts programme comprising of all art forms visual art, music, media, dance and drama should be included as part of the curriculum in the early childhood classroom. As stated by Spodek,1993 (cited in Isenberg Jalongo, 2001) through participating in the art activities children are able to express themselves and it provides opportunities for development of creativity , symbolizing and enhances their learning about aesthetics which further helps them gain academic knowledge. Smith, 1982 (cited in Wright, 1991) mentioned that children are able to organise their experiences and know about themselves and their world through participating in the arts. Dyson (1990, p.52) further stated that art and play have critical roles in childrens growth as symbol makers . Like play, art is voluntary and intrinsically motivated as children are free to choose the content and direction of the activity . There are no external demands or expectations and children are free to explore, experiment and investigate with the people, objects and materials provided. He also mentioned that children pursue art activities for intrinsic pleasure rather than external rewards. Furthermore, the gestures and first words children use during make believe play reflect upon peoples actions and things around their daily lives which is the early understanding of symbolisation as well as the basic foundation that develops into drawing pictures, spoken and written words in their later stages. Based on my practical experiences in the classroom and as well as through the readings from books I believe that arts is just as important as any other subject in the curriculum and children do learn and develop their physical, intellectual, emotional and social skills through participating in the arts activities. It is also a requirement by the Ministry of Education that the arts be included as part of the curricul um in the Singaporean classroom. (cited in Framework for A Kindergarten Curriculum in Singapore, 2006). This essay is a brief attempt at looking at the importance of the arts in the education of young children drawn from two art forms which are music and drama. According to Isenberg Jalongo, (2001) four types of learning are promoted through the arts and they are 1) knowledge about the arts 2) skills in the arts 3) dispositions towards the arts and 4) feelings about the arts. As knowledge about the arts is developed through sensory experiences and explorations of materials, children provided with such opportunities to observe, explore and discover about the world, develop their cognitive ability and it further enhances foundation for later learning in the preschool years whereby they use symbols, language and make believe play develops. Skills in the arts are developed when children are allowed to explore and experiment in a safe and healthy art environment provided with a variety of tools and materials under the guidance of an adult who has already acquired these skills. For example, children creating a paper use the skill of printing, painting, tearing, rolling, and colour mixing. They use their fine motor skills, eye hand coordination and social interaction skills. Throughout the activity they engage in the process of problem solving as they experiment with colour and texture to create the paper. There is a certain amount of trial and error while they experiment with the tools. Self expression as children are able to use their own imagination and creativity to express themselves while creating the paper. (Isenberg Jalongo, 2001) Vygotsky, according to Berk, (2000) viewed childrens cognitive development as a socially mediated process whereby processes and skills are transferred and supported from more knowledgeable adult as children try new tasks. He also believed that as long as children acquire language, their ability to communicate with others leads to changes in thought and behaviour that vary from culture to culture. As such, the third type of learning dispositions towards art depends on the adult being the role model and the interaction with more competent peers and teachers to support the child to parti cipate successfully in the arts. Providing feedback as stated by Wright, (1991) is part of summative assessment that guides childrens learning and helps them acquire the elements, concepts, forms, and vocabulary about the arts. When children are given opportunities to respond to art works created by others, for example, when they are taken for visits to art galleries and teachers model ways to respond thoughtfully while viewing the works by professional artist children learn to respect the work of others and when teachers value childrens work and display them, these develops their sense of efficacy and enables them to have positive feeling about the arts. On the other hand, Swanwick, (1998) mentioned that the three elements of play applicable to learning through the arts are mastery, imitation, and imaginative play. Mastery involves learning of a skill associated with an art form for example children learning to make finger puppets for a drama performance or trying to keep to the rhythm while experimenting with a musical instrument during a musical percussion session. Children being able to identify things and people other than themselves as well as learning how to express sympathy, empathy and show concern explains the expressive nature of the art form known as Imitation. Based on my classroom experience, preschoolers making musical sounds for pigs running away from the wolf and moving their bodies to suggest movements of a wolf and expressing through facial expressions as an angry wolf for a drama performance of the story Three Little Pigs are examples of imitation. Imaginative play focuses on the structure of an art form. Examples of imaginative play during the Three Little Pigs drama are when children experiment with different musical instruments until they are able to create the sound that best resembles the pigs running away from the wolf and when experimenting with the different ways as they can move that suggests the movement of the wolf. Swanwick, (1998) also suggests that all three elements of play must be in action for all ages in order to learn through the arts. Isenberg Jalongo, (2001) claim that music contributes to the total development of the child cognitive, physical, social, emotional, cultural and aesthetics. In my centre, we have a music and movement area equipped with a variety of musical instruments like bells, tambourines, triangles etc. Children participate in music and movement activities whereby they move as well as sing along and play musical instruments. Through these activities children develop their large muscles of their bodies as they invent actions to go along with the songs .They develop fine motor skills as they play musical instruments and become aware of beat, tempo, and pitch. These activities also build kinaesthetic intelligence. Gardner, (1973, cited in Isenberg Jalongo, 1997) Children gain experience with music and use of language as they sing the songs for instance when singing the song If you happy and you know it clap your hands they link words with actions and focus on the sequence and task and all these i nvolves childrens ability to process mentally the tone, rhythm, and melody and thus involves thinking skills and cognitive connections between music and learning. As mentioned by Isenberg Jalongo , 1997 that Bruners three learning stages enactive, iconic and symbolic suggests developmentally appropriate musical experience for children and they add that Bruners enactive stage relates to Piagets(1952) sensorimotor stage and Eriksons (1950) trust-building stage where physical activity and music are intertwined. Thus, musical activities stimulate the childrens senses, cognitive development and also build social relationships. Childrens creativity is enhanced when they are asked to decide on the other actions and movement apart from those suggested by the teacher. As stated by McAllester, (cited in Isenberg Jalongo, 1997) music encourages participation, sharing and cooperation .Through participating in the musical activities, there is cooperation and sharing when children get together and work with a partner or in a group and these develops their social skills. Music is also an excellent tool to familiarise children with the different culture. When children are given the opportunity to experience and listen to different cultural music, they begin to appreciate and understand what each ethnic group is about.and these develops their aesthetic skills and understand the art form. Cornett (1999) supports the need for teachers to integrate creative drama in the classroom as she states that drama being a part of everyday life, prepares an individual to connect to real life situations. Cornett (1999) adds that when children are participating in the drama, they are able to look at problems from different points of view, respect diverse thinking, and realise that there are many ways to settle one problem. She further states that through drama, children learn to exchange feelings and emotions with each other. This enhances their personality development. Cornett (1999) also states that personal development takes place when children control their body and words as they express ideas and feelings during the drama activities. She also indicated that positive self image and confidence are developed through the problem solving situations. Cornett (1999) reiterates that children engaging in situational confrontations during their role play, also become aware of the different emotions people feel for example happiness, sadness .anger, fear. She adds that the children learn that these feelings can be dealt with, thus developing a tolerance towards them. Isbell Raines (2007), agree that social skills can be developed in drama as children working in a group overcome difficulties through problem solving skills. They experience working with peers as they negotiate plans to stage the drama. During interactions, children learn to negotiate with each other, work cooperatively, and develop respect for each other. In my centre, besides the dramatic play in the home corner, my class of four year olds involve in simple puppetry and mask drama using rhymes and childrens stories. Rhymes like This little pig went to market are taught to children using puppets and later children retell the rhyme using the puppets. In addition, children take turns to dramatise the rhyme each child given a mask of a pig (mask designed and made by child), actions like going the market, eating roast beef are incorporated. Puppets and mask are excellent props in focusing childrens attention. Through such activities children are able to participate in dramatic action using the element role, as they pretend to be someone other than themselves. Language is enhanced as they retell rhyme and children are able to express ideas and feelings through dramatic movement. (Isbell Raines, 2007) .As mentioned above, experts strongly believe that musical activities and drama enables children to develop their physical, cognitive, social, emotional and aesthetic skills as well as to provide opportunities for development of self expression, creativity, symbolizing all of which enhances their academic knowledge .There are many opportunities for children to learn and develop skills, knowledge and processes through participation in the arts , as such having discussed the benefits and leaning outcomes of childrens participation in the arts , I strongly believe that the arts is important in the education of preschoolers and all art forms should be integrated into the preschool curriculum with equal emphasis as any other subject in the curriculum.

Wine is Not Sin

â€Å"Wine is not sin.† Such a claim has caused clamor and disagreement within Christianity for centuries. Yet what does this statement mean? If God is to be consistent, why does it seem that He has inconsistent commandments about wine, which caused so much dispute among godly theologians? As best as one can generalize, there are three camps of belief regarding where the Bible stands on the morality wine consumption. The Moderationist View holds that the Bible only deals with fermented wine within its text. It was fermented wine that was exchanged between godly men in Genesis 14:18-20; it was fermented wine which Jesus was accused of getting drunk on in Luke 7:33-35, and was also fermented wine with which Jesus practiced the Lord's Supper. The Abstentionist View holds that that God approves of the use of fermented wine, but only to a certain amount before drunkenness takes place. Lastly, the Prohibitionist View maintains that, although the Bible has several Greek and Hebrew words that carry a general description of wine with their meaning, one can best understand God's condemnation of fermented wine based on the context of the passages that are often used in support of a Moderationist or Abstentionist view. In light of these three views, this author holds that condemnation of alcoholic wine is not to be based on the amount consumed, or the properties of its content. Rather, based on God's Word, alcoholic wine is sinful to consume because of the degrading effects it has on one's body, because a holy God forbade its use among Old Testament and New Testament believers, and because it compromises one's character as an ambassador of Christ. These three arguments will be fleshed out in this paper within the following facets of discussion. The Biological Ethics of Wine, the Biblical Ethics of Wine, and the Cultural Ethics of Wine. The Biological Ethics of Wine Based on the information that rests in the physical effects of alcoholic consumption, this author proposes that the intake of wine into one's body is damaging not only to his body, but to his image and likeness of God, and is therefore sinful. Before one considers what the Bible has to say about the bodily effects of wine consumption, he should first examine what physical processes are taking place within ones body as he consumes alcoholic wine. Physical Effects As one takes alcohol into his body, two actions take place in the brain which causes the common sensation of pleasure and calm. The brain's inhibitory neurotransmitter is excited as the excitatory neurotransmitter is simultaneity inhibited. This slows the processing of information in the cerebral cortex, causing one to experience blurred vision, slowed senses, and the inability to think clearly. Secondly, the consumption of alcohol â€Å"increases the amount of the chemical dopamine in the brain's reward center, which creates the feeling of pleasure that occurs when someone takes a drink.† Here is where one feels the buzz to which he often finds himself addicted. Yet the additional effects on other parts of his body are rarely as pleasurable.The Cerebellum, which acts as the center of movement and balance within the body, grows impaired as alcohol consumption rises, resulting in a dizziness and staggering commonly seen among those whom are drunk. Additionally, there is an increase in blood flow, which heats the skin and gives one a warm sensation. This surface heats cools the body's organs down and slows the breathing, often to a dangerous level. Lastly and most important, as one takes in more alcohol, he raises his BAC (Blood Alcohol Concentration), which in the amount of alcohol in one's bloodstream. The higher the BAC, the more probable a heart attack, since he is starving the heart of blood.With this very simplistic explanation of what takes place as one becomes increasingly more inebriated, it also is important to consider what the definition of â€Å"drunk† means. In modern American culture, the typical sized glass of wine is 5 ounces in amount— 10% being alcohol. Therefore, three drinks equalling .6 ounces of alcohol each, if consumed within an hour, would bring a normal sized individual's BAC to .08, which is the current legal definition of drunkenness. As one can see, alcohol consumed by humans, has dangerous side effects, rendering its use to be unwholesome in large quantities and unwise in general. Also, because of alcohol's addictive qualities, once begun, humans have a terrible tendency to find it hard to stop at a certain quantity. Hence in America alone, according to the CDCP, Alcohol took more than 88,000 lives between 2006-2010, meaning that 1 in 10 Americans drank themselves to death. Physical Morals Those who believe that alcohol is not addictive and label these statistics as a slippery-slope fallacy are sadly foolish. Therefore, based on this proof, one must understand that, since humans are the image bearers of God (Genesis 2:7, Psalm 139:13-15), they have the responsibility to take care of their bodies. â€Å"To destroy our health by means of intoxicating substances means to destroy God's temple within us.† This author echoes what Paul stated to the Corinthians, â€Å"for God's temple is holy, and that temple you are.† This first proof cannot be highlighted enough, since God has laid a serious responsibility to care for the precious life He gave us. Therefore, based on the effects of alcoholic consumption reviewed above, it is unethical to intake any amount of alcohol that would impair one's body on a long-term or short-term scale as it is damaging to his health (1Corinthians 3:17).Yet, to do justice to the Jewish culture of the Bible, one must understand that wine in present modern times is vastly different to the contents of wine in the Old and New Testament. As Norman Geisler clearly affirmed, â€Å"Wine today has a much higher level of alcohol than wine in the New Testament. In fact, in New Testament times one would need to drink twenty-two glasses of wine in order to consume the large amount of alcohol in two martinis today.† Since a typical martini is 37% alcohol, a glass of wine during the apostle Paul's time would have been 3% alcohol, making it fairly difficult to get inebriated quickly. Yet even ancient civilization's strongest drinks of 14% alcohol were often watered down with a 20-1 ratio according to Plithy and Homer's Odyssey. Hence, as one looks at the present-day perspective of alcohol in contrast to Bible time terminology, it is easy to recognize that to truly gain a fair grasp of the alcohol issue one must also understand the literary uses of the word â€Å"wine† in the context of the Bible. Which leads one to the biblical ethics of wine. The Biblical Ethics of Wine God not only condemns drunkenness in the Old and New Testament, but condemns the actual use of fermented wine in both Testaments. This argument follows closely to the Prohibitionist View as discussed in the introduction. Good men differ on this topic, expositing difficult passages of great length. For lack of such space and ability, this argument will only touch on a few Greek and Hebrew words, the biblical commands for use and abstinence, and three commonly misunderstood passages. Word Analysis Wine in general ancient terminology can be loosely translated as â€Å"The pressed juice of the grape, whether fermented or unfermented.† There are three words that this paper will highlight in a general attempt to do justice to the historical accuracy of wine. The first Hebrew word is (Yayin). It is the most commonly used form for wine in the Old Testament, used 141 times throughout, and is often misinterpreted since God uses the same word to impart blessings and curses upon His people. Yet the context of the passage is important. Yes, some texts are unclear, but Robert Teachout's tabulation of each reference breaks them down to 71 instances referring to unfermented wine, and the other 70 referring to fermented wine, while seeking to stay true to the original context of the authorial intent. The first and perhaps most famous passage in which wine is mentioned in the Bible is in Genesis 9:20-21 when Noah got drunk on the which he made from his vineyards and eventually shamed himself with nudity. Wine is clearly spoken within a negative sense, and is next seen in Genesis 19:32-33 when Lot's daughters raped him. This Hebrew word is again used in Lamentations 2:12, yet has a very different implication. As King Nebuchadnezzar sieged Jerusalem, the starving children asked their mothers, â€Å"Where is corn and wine? when they swooned as the wounded in the streets of the city.† The children were not seeking alcoholic wine as drunk by Noah, but rather this same Hebrew word yayin is best understood in context to the fact that even their children desperately needed sustenance to stay alive. Yayin is used in countless additional passages under the same unfermented context. The second word to consider is also Hebrew. (tirosh) is commonly considered to be unfermented Horace Bumstead says, â€Å"In no one of the thirty-eight passages in which it occurs does it fail to have some reference, direct or indirect, to the soil or the press or the divine agency which had been instrument al in its production. † Simply put, yayin is the refined, fermented result of the raw product—tirosh, which is new wine. Texts such as Micah 6:15 support such claims. â€Å"Thou shalt tread the olives, but thou shalt not anoint thee with oil; And tirosh, but shalt not drink yayin.† Here the contexts supports tirosh as unfermented and yayin as fermented wine since God forbids the latter but promotes the former. As one can begin to see, the use of the Hebrew words can seem ambiguous, if not interpreted based on the context of the passage. The third word to examine is the Greek usage for wine most commonly used in the whole Bible. (oinos) is the parallel to the Hebrew yayin word, and was commonly used in Greek culture to refer to any unfermented or fermented grape juice. In Ephesians 5:18, Paul commands the believers at Ephesus â€Å"Be not drunk with wine, wherein is excess; but be filled with the Spirit.† Oinos takes on the meaning of fermented wine in this context, since drunke nness is the common result. Yet there are translations of this text which lead the reader to assume that â€Å"excess† (debauchery) is condemning drunkenness, while allowing for wine. â€Å"Wherein ( ) is excess† can be translated â€Å"in which is excess,† which alludes to wine in the previous clause rather than drunkenness. Whether one agrees or not, what can be confirmed is that wine in this context is referencing fermented wine. There are multiple passages that, use oinos to describe grape juice, or new wine. One such passage records Jesus' parable of the new and old wineskins. The culture of that day found the use of wineskins to hold and preserve â€Å"must† or, new wine. Common interpretation of this passage does an injustice to the text by claiming that Jesus was describing how to safely ferment wine as an object lesson within His parable. According to excavator James Pritchard, this interpretation is erroneous, since within middle eastern tradition, fermenting wine took place in very large tanks that could withstand the violent pressure of fermentation for three days and then stored in sealed jars with olive oil at 65 degrees F. The Encyclopedia Biblica also asserts that the gas given off during fermentation would cause a pressure much too great for even new wine skins to withstand. Therefore, there is no way the Jesus could have been addressing how to store fermented wine, but rather was simply using oinos (new wine; grape juice) as an object lesson for a topic completely unrelated to wine.Based on this brief word analysis, one can see how important the context is when translating and interpreting the biblical meaning for wine. Yet there are many more verses that relate to the many uses of wine within the Testaments, both for God designed purposes and commands to abstain.