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APRA prudential practice guides Ė whatís new? When RSE licensing came in, APRA issued a number of ‘Superannuation Guidance Notes’ (SGNs) which were intended to help trustees understand APRA’s views on sound practice and on how trustees may comply with requirements under the Superannuation Industry (Supervision) Act 1993 (SIS Act) and Superannuation Industry (Supervision) Regulations 1994 (SIS Regulations). Now, four of those key SGNs have been replaced by ‘Superannuation Prudential Practice Guides’ (SPGs) on these topics: Capital SGN 150.1 (July 2004) now SPG 1101 Risk Management SGN 120.1 (July 2004) now SPG 2002 Adequacy of resources SGN 140.1 (July 2004) now SPG 2303 Fitness and Propriety SGN 110.1 (July 2008) now SPG 5204. Nyu Master In Creative. These SPGs were released in draft form in August 2009 and a year later, following industry consultation, they were finalised on in creative writing in spanish, 10 August 2010. There were also draft SPGs released on conflicts and reserving practices, but these have not yet been issued in nyu master in creative writing in spanish, final form. This summary outlines the key differences between each SPG and persuasive teachers the now-superseded SGN that it replaces. Superannuation Prudential Practice Guide SPG 110 Capital. Key differences between the old SGN and the new SPG: Emphasis on capital requirements as a licence condition: SPG 110 now emphasises that capital requirements form part of a trustee’s licence conditions and, as such, breach of the nyu master in creative in spanish, capital requirement may constitute a ‘significant’ breach of a licence condition necessitating a breach report to APRA. Interaction with the adequacy of resources operating standard: References to the interaction of the net tangible assets (NTA) requirements with the operating standard requiring trustees to have adequate financial resources have been updated to nyu master, refer to the new SPG 230 Adequacy of Resources (see below). In particular, SPG 110 now notes that APRA would not routinely impose, as a licence condition, a minimum level of financial resources to be held by nyu master in creative, a trustee.
However, it is open to APRA to do so on a case-by-case basis. Definition of NTAs: SPG 110 provides less detail as to how to, the calculation of NTAs under SIS Regulation 3A.04. Calculation of NTAs has occurred on this basis since 30 June 2006 and writing in spanish perhaps it is now expected that trustees would be familiar with the summary sheet, requirements. Satisfaction of nyu master writing capital requirements through custodian: SPG 110 inserts significant detail regarding the use of custodians by trustees in order to satisfy the capital requirements. Writing. Where a trustee relies upon a custodian, APRA may set an additional licence condition requiring the trustee itself to hold a minimum level of liquid assets (cash or cash equivalents). Flexible arrangements may be available where, for example, an existing not-for-profit trustee applies to use a custodian. Further, APRA notes that it would be inconsistent with a trustee’s fiduciary obligation to simply impose a one-off administration levy to nyu master in spanish, obtain the minimum level of liquid assets. Policies and introduction to project management procedures to identify and avoid breaches of the NTA requirement: SPG 110 includes a new statement as to APRA’s expectation that trustee policies and procedures should demonstrate how potential breaches of the minimum NTA requirement could be identified and how remedial action could be taken to avoid breaches (rather than reacting to the breaches after their occurrence). Additional information regarding approved guarantees: SPG 110 inserts new information regarding the use of approved guarantees by custodians and provides a link to in creative writing in spanish, determinations made by APRA regarding requirements for approved guarantees (for both licensees and custodians). Superannuation Prudential Practice Guide SPG 200 Risk Management.
Key differences between the old SGN and the new SPG: Less detail regarding legislative requirements for Risk Management Statements (RMSs) and Risk Management Plans (RMPs): Much of the detail contained in 95 thesis, SGN 120.1 regarding the RMS and in creative in spanish RMP content requirements has been removed by SPG 200. SPG 200 now simply refers readers to the relevant sections of the SIS Act. RMS and dissertation how to write RMP as licence conditions: SPG 200 now emphasises that the RMS and RMP requirements form part of the trustee’s licence conditions and as such, failure to comply with either will result in breach of a licence condition. Replacement of Superannuation Circular II.D.7 (Derivatives): This was a long circular, and nyu master writing in spanish seems to have disappeared now, with very little substance brought across into the SPG. RMS and business plan: In the context of the risk management framework being aligned to the trustee’s business plan, SGN 120.1 stated that APRA expected to persuasive writing teachers, be notified of changes to the business plan that would affect the RMS pursuant to section 29C(8) of the SIS Act.
This expectation is nyu master in spanish, not stated in SPG 200. Risk identification for RMS and RMP: SPG 200 contains new suggestions for techniques that a trustee may rely on when identifying, assessing and quantifying risksbeing self assessment, risk mapping and risk indicators. Further, APRA has expanded its non-exhaustive list of typical areas of risk to now include risks associated with remuneration structures, risks associated with member-take up of certain investment options and solvency risk at report summary the trustee and fund levels. Interestingly, APRA no longer refers to trustees needing to engage in a ‘continuous process of in spanish identification and summary assessment of all material risks’. Since this was viewed as onerous and inconsistent with other APRA guidance, SPG 200 now states that it is necessary for the trustee to update and reassess risks and/or identify new risks on nyu master writing in spanish, an ongoing basis. Nyu Master In Creative Writing In Spanish. Greater focus on risk mitigation and control: SPG 200 places a greater emphasis on the role of control mechanisms to mitigate risks and ensure compliance with the risk management framework.
Examples of mechanisms to in spanish, mitigate risks are given, including clearly defined management responsibilities and accountabilities and policies and dissertation how to procedures for the treatment and nyu master in spanish resolution of persuasive essay non-compliance issues. Monitoring of risk profiles and material exposures: SPG 200 now includes an in creative, express expectation that the trustee will document a process to regularly monitor risk profiles and report summary sheet material exposures to losses. Information systems: SPG 200 places greater emphasis on the need for trustees to establish, maintain and document effective information systems ‘commensurate with the size and complexity’ of the relevant trustee’s operations. Audit: SPG 200 provides detail as to the methodology and purpose of internal audits. No such information was provided by nyu master, SGN 120.1. Trustee attestation: SPG 200 notes the luthers 95 thesis, new requirement for trustees to provide APRA with a signed attestation as to the existence and efficiency of the risk management framework. SGN 120.1 previously noted that this was ‘likely to become a requirement’. Superannuation Prudential Practice Guide SPG 230 Adequacy of in creative writing in spanish Resources. Key differences between the old SGN and the new SPG: Risk Management Strategy: SPG 230 now expressly states that APRA expects a trustee’s RMS to set out how the trustee will monitor and maintain the adequacy of resources. What amounts to writing, ‘complexity’ in the trustee’s superannuation offerings: Although the suggestion that the trustee consider the complexity of its superannuation offerings when determining whether it has adequate financial resources is nyu master, not new, the new SPG provides detail as to what factors would fall for report summary sheet consideration under the category of ‘complexity’.
It is suggested that complexity be considered by reference to the number and nyu master in creative in spanish structure of funds under trusteeship, number and nature of investment strategies, arrangements for dissertation how to write unit pricing or setting crediting rates, number of members and nyu master in creative writing geographic spread of martin luthers 95 thesis operations. Nyu Master In Creative. Substantiation and evidence of due diligence: On the issue of APRA seeking to substantiate trustee statements as to the adequacy of its resources, SGN 140.1 noted that ‘APRA may seek substantiation’. SPG 230 is now phrased differently, noting that ‘APRA would normally seek substantiation ’. When substantiating a trustee’s statements as to the adequacy of its financial resources, SPG 230 suggests APRA may seek evidence of ‘appropriate due diligence that supports the trustee’s satisfaction with the capacity of material service providers, including satisfaction with their financial capacity to remedy any failings in providing the coursework help, contracted services’. Similarly, APRA may also seek a copy of nyu master writing any agreement under which an employer-sponsor or other party commits to providing ongoing material support to the trustee. Minimum level of financial resources: As noted above, SPG 230 now states that APRA would not routinely impose, as a licence condition, a minimum level of financial resources to be held by a trustee. However, it is open to APRA to dissertation how to, do so on nyu master in spanish, a case-by-case basis. Writing In Spanish. Human resources: In the context of adequacy of human resources, SPG 230 now notes that APRA would expect to nyu master in creative writing, see measures in place to ensure appropriate recruitment and induction processes, as well as succession planning for key roles. Superannuation Prudential Practice Guide SPG 520 Fitness and Propriety. Key differences between the old SGN and the new SPG: Expanded guidance on contents of the trustee’s fit and proper policy: SPG 520 contains expanded guidance regarding APRA’s expectations as to archaeology coursework, the minimum contents of a trustee’s fit and proper policy.
APRA now expects the policy to identify necessary skills and in creative competencies of the trustee and each responsible officer, include a process for identifying skill gaps, and identify someone responsible for report summary sheet conducting the fit and proper assessments on behalf of the trustee (among other things). Extension of trustee’s fitness and propriety assessment process: SPG 520 suggests that a trustee ‘may consider’ extending its assessment process for fitness and propriety to a wider range of people than is presently required under the SIS Act. In Creative Writing. This was not previously mentioned in dissertation write, SGN 110.1. APRA’s assessment of trustee’s compliance with fit and proper standard: SPG 520 now suggests that APRA may seek access to the trustee’s own reports or assessments regarding its continual satisfaction of the fit and proper standard. Alternatively, APRA may on occasion seek access to in spanish, an independent review of the trustee’s processes for ensuring fitness and propriety. (This can be contrasted to the Draft SPG 520 released in martin, August 2009, which suggested that APRA would ‘be likely’ to seek access to nyu master in creative, these reports. The final requirement has been toned down in response to comments that it would have led to ‘less forthright self-assessments’.) Whistleblowing: SPG 520 inserts new guidance in relation to whistleblowers. Specifically, APRA suggests that it would be prudent for trustees to permit whistleblowing under the trustee’s fit and proper policy if a person believes that a responsible officer or the trustee has not met the criteria of the fit and proper policy. Extension of guidance regarding persons who are not fit and proper: SPG 520 includes additional guidance on write, the contents of the nyu master in creative, fit and proper policy in 95 thesis, relation to nyu master, persons who are not fit and proper.
APRA now suggests that the trustee’s policy should include a process for removing such persons and a requirement to obtain legal advice, having regard to the entity’s structure and individual arrangements with responsible officers. Extension of guidance regarding responsible officers: SPG 520 contains additional guidance as to who is considered a responsible officer of help a trustee under the in creative in spanish, SIS Act. Determining whether a person is essay teachers, fit and proper: SPG 520 now notes that whether a person has been reprimanded, disqualified or removed by a professional or regulatory body in relation to writing in spanish, the person’s professional competence will be a factor in determining whether the person is fit and proper. Previously, such disciplinary action was only a consideration where it related to the person’s honesty, integrity or business conduct (note that these considerations still apply in addition to 95 thesis, professional competence under SPG 520). Minimum fitness requirements for responsible officers: In SGN 110.1, APRA noted that the RSE licensee should maintain, at a minimum, a working knowledge of SIS, basic investment knowledge and basic knowledge of nyu master writing in spanish elements of archaeology RSE licensee and trust law. Nyu Master Writing. It was, according to SGN 110.1, acceptable for this knowledge to how to, reside in only one person. Under the new SPG 520, APRA now requires all responsible officers to satisfy minimum requirements of writing skills, knowledge and persuasive essay qualifications in order to meet the ‘fitness’ limb. This would include an understanding of section 52 of the SIS Act, a working knowledge of the SIS Act, accounting, auditing and operational processes, basic investment knowledge, basic knowledge of the elements of RSE licensee and trust law and awareness of other areas where technical, professional or expert advice could be sought. Expanded guidance is also given as to the minimum training and induction requirements for writing in spanish responsible officers. Having applied the minimum individual fitness requirements, APRA continues to dissertation, expect that the fitness requirements would also be applied on a collective basis at the trustee level. Suspension of trustees: SPG 520 now notes that it is possible for APRA to suspend a trustee who fails to promptly remove a responsible officer who is known or reasonably suspected of writing being a disqualified person (pending resolution of that person’s status).
In conclusion, quite a number of changes have been made to 95 thesis, the old SGNs, although there was nothing entirely new or unexpected. In Creative Writing In Spanish. Rather, the revised notes represent a moderate extension of the persuasive teachers, principles and guidance which were already in place. As a practical comment, however, it is frustrating that regulators often do not release revised publications in the form of a mark-up to indicate the changes nor any comprehensive explanatory guidance to accompany the release of revised materials. Instead it seems that regulated entities and their advisers are required to do a manual comparison of the old against the new.
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Gospel Topics Essay: Translation and Historicity of the Book of Abraham. Note: The Mormon Church began publishing essays on in spanish a variety of historical and writing, doctrinal issues. To see an overview of the articles, you can go here: Gospel Topic Essays: Fixing History? In this review of an article titled ďTranslation and Historicity of the Book of Abraham: A Gospel Topics Essay,Ē the entire article will be cited (all underlined), with my comments throughout. Here is the 5-part Viewpoint on Mormonism series broadcast during the week of December 1, 2014: The Church of Jesus Christ of Latter-day Saints embraces the book of Abraham as scripture. Before we go any further, I must comment on the word embraces . How can the Mormon Church leaders ďembraceĒ the Book of Abraham?
After all, this book in the LDS canon is writing perhaps the biggest reason church members leave Mormonism. There is martin plenty of evidence to show the Book of Abraham is fraudulent, a false bill of sales, an invitation to nyu master, join a Ponzi scheme, and so much worse. If the church ďembracesĒ this book, then we must wonder why so very little has been said about it at book sheet, General Conferences held since the in creative writing in spanish 1970s. Rather, I believe this part of write, LDS scripture is an embarrassment to the church, so donít be fooled by in creative, this statement. As far as the reference to the ď bookĒ of Abraham, Iím not sure why the write small letter ďbĒ is used. The ďBookĒ of Mormon is always capitalized. And although many sources on nyu master in spanish lds.org donít capitalize the word ďbook,Ē others do. (For example, see here.) It is writing also capitalized in the explanatory note preceding the book in in creative in spanish the LDS canon (ď A Translation of some ancient Records that have fallen into our hands from the how to write catacombs of Egypt. Nyu Master Writing. The writings of Abraham while he was in Egypt, called the Book of Abraham, written by his own hand, upon papyrus.Ē) The media traditionally capitalize it (i.e. To Project Management. see here and here). Even LDS apologists capitalize it. No explanation is given for making it lowercased, but in this article, I will retain the nyu master in creative in spanish traditional capitalized ďBookĒ of Abraham and leave the underlined portions intact. This book, a record of the biblical prophet and patriarch Abraham, recounts how Abraham sought the blessings of the priesthood, rejected the idolatry of summary sheet, his father, covenanted with Jehovah, married Sarai, moved to nyu master in creative, Canaan and Egypt, and received knowledge about the Creation.
The book of dissertation how to write, Abraham largely follows the biblical narrative but adds important information regarding Abrahamís life and teachings. This isnít the first time where a church publication lifted the Book of Abraham to a lofty position. A church manual boasts: The book of Abraham is an evidence of the inspired calling of the Prophet Joseph Smith. It came forth at a time when the study of the ancient Egyptian language and culture was just beginning.
The scholars of the 1800s had scarcely begun to explore the field of Egyptology, and yet, with no formal training in ancient languages and writing in spanish, no knowledge of dissertation, ancient Egypt (except his work with the in spanish Book of Mormon), Joseph Smith began his translation of the ancient manuscripts. His knowledge and to project management, ability came through the power and nyu master in creative in spanish, gift of God, together with his own determination and faith. ( Pearl of Great Price Student Manual Religion 327 , 2000, p. 29). Another one states: In 1967 eleven fragments of the archaeology Joseph Smith papyri were rediscovered by Doctor Aziz S. Atiya, in the New York Metropolitan Museum of Art. Studies of them have confirmed that they are mainly ancient Egyptian funerary texts of the sort commonly buried with royalty and nobility and designed to guide them through their eternal journeyings. Nyu Master In Creative Writing In Spanish. This has renewed the question about the dissertation how to write connection between the nyu master writing records and the book of Abraham. Joseph Smith did not explain the method of translating the book of Abraham, just as he did not explain fully how the Book of Mormon was translated. Persuasive Essay Writing. Nevertheless, like the Book of Mormon, the nyu master book of Abraham is its own evidence that it came about through the archaeology coursework help gift and in creative in spanish, power of persuasive, God ( Church History in the Fulness of Times: Religion 341-43 , p. 258). According to these manuals, Smith was inspired. Even though these are mainly Egyptian funerary texts and not writings from the patriarch Abraham, the reader is supposed to believe that ďthe book of Abraham is its own evidence that it came about through the nyu master in creative gift and power of God.Ē
So what do we do with the Book of Abraham? There are only two possibilities: 1) Joseph Smith really did receive authentic papyri that contained the writings of in spanish, Abraham. 2) Joseph Smith really never had papyri with writings of nyu master in creative in spanish, Abraham. For the sake of luthers 95 thesis, argument, letís assume the first possibility is correct and Smith did receive authentic papyri filled with the words of Abraham. If this is the case, then we still have two more possibilities: 1) Joseph Smith really did know how to translate these Egyptian hieroglyphics and in creative writing in spanish, put them into book summary English, which we have today and found in the Book of Abraham. 2) Joseph Smith really did not know how to translate these Egyptian hieroglyphics. If Joseph Smith never had papyri with writings of Abraham, we are left with three possibilities. Joseph Smith was.
As the Gospel Topics essay explains, the nyu master in creative in spanish Mormon Church continues to ďembrace the book of Abraham as scripture.Ē In other words, a person must have faith that this book is authentic (#1 in the first scenario) and essay writing, translatable by the hand of Joseph Smith (#1 in nyu master in creative the second scenario). If the second possibility in either scenario is correct, then the Book of Abraham is nyu master writing not what it is touted to nyu master, be by LDS Church leaders. The book of Abraham was first published in 1842 and to project management, was canonized as part of the Pearl of Great Price in 1880. Nyu Master In Creative Writing. The book originated with Egyptian papyri that Joseph Smith translated beginning in 1835. Many people saw the papyri, but no eyewitness account of the translation survives, making it impossible to reconstruct the process. Only small fragments of the introduction to project management long papyrus scrolls once in Joseph Smithís possession exist today. In Creative. The relationship between those fragments and the text we have today is largely a matter of conjecture. Letís provide a little background.
In July 1835 Joseph Smith met a traveling showman by to project management, the name of Michael H. Chandler who was displaying four Egyptian mummies in nyu master writing Kirtland, Ohio. Along with the mummies, Chandler possessed two rolls of persuasive, papyri that contained a number of hieroglyphics, which he sold to the Mormons for $2,400. Nyu Master Writing In Spanish. The next day, Smith proclaimed that the archaeology coursework manuscripts were actually written by none other than two Old Testament patriarchs: I commenced the translation of some of the characters or hieroglyphics, and much to our joy found that one of the rolls contained the writings of Abraham, another the writings of Joseph of nyu master in creative writing in spanish, Egypt, etc. ( History of the Church, 2:235Ė36.) To stumble on such an nyu master writing incredible find was, in nyu master in spanish itself, an amazing stroke of what Mormons would view as divine providence. Imagine for a moment what a discovery this would be if, in fact, Smith had really come across the writings of Abraham and Joseph.
They would be priceless, predating the Book of Genesis by about five hundred years. If, as some LDS leaders believed, the Book of Abraham was actually written by the patriarch himself, they would be the only autograph manuscripts of biblical personalities currently available. For example, President Wilford Woodruff said, The Lord is Blessing Joseph with Power to reveal mysteries of the kingdom of God; to translate through the urim and book, Thummim Ancient records Hyeroglyphics as old as Abraham or Adam. . Nyu Master In Creative Writing In Spanish. . . Joseph the Seer has presented us some of the Book of introduction, Abraham which was written by his own hand but hid from the knowledged of man for the last four thousand years. . . . In Creative In Spanish. (Susan Staker, ed., Waiting for Worldís End: The Diaries of Wilford Woodruff (Salt Lake City, Utah: Signature Books, 1993), 50-51. Luthers 95 Thesis. Ellipsis and writing in spanish, spelling in original. For more information on this topic, see here.)
Of the two papyri, Smith chose to luthers 95 thesis, focus on the one he claimed was written by the patriarch Abraham, who, according to the text, supposedly held the writing priesthood well before it was even formulated by God in the days of the Levites. In 1842 the Mormon periodical Times and Seasons printed everything that Smith was able to translate until that time. These were the 1 March, 15 March, and 16 May 1842 issues of the Times and Seasons. Circumstances would prohibit him from luthers 95 thesis ďtranslatingĒ the rest of the Book of nyu master in creative writing in spanish, Abraham papyrus or the writing other papyrus that he called the Book of Joseph. In 1851 Smithís uncompleted translation was published as a part of the Pearl of Great Price . This was canonized in 1880, thus elevating the Book of Abraham to nyu master in creative writing, the level of LDS scripture. One of the major doctrines emanating from the archaeology coursework Book of Abraham is the ďcurse of Cain.Ē Abraham 1:21-26 states, Now this king of Egypt was a descendant from the loins of nyu master in creative, Ham, and was a partaker of the blood of the Canaanites by dissertation, birth. From this descent sprang all the Egyptians, and thus the blood of the Canaanites was preserved in the land. The land of Egypt being first discovered by a woman, who was the daughter of nyu master in spanish, Ham, and the daughter of essay writing, Egyptus, which in the Chaldean signifies Egypt, which signifies that which is nyu master in creative writing in spanish forbidden; When this woman discovered the land it was under water, who afterward settled her sons in it; and thus, from Ham, sprang that race which preserved the curse in the land. Now the first government of martin 95 thesis, Egypt was established by Pharaoh, the eldest son of Egyptus, the daughter of Ham, and nyu master in creative in spanish, it was after the persuasive writing manner of the government of Ham, which was patriarchal.
Pharaoh, being a righteous man, established his kingdom and judged his people wisely and justly all his days, seeking earnestly to imitate that order established by nyu master writing, the fathers in the first generations, in the days of the first patriarchal reign, even in the reign of Adam, and also of Noah, his father, who blessed him with the blessings of the earth, and with the blessings of wisdom, but cursed him as pertaining to the Priesthood. Smith used this passage in 1836 to claim that those with African heritage had inherited this ďcurse,Ē the impetus for the later ban of archaeology, Blacks from the LDS priesthood. It wasnít until 1978 when this stringent ban was lifted. Today, however, no changes have been made to this portion of LDS scripture and the entire book remains in the standard works canon. In 1966, eleven pieces of Smithís original papyri were discovered in the Metropolitan Museum in New York, which were later turned over to the LDS Church. This discovery would be a major blow to the idea that the Book of Abraham should be considered authentic scripture from the patriarch. Thus, the Gospel Topics essay says that ďďonly small fragments of the long papyrus scrolls once in Joseph Smithís possession exist todayĒ and that there is a large segment of the scroll now missing. Such an assertion is simply not true.
Egyptologists have said that, if anything is missing, it is a minute fraction. When Smithís ďtranslationĒ of the Egyptian hieroglyphics is considered, we can see that he had no clue as to what he was doing. For instance, he took one backwards E letterówhich, in the Egyptian, was part of a series of letters that mean ďpoolĒóand turned this letter into 73 words (Abraham 1:13-14). Nyu Master In Creative Writing In Spanish. In fact, this practice was common throughout his ďtranslation.Ē Charles Larson states, On some occasions Joseph Smith separated a single Egyptian word to derive characters for his ďtranslation,Ē while at nyu master in spanish, other times he combined more than one Egyptian word into a single set of characters. In all cases his translation attributes a far more complex explanation to the Egyptian letters and words of Papyrus Joseph Smith XI than do professional Egyptologists, and Smith ascribes meanings to words which are totally unrelated to their actual denotation. Thus, Joseph Smithís ďtranslationĒ is completely incorrect in both method and content. ( By His Own Hand Upon Papyrus , 96)
The content of the writing is not even close to in creative, what Smith ďtranslates,Ē a fact offered by David Persuitte: Papyrus No. XI and its associated pieces were actually a version of what is called the Egyptian ďBook of Breathings,Ē or a ďBreathing Permit.Ē The papyri upon which it is found are sometimes called ďSen-SenĒ papyri because of the Egyptian word for to project ďbreathing,Ē which occurs frequently in the text. The Book of Breathings represents an attempt by the Egyptians to consolidate those elements of their beliefs that were essential parts of their funeral rites. It was, in short, a sort of talisman that was buried with the dead to assure their well-being in the afterlife. ( Joseph Smith and the Origins of the Book of Mormon , 292). According to Dr.
Robert Ritner from the nyu master in creative in spanish University of Chicago, the Book of introduction, Breathings is, for all intents and purposes, intact; there are no substantial missing pieces. He stated, Assuming no reason that this particular Book of nyu master in spanish, Breathings scroll must be expanded much beyond the surviving length, I have now read the entire document from the book summary sheet beginning to the end and have made up what one could make out on nyu master in creative the poor copy of the final vignette. The most that is dissertation missing from this text is simply two columns of Egyptian hieratic and possibly a small vignette, but other than that there would be nothing more that would inflate its current length other than its current size. It is both unprecedented and unreasonable to assume that an intrusive text about a completely different matter, a narrative history about Abraham and his descendants, would have been inserted into a document whose beginning, middle, and end is devoted specifically to in spanish, the resurrection of an Egyptian priest. It would disrupt the document and have nothing to to project, do with this content. ( The Lost Book of Abraham , quoted at 40 minutes) Iíll quote Dr. Ritner elsewhere in this paper, as he is an Egyptologist who is most willing to talk about this specific Book of nyu master in creative in spanish, Abraham issue.
As a scholar, he is not very impressed with the scholarship of the Mormon community, and the Gospel Topics essay did not convince him that the Book of Abraham is in creative in spanish authentic. In a review of the essay called ďA Response to ĎTranslation and Historicity of the Book of Abraham,'Ē Dr. Ritner wrote: The recent web posting on the Book of Abraham by The Church of Jesus Christ of Latter- Day Saints (hereafter the LDS church) represents new reflection on a document whose authenticity as verifiable history is now officially acknowledged to be in serious dispute. Thus the position paper concludes with a concession by nyu master in creative writing in spanish, noting (unnamed) modern scholarly opposition to the Book of Abraham, followed by a defense against any such scholarly debate: ďThe veracity and value of the book of Abraham cannot be settled by scholarly debate concerning the bookís translation and historicity.Ē Rather, the persuasive writing truth of the book is sought in nyu master writing ways that cannot be verified externally, relying exclusively upon nyu master in creative in spanish, traditional faith: ďa careful study of writing, its teachings, sincere prayer, and the confirmation of the Spirit.Ē
Such a declaration may seem reasonable to those already predisposed to accept it, but on book summary sheet closer reading, the in creative in spanish LDS church posting suggests discomfort with its own conclusions and reasoning. Not a single opposing scholar is martin luthers mentioned by name, nor are their reasons for rejecting the nyu master in creative Book of Abraham. Yet the LDS paper attempts to engage in scholarly debate from a one-sided position, repeatedly citing in the footnotes the same limited set of apologists who are primarily church employees at BYU in introduction to project Provo. The significance of these apologetic publications will be discussed below. If scholarly dispute over translation and historicity is ultimately irrelevant, why bother to devote extended paragraphs to rebuttals of unmentioned objections on nyu master writing in spanish ďTranslation and the Book of Abraham,Ē ďThe Papyri,Ē and ďThe Book of archaeology, Abraham and the Ancient WorldĒ? According to Dr. Ritner, the nyu master in creative writing ďworks citedĒ for this paper is not much different from the LDS scholars who have been attempting to defend their scripture over dissertation how to the years. This makes sense because, most likely, these same scholars are the nyu master ones who probably wrote the unattributed Gospel Topics essay in the first place! These Mormon scholars have created a number of theories have been proposed over the years to prop up the efficacy of the Book of Abraham. In fact, consider the ďHidden MeaningĒ theory, the ďMnemonic DeviceĒ theory, the ďAny Egyptian ConnectionĒ theory, the ďScribes Did ItĒ theory, the ďMissing Black and Red ScrollĒ theory, the ďMistaken IdentityĒ theory, the ďCatalystĒ Theory, and the ďNobody Really Understands Egyptian AnywayĒ theory. Some of these ďtheoriesĒ are as far-fetched as Bigfoot eating the Loch Ness Monster.
Not one of these theories has been able to hold up when the evidence is considered. (See chapter 11 (ďThe Intellectual ApproachesĒ) in By His Own Hand Upon Papyru s by Charles Larson for explanations of each theory.) Instead of persuasive writing, focusing on missing pieces of the Book of Abraham (for which there is little evidence), perhaps LDS scholars and apologists should be dealing with the problems caused by what we is available. Absolutely nothing that we have today provides any support for Smithís LDS scripture. We do know some things about the translation process. Nyu Master In Creative Writing. The word translation typically assumes an dissertation write expert knowledge of multiple languages. Joseph Smith claimed no expertise in any language. Writing In Spanish. He readily acknowledged that he was one of the ďweak things of the world,Ē called to speak words sent ďfrom heaven.Ē Speaking of the translation of the Book of write, Mormon, the Lord said, ďYou cannot write that which is sacred save it be given you from nyu master in spanish me.Ē The same principle can be applied to the book of Abraham. The Lord did not require Joseph Smith to have knowledge of Egyptian. By the gift and power of God, Joseph received knowledge about the life and persuasive writing teachers, teachings of Abraham. The LDS article explains how ďSmith claimed no expertise in any language,Ē including Egyptian. By making this admission, the in creative argument maintains that Smith must have been given divine revelation to book report sheet, make his Book of Abraham translation. After all, he had previously done this a few years before with the ďreformed EgyptianĒ text of the Book of Mormon, which he claimed he did ďby the gift and power of God.Ē And voila, here are the same words being used in this essay to nyu master in creative in spanish, show how his divine inspiration (rather than his understanding of Egyptian hieroglyphics) allowing him to make his translation of the Book of Abraham.
Is this a coincidence? Hardly. Comparing the Book of Mormon to nyu master in spanish, the Book of Abraham, Christian author H. Michael Marquardt states: Only part of the original 1829 manuscript of the nyu master in creative writing Book of to project management, Mormon pages of the dictated text is extent. We do not have the gold plates to determine how accurate Joseph Smithís dictation from the Egyptian was.
But we do have the Egyptian papyri, Joseph Smithís Egyptian Alphabet, and the Book of Abraham Translation Manuscripts. These later manuscripts together with Joseph Smithís journal and knowing when his scribes worked with him all place the dictation process in the last half of 1835. With all of this historical background we have enough information to examine Joseph Smithís competence with the ancient Egyptian language. ( The Rise of Mormonism: 1816-1844 , 407.) Letís consider how the nyu master in creative writing LDS prophet was able to get away with this ploy. In Smithís day few people could have been considered experts in the field of Egyptology. The famous Rosetta Stone, currently on display at the British Museum in London, was discovered accidentally in 1799 by to project management, Napoleonís troops in nyu master in creative Egypt. A number of scholars worked for years to decipher the stone, which contained hieroglyphic Egyptian, demotic Egyptian, and Greek characters. Finally, Jean Francois Champollion announced his results in 1822. Luthers 95 Thesis. Yet getting this information communicated to a general population would take many years before the in creative Information Age took place. As Dr. Nyu Master In Creative Writing. Ritner explains:
In the 1840s in the United States, the ancient Egyptian language was virtually unknown. It had only been to in creative in spanish, be deciphered in 1822 and that knowledge simply had not crossed the Atlantic. So any interpretation given to book report summary, an Egyptian document in 1842 or 45 or 50 or even 1860 would have been believable to a general audience. We would have no way of comparing it with the actual truth ( The Lost Book of Abraham, 14 minutes in) By 1861, T. Deveria had noted a series of anachronisms and absurdities in the supposed translations and woodcut vignettes, and in 1912 a solicitation for professional opinions on the matter drew uniformly derisive assessments from A. H. Sayce, W. M. F. Petrie, J. Nyu Master Writing. H. Breasted, A. C. Mace, J. Peters, S. A. B. Mercer, E. Meyer, and F. W. von Bissing Dr. Ritner did an extended study on the different papyri that were discovered in 1967. As far as Facsmilies 1 and in creative in spanish, 2, he writes: Comparison of the surviving initial vignette of the nyu master writing in spanish Hor papyrus with Facsimile 1 proves beyond doubt, as the LDS web post agrees, that it was ďthe vignette that became facsimile 1.Ē However, neither Facsimile 1 nor 2 is a true copy, and both contain added forgeries, including the human-head and knife of the supposed ďidolatrous priest of ElkenahĒ (Fig. 3 on Facsimile 1) as can be seen in the crude pencil additions to the original papyrus sheet as mounted and ďimprovedĒ for persuasive essay publication by nyu master in spanish, the LDS church in 1842. NOTE: Go here to see an excellent portrayal of Facsimiles 1-3 by archaeology help, Infographics. In a video, he explained,
What this document really is nyu master in creative in spanish is an extended prayer on behalf of a deceased Egyptian priest, which begins with an invocation to the god of mummification, probably, certainly with a picture of the god of mummification, to ensure the priestís continued existence into martin 95 thesis the next world, and then itís followed by a series of statements where ďOh deified Horus, may you walk as you head down in life, may your ears function, may your eyes function, may the gods receive you.Ē Long series of nyu master in creative writing in spanish, invocations on this, essentially assuring that this dead priest is able to function in death as he had in life, but now as part of a company of the ancient Egyptian gods. Abraham is not mentioned once. ( The Lost Book of Abraham video, 38 minutes in) Smithís papyrus was both torn and attached to a backing that held it in place. On the backing someone, possibly Smith, filled in areas that were missing. An examination of sheet, Joseph Smithís Facsimile No.
1 exposes a number of nyu master in creative writing, discrepancies between Smithís interpretation and that of modern Egyptologists. Smith claimed that the facsimile portrays Abraham lying on an altar. Dissertation How To. Standing next to him is the idolatrous priest Elkanah who holds a knife in his hand. Smith claimed that Elkanah was attempting to offer Abraham as a sacrifice. Below the nyu master in creative in spanish altar are figures that Smith describes as idolatrous gods.
Smith named a bird that hovers above the martin luthers 95 thesis head of Abraham as the angel of the Lord. Richard A. Parker, once the chairman of the writing department of Egyptology at Brown University, disagreed with Smithís assessment. He claimed: This is a well-known scene from the Osiris mysteries, with Anubis, the jackal-headed god, on the left ministering to the dead Osiris on the bier. The pencilled(?) restoration is dissertation how to write incorrect. Anubis should be jackal-headed. The left arm of Osiris is in nyu master in creative reality lying at archaeology coursework help, his side under him. The apparent upper hand is part of the wing of a second bird which is hovering over the erect phallus of Osiris (now broken away). In Spanish. The second bird is Isis and she is magically impregnated by the dead Osiris and then later gives birth to Horus who avenges his father and takes over his inheritance.
The complete bird represents Nephthys, sister to Osiris and to project, Isis. Beneath the bier are the four canopic jars with heads representative of the four sons of Horus, human-headed Imseti, baboon-headed Hapy, jackal-headed Duamutef and falcon-headed Kebehsenuf. (Richard A. Parker, ďThe Joseph Smith Papyri: A Preliminary Report,Ē Dialogue 3, no. Nyu Master In Creative. 2 (summer 1968): 86.) For a comparison of Joseph Smithís interpretation of persuasive essay writing teachers, Facsimile 1 compared to what it really was, click here. Other problems develop when Facsimile No. 2 is considered. This circular drawing supposedly verified the LDS teaching that God lives near a planet called Kolob. Smith also claimed it gave reference to ďgrand Key-words of the nyu master in creative in spanish Priesthood.Ē (Explanation of figure seven opposite Facsimile No. Essay Writing. 2.) Key words are an essential part of the LDS temple ceremony. Nyu Master. Speaking specifically about 95 thesis Facsmilie 2, Dr.
Ritner states, Facsimile 2 derives from a separate burial, for an individual named Sheshonq. Large portions of this published ďfacsimileĒ were improperly inserted from unrelated papyri. All of Smithís published ďexplanationsĒ are incorrect, including the lone example defended by in creative, the new web posting. According to Egyptologist Stephen E. To Project. Thompson:
Facsimile 2 is a drawing of an Egyptian funerary amulet known as a hypocephalus, which was placed under the head of the mummy and was intended to protect the head of the deceased, provide him with the sunís life-giving warmth, and to make it possible for him to writing, join the sun god Re in his celestial boat, and thereby insure his continued, pleasant existence in the next life. (Stephen Thompson, ďEgyptology and the Book of Mormon,Ē Dialogue 28, no. Help. 1 (spring 1995): 149Ė50.) Thompson went on to say: Concerning Joseph Smithís interpretations of the figures in this facsimile, it has been stated that ďhis explanations, are, in general, reasonable in writing light of modern Egyptological knowledge.Ē A comparison of Smithís interpretations with current Egyptological scholarship shows that this statement is also incorrect. (Ibid., 150.) For a look at persuasive teachers, the translation of in creative in spanish, Facsimilie 2 by help, Smith versus what the Egyptian really said, click here. And for Facsimile 3, he writes, In Facsimile 3, Smith confuses human and animal heads and males with females. No amount of special pleading can change the female ďIsis the great, the godís motherĒ (Facsimile 3, Fig. 2) into nyu master writing the male ďKing Pharaoh, whose name is given in martin 95 thesis the characters above his hand,Ē as even the in creative in spanish LDS author Michael D. Rhodes accepts. Here Smith also misunderstands ďPharaohĒ as a personal name rather than a title meaning ďking,Ē so he reads ďking kingĒ for a goddessís name that he claims to have understood on the papyrus!
For a look at Facsimile 3, click here. When the manuscript of the Book of Abraham became available in the 1960s, scholars were now able to investigate whether or not Joseph Smith was indeed a prophet inspired by God with the ability to 95 thesis, translate another language. As it turns out, Smith had no clue about the Egyptian language. Marquardt writes, Joseph Smithís work on his Book of Abraham Egyptian alphabet, seven years later shows that he could not understand or interpret documents written anciently. From examinations done by nyu master in creative in spanish, Egyptologists, their studies show that Smith had not the slightest idea what the Egyptian characters meant relating to names, places, and martin, subject matter. These manuscript pages clearly show that Joseph Smith pretended to translate Egyptian records.
The claim that they had been written by nyu master in creative, the biblical Abraham is without a solid foundation. The manuscript pages show that Smith used the Bible like he did when he dictated the write Book of Mormon text. Nyu Master In Creative Writing. ( The Rise of Mormonism: 1816-1844 , 406.) Egyptologists are unanimous that Smithís ďtranslationĒ was inaccurate and that his source was, in fact, of pagan origin, having nothing to do with the patriarch Abraham. As Charles Larson explains, Based on comparisons of the Metropolitan papyri to every available resource, including descriptions contemporary with Joseph Smith of the so-called Abraham and Joseph scrolls, as well as to 95 thesis, a number of original translation manuscripts and other notes of the time, the papyrus scroll Joseph Smith represented as containing ďthe writings of AbrahamĒ was shown to be merely a common pagan funeral papyrus of late date known as the nyu master in creative in spanish Book of 95 thesis, Breathings. The scroll thought to contain the ďwritings of Joseph of EgyptĒ was also identified as a typical late copy of the Egyptian Book of the Bead, which had been prepared for a woman named Ta-shert-Min. Neither scroll ever had anything to in creative writing, do with the biblical patriarchs Abraham or Joseph, except in the mind of Joseph Smith. ( By His Own Hand Upon Papyrus , 173-74.) He also wrote on page 175: Not a single word, thought, or concept from Joseph Smithís Book of Abraham, including his explanations of his three facsimiles, is in any way related to the subject matter of the common Egyptian funeral texts from which they were supposedly translated. Dr.
Lanny Bell, who teaches Egyptology at Brown University, adds, From the evidence we have today, itís quite safe to say that Joseph Smith did not have the Book of Abraham or the Book of Joseph in front of persuasive essay writing, him in the form of writing, these papyri because they bear no relationship to the context of these stories or his translation. Their findings are exactly the same as the coursework research given by Egyptologists going back to the 19 th century, including Dr. A. H. Sayce (Oxford University), Dr. W.M. Flinders Petrie (London University), Dr. James H. Breasted (University of Chicago), Dr.
Arthur C. Mace (Metropolitan Museum of nyu master in spanish, Art, New York), Dr. John Peters (University of Pennsylvania), Dr. Luthers 95 Thesis. Edward Meyer (University of Berlin), Dr. Freidrick Freiheer Von Bissing (University of Munich), and Dr. Samnuel A. B. Mercer (Western Theological Seminary). (For these quotes, see What Every Mormon (and Non-Mormon) Should Know , written by Edmond C. Gruss and Lane A. Thuet, pp. 162-164.) In fact, we know of writing in spanish, no reputable Egyptologist (outside of the LDS Churchís John Gee) who has accepted Smithís translation. On many particulars, the book of Abraham is consistent with historical knowledge about the ancient world. Some of this knowledge, which is discussed later in this essay, had not yet been discovered or was not well known in 1842. But even this evidence of ancient origins, substantial though it may be, cannot prove the truthfulness of the book of Abraham any more than archaeological evidence can prove the exodus of the archaeology coursework help Israelites from Egypt or the Resurrection of the Son of God. The book of Abrahamís status as scripture ultimately rests on faith in nyu master in creative in spanish the saving truths found within the book itself as witnessed by the Holy Ghost.
This claim is very similar to one made in a 2000 church manual: The Prophet Joseph Smith never communicated his method of translating these records. As with all other scriptures, a testimony of the truthfulness of nyu master in creative in spanish, these writing is primarily a matter of faith. Writing. The greatest evidence of the truthfulness of the book of Abraham is not found in an analysis of physical evidence nor historical back≠ground, but in prayerful consideration of its contents and essay, power. ( The Pearl of Great Price Student Manual Ė Religion 327 , 2000, p. In Creative In Spanish. 28). Ahh, so here we have it. Apparently a Mormon is introduction to project management encouraged to writing, disregard any evidence that might weigh against introduction to project, the Book of Abraham. Letís take the examples given in the essay regarding archaeological evidence: Exodus of the Israelites from Egypt: Of course, we have no archaeological evidence from the Exodus, nor would we expect to find anything. Nyu Master. After all, the people of Israel were nomads for 40 years and did not build anything. Nothing will ever be found to 95 thesis, support this biblical story. Itís interesting that this example is used.
New evidence continually comes up in the Holy Land to support the story of the Bible. (For examples of evidence found in 2013, see here.) It is possible to visit Jericho, Ai, Caesarea, and nyu master, Bet Shean to get an idea of what took place thousands of years ago. Certainly an element of faith is needed to book report summary sheet, accept the events and people talked about in the Bible, but the historical/archaeological evidence is a huge support. In fact, there is much more to support the in creative Bible than the Book of Mormon, for luthers 95 thesis that matter! The Resurrection: Talk about evidence! According to Paul in the fifteenth chapter of 1 Corinthians: 3 For I delivered unto you first of all that which I also received, how that Christ died for our sins according to the scriptures; 4 And that he was buried, and that he rose again the writing in spanish third day according to the scriptures: 5 And that he was seen of Cephas, then of the luthers 95 thesis twelve: 6 After that, he was seen of above five hundred brethren at once; of whom the greater part remain unto this present, but some are fallen asleep.
7 After that, he was seen of James; then of all the apostles. 8 And last of all he was seen of me also, as of one born out of due time. There is good historical evidence for the resurrection. Of course, it still takes faith. But the leap of faith is a jump into the light, not the darkness. (For a fuller depiction of reasons why a person should believe in the resurrection, click here.) These cases are much different from the faith a person must have to believe in in creative writing in spanish the Book of Abraham, for which the evidence screams ďfraudĒ rather than lending support to its veracity. Introduction Management. The Bible is very clear that we must ďtest everythingĒ (1 Thess. 5:21).
Indeed, we are supposed to nyu master writing, ďtest the spirits to see if they are true for many false prophets have gone out into the worldĒ (1 John 4:1). Jesus described in the Sermon on the Mount how there are many false prophets masquerading as sheep when they are really ravenous wolves. When the Bereans tested what Paul taught them in Acts 17, they were considered nobler than the Thessalonians because they went to scripture to write, ascertain truth. To suggest, as this essay seems to do, that the facts ought to in creative, take a back seat to faith is flawed, no matter how spiritual a Mormon may think it sounds. At this point, I want to bring something up about the language. The Jews in those days spoke Hebrew.
There is how to write no evidence a Jew ever wrote using Egyptian hieroglyphics. It would seem that Mosesówho authored the nyu master writing Pentateuchóis the more likely candidate to have written in Egyptian since he grew up in the palace of Pharaoh! Of course, Abraham did travel to Egypt, as recorded in Genesis chapter 12, and even stayed there for a short time. But this was not the land of his friends and family. Martin Luthers. Instead, it was a place where, according to Abraham 1:5, ďthe worshiping of the nyu master in creative writing in spanish gods of the heathenĒ was common. Thus, a Mormon needs to ask why Abraham would have written in a non-native language and style (hieroglyphics) belonging to pagans who worshiped other gods.
It is also curious that, just by chance, these very words of Abraham found their way to summary sheet, Kirtland, Ohio, and into the hands of a man who just so happened had the ability to writing in spanish, ďtranslateĒ them. Yet the English of the Book of Abraham is completely out of context with the Egyptian style. Dr. Ritner explains that the how to write ďtranslationĒ provided by Smith is just like trying to mix Chinese and Ethiopian: The narrative style of the Book of Abraham does not correspond to in creative writing, Egyptian verbiage. Itís not the kind of to project management, thing Egyptians would say, they wouldnít say it in that way, and it certainly would never appear in that way in a context such as this. It couldnít possibly be more out of place. Nyu Master Writing. ( The Lost Book of Abraham , 40 minutes in) Weíll consider more details that are detrimental to the Book of Abraham, and archaeology coursework, when everything is put together, the chances the Book of Abraham is authentic scripture lands between slim and none. The Book of Abraham as Scripture. Thousands of years ago, the prophet Nephi learned that one purpose of the nyu master writing in spanish Book of Mormon was to ďestablish the introduction management truthĒ of the Bible. In a similar way, the nyu master in spanish book of Abraham supports, expands, and clarifies the biblical account of Abrahamís life.
In the biblical account, God covenants with Abraham to help, ďmake of in creative in spanish, thee a great nation.Ē The book of Abraham provides context for that covenant by showing that Abraham was a seeker of in creative writing, ďgreat knowledgeĒ and a ďfollower of righteousnessĒ who chose the right path in spite of great hardship. He rejected the wickedness of his fatherís household and spurned the idols of the surrounding culture, despite the threat of death. In the Bible, Godís covenant with Abraham appears to begin during Abrahamís life. Nyu Master In Creative In Spanish. According to the book of Abraham, the covenant began before the foundation of the earth and was passed down through Adam, Noah, and other prophets. Abraham thus takes his place in a long line of prophets and patriarchs whose mission is to preserve and extend Godís covenant on how to earth. The heart of this covenant is the priesthood, through which ďthe blessings of salvation, even of life eternalĒ are conveyed. In order to believe that we have new things to learn about Abraham, a person must trust that this book is true. In Spanish. To get to this point, Joseph Smith must be trusted. How To. When we look at nyu master in spanish, the life of the Mormon founder, doubts should be placed in our minds.
The book of Abraham clarifies several teachings that are obscure in the Bible. Life did not begin at birth, as is commonly believed. Persuasive. Prior to coming to earth, individuals existed as spirits. In a vision, Abraham saw that one of the spirits was ďlike unto God.Ē This divine being, Jesus Christ, led other spirits in organizing the earth out of ďmaterialsĒ or preexisting matter, not ex nihilo or out of nothing, as many Christians later came to believe. In Creative. Abraham further learned that mortal life was crucial to introduction to project, the plan of happiness God would provide for writing His children: ďWe will prove them herewith,Ē God stated, ďto see if they will do all things whatsoever the Lord their God shall command them,Ē adding a promise to archaeology coursework, add glory forever upon the faithful. Writing. Nowhere in the Bible is the purpose and writing, potential of earth life stated so clearly as in the book of Abraham. A quick scan through the third chapter of the nyu master in creative Book of Abraham (where the writing teachers information from this part of the essay came) can easily show how Joseph Smith merely took verses from writing other parts of the Old Testament and restated them here. Writes Marquardt, While dictating the Book of Abraham (what is now chapter 2) Joseph Smith used the nyu master in creative writing in spanish KJV Genesis as a guide and text for part of his story.
The actual wording in the story suggests the use of Genesis in composing this work. This would indicate that the wording dictated was basically a copying effort of a preestablished text. At times he revised the KVV text to make it an autobiographical account by Abraham. The wording as printed in the KJV was used as part of the text Abraham supposedly wrote by his own hand. It is in creative in spanish clear that Joseph Smith had the Bible open to the book of Genesis as he dictated this section of the martin luthers 95 thesis Book of Abraham. ( The Rise of Mormonism: 1816-1844 , 402.) If a plagiarist wanted to make his writing sound biblical, what would keep him from copying key phrases and ideas from the nyu master book already in his hands? Consider, for example, the following: 2:11: ďAnd I will bless them that bless thee, and archaeology coursework help, curse them that curse thee.Ē (Compare Genesis 12:3.) 3:11: ď Thus I, Abraham, talked with the Lord, face to face, as one man talketh with another; and in creative in spanish, he told me of the works which his hands had made.Ē Compare with Exodus 33:11 and Numbers 12:8. 3:14: ďAnd it was in persuasive the night time when the Lord spake these words unto me: I will multiply thee, and thy seed after thee, like unto these; and nyu master writing in spanish, if thou canst count the number of sands, so shall be the number of thy seeds.Ē Compare with Genesis 22:17.
3:23: ďAnd God saw these souls that they were good, and he stood in the midst of luthers 95 thesis, them, and he said: These I will make my rulers; for he stood among those that were spirits, and he saw that they were good; and he said unto me: Abraham, thou art one of them; thou wast chosen before thou wast born.Ē Compare with Jeremiah 1:5. 3:27: ďAnd the Lord said: Whom shall I send? And one answered like unto the in creative Son of Man: Here am I, send me. And another answered and said: Here am I, send me. And the Lord said: I will send the first.Ē Compare with Isaiah 6:8.
But there are other odds parts to the Book of Abraham. Archaeology Coursework Help. For example, in Abraham 1:10, it reads, ďEven the thank-offering of a child did the priest of Pharaoh offer upon the altar which stood by the hill called Potipharís Hill, at in spanish, the head of the plain of Olishem.Ē (Also see verse 20.) Potiphar was the husband of the woman who made it look like the biblical Joseph had tried to nyu master in spanish, rape her. This event took place several generations after Abraham. Perhaps this hill could have been named after another ďPotiphar.Ē But I have no doubt that Joseph got this name from the Bible. In Abraham 1:16, it reads, ďAnd his voice was unto me: Abraham, Abraham, behold, my name is Jehovah, and I have heard thee, and have come down to nyu master writing in spanish, deliver thee, and to take thee away from thy fatherís house, and from all thy kinsfolk, into essay teachers a strange land which thou knowest not of.Ē And Abraham 2:8 says, ďMy name is nyu master in creative in spanish Jehovah, and in creative writing, I know the end from the nyu master beginning; therefore my hand shall be over thee.Ē It must be understood that Jehovah is an English word. It is introduction to project management not found in the Bible, as it is neither Greek or Hebrew. Rather, the word is a result of combining the Tetragrammaton (YHWH, a word for ďGodĒ) with ďAdonai,Ē a Greek word meaning ďLord.Ē Combining the vowels from the Greek and inserting them into nyu master writing the Hebrew YHWH created ďJehovah.Ē This was done well after the time that both the Bible and the Book of 95 thesis, Abraham were originally written. In Creative Writing In Spanish. The Mormon must explain how the made-up English word ďJehovahĒ get into the Egyptian language when it was not even invented until a thousand years after Christ.
In 2:16-17, it reads, ďTherefore, eternity was our covering and our rock and our salvation, as we journeyed from Haran by the way of Jershon, to come to the land of Canaan. Now I, Abraham, built an altar in the land of coursework help, Jershon.Ē However, ďJershonĒ is a Book of Mormon place name found in Alma 35 and is not mentioned once in the Bible. Neither Abraham nor Moses would have had knowledge of New World names. Nyu Master In Creative Writing. Is this just another way Smith added words he had already created to show that his new revelation added new details and was somehow necessary as a supplement to Genesis? Abraham 2:22-24 reads: And it came to pass when I was come near to enter into Egypt, the Lord said unto me: Behold, Sarai, thy wife, is a very fair woman to look upon; Therefore it shall come to pass, when the Egyptians shall see her, they will sayóShe is his wife; and they will kill you, but they will save her alive; therefore see that ye do on essay teachers this wise: Let her say unto the nyu master writing in spanish Egyptians, she is how to thy sister, and thy soul shall live. According to the Book of Abraham, God told Abraham to lie. If true, this leads to two problems: 1) God is writing in spanish culpable of in creative writing, lying because he told someone (Abraham) to do this.
2) This contradicts the nyu master in creative writing biblical version which, for whatever reason, leaves this part out completely. Then, referring to the creation of the world in Abraham chapter 4 and 5, Abraham moves to the plural use of ďgodsĒ (i.e. ďthe Gods, organized and coursework help, formed the in spanish heavens and nyu master, the earth,Ē ďthe Spirit of the in creative writing Gods was brooding upon the face of the waters,Ē ďand they (the Gods) comprehended the light, for it was bright,Ē ďand the Gods called the light Day,Ē and ďand the introduction Gods ordered the expanseĒ), using the plural instead of the singular for the creation of the nyu master in creative world. Indeed, the Hebrew ďElohimĒ is plural, but no reputable translator has ever translated this word as ďgods.Ē When it comes to the last two chapters of the Book of Abraham, nothing is unique. In fact, Abraham 4 and Genesis 1 are parallel. The Creation: Comparing Genesis 1 and Abraham 4.
Abraham 4:1: ďAnd then the Lord said: Let us go down. And they went down at the beginning, and they, that is the Gods, organized and book summary sheet, formed the heavens and the earth.Ē Genesis 1:1: ďIn the beginning God created the heavens and in creative in spanish, the earth.Ē Abraham 4:2: ďAnd the earth, after it was formed, was empty and desolate, because they had not formed anything but the earth; and darkness reigned upon the face of the deep, and the Spirit of the Gods was brooding upon the face of the waters. Genesis 1:2: ďAnd the nyu master in creative writing in spanish earth was without form, and void; and nyu master writing in spanish, darkness was upon the face of the writing deep.
And the Spirit of nyu master, God moved upon the face of the waters.Ē Abraham 4:3: ďAnd they (the Gods) said: Let there be light; and there was light.Ē Genesis 1:3: ďAnd God said, Let there be light: and there was light.Ē Abraham 4:4: ďAnd they (the Gods) comprehended the light, for it was bright; and they divided the light, or caused it to be divided, from the darkness.Ē Genesis 1:4: ď And God saw the light, that it was good: and nyu master writing in spanish, God divided the light from the darkness.Ē Abraham 4:5: ďAnd the Gods called the in creative writing in spanish light Day, and the darkness they called Night. And it came to persuasive essay writing, pass that from the evening until morning they called night; and from the morning until the evening they called day; and this was the first, or the beginning, of that which they called day and night.Ē
Genesis 1:5: ď And God called the light Day, and the darkness he called Night. And the evening and the morning were the first day.Ē Abraham 4:6: ďAnd the in creative in spanish Gods also said: Let there be an expanse in the midst of the nyu master in creative writing waters, and it shall divide the waters from the nyu master in creative waters.Ē Genesis 1:6: ďAnd God said, Let there be a firmament in the midst of the waters, and let it divide the waters from the waters.Ē Abraham 4:7: ďAnd the Gods ordered the expanse, so that it divided the waters which were under the expanse from the waters which were above the expanse; and it was so, even as they ordered.Ē Genesis 1:7: ď And God made the firmament, and divided the waters which were under the sheet firmament from the waters which were above the firmament: and it was so.Ē Abraham 4:8 ďAnd the Gods called the nyu master in creative writing expanse, Heaven. And it came to luthers, pass that it was from in creative writing in spanish evening until morning that they called night; and it came to persuasive essay writing teachers, pass that it was from morning until evening that they called day; and this was the second time that they called night and day.Ē Genesis 1:8: ďAnd God called the firmament Heaven. And the evening and the morning were the second day.Ē
Abraham 4:9: ďAnd the in creative in spanish Gods ordered, saying: Let the waters under the archaeology coursework help heaven be gathered together unto one place, and in creative writing, let the essay writing teachers earth come up dry; and in creative in spanish, it was so as they ordered; Genesis 1:9: ďAnd God said, Let the waters under the heaven be gathered together unto one place, and let the dry land appear: and it was so.Ē Abraham 4:10: ďAnd the Gods pronounced the dry land, Earth; and the gathering together of the book report summary sheet waters, pronounced they, Great Waters; and the Gods saw that they were obeyed.Ē Genesis 1:10: ďAnd God called the dry land Earth; and the gathering together of the waters called he Seas: and writing, God saw that it was good.Ē Abraham 4:11: ďAnd the Gods said: Let us prepare the earth to bring forth grass; the herb yielding seed; the fruit tree yielding fruit, after his kind, whose seed in itself yieldeth its own likeness upon the earth; and it was so, even as they ordered.Ē Genesis 1:11: ďAnd God said, Let the earth bring forth grass, the herb yielding seed, and the fruit tree yielding fruit after his kind, whose seed is in itself, upon the earth: and it was so.Ē Abraham 4:12: ďAnd the Gods organized the earth to bring forth grass from its own seed, and write, the herb to bring forth herb from its own seed, yielding seed after his kind; and the earth to nyu master in creative writing in spanish, bring forth the tree from archaeology its own seed, yielding fruit, whose seed could only bring forth the same in nyu master in spanish itself, after his kind; and introduction, the Gods saw that they were obeyed.Ē
Genesis 1:12: ďAnd the nyu master in creative earth brought forth grass, and book report summary, herb yielding seed after his kind, and the tree yielding fruit, whose seed was in itself, after his kind: and God saw that it was good.Ē Abraham 4:13: ďAnd it came to pass that they numbered the nyu master writing in spanish days; from the evening until the morning they called night; and martin luthers, it came to pass, from the morning until the nyu master in spanish evening they called day; and it was the third time.Ē Genesis 1:13: ďAnd the evening and dissertation how to write, the morning were the third day. Abraham 4:14: ďAnd the Gods organized the lights in the expanse of the heaven, and caused them to divide the nyu master in creative writing day from the book report night; and in spanish, organized them to be for signs and for seasons, and for nyu master writing days and for years;Ē Genesis 1:14: ďAnd God said, Let there be lights in the firmament of the heaven to nyu master in creative in spanish, divide the day from the night; and let them be for signs, and for seasons, and for days, and dissertation write, years.Ē Abraham 4:15: ďAnd organized them to be for lights in the expanse of the heaven to give light upon the earth; and nyu master in creative, it was so.Ē Genesis 1:15: ďAnd let them be for lights in the firmament of the book sheet heaven to give light upon the earth: and it was so.Ē
Abraham 4:16: ďAnd the Gods organized the nyu master in spanish two great lights, the dissertation how to greater light to rule the day, and the lesser light to rule the night; with the lesser light they set the stars also;Ē Genesis 1:16: ďAnd God made two great lights; the greater light to nyu master in creative writing, rule the day, and the lesser light to rule the night: he made the nyu master in creative writing stars also.Ē Abraham 4:17-18: ďAnd the Gods set them in the expanse of the heavens, to give light upon nyu master in creative in spanish, the earth, and to rule over the day and over the night, and to 95 thesis, cause to nyu master in creative writing in spanish, divide the light from the darkness. And the Gods watched those things which they had ordered until they obeyed.Ē Genesis 1:17-18: ďAnd God set them in the firmament of the heaven to give light upon the earth, and to rule over the day and over the night, and to divide the to project light from the darkness: and God saw that it was good.Ē Abraham 4:19: ďAnd it came to in creative in spanish, pass that it was from evening until morning that it was night; and it came to pass that it was from morning until evening that it was day; and it was the fourth time.Ē Genesis 1:19: ďAnd the evening and the morning were the fourth day.Ē Abraham 4:20: ďAnd the how to Gods said: Let us prepare the waters to bring forth abundantly the moving creatures that have life; and in creative, the fowl, that they may fly above the earth in the open expanse of in spanish, heaven.Ē Genesis 1:20: ďAnd God said, Let the waters bring forth abundantly the moving creature that hath life, and in spanish, fowl that may fly above the earth in the open firmament of heaven.Ē Abraham 4:21: ďAnd the Gods prepared the waters that they might bring forth great whales, and every living creature that moveth, which the waters were to bring forth abundantly after their kind; and every winged fowl after their kind. And the martin 95 thesis Gods saw that they would be obeyed, and that their plan was good.Ē
Genesis 1:21: ďAnd God created great whales, and every living creature that moveth, which the waters brought forth abundantly, after their kind, and every winged fowl after his kind: and God saw that it was good.Ē Abraham 4:22: ďAnd the Gods said: We will bless them, and cause them to be fruitful and multiply, and fill the waters in the seas or great waters; and cause the fowl to multiply in the earth.Ē Genesis 1:22: ďAnd God blessed them, saying, Be fruitful, and multiply, and fill the waters in in spanish the seas, and let fowl multiply in the earth.Ē Abraham 4:23: ďAnd it came to pass that it was from evening until morning that they called night; and archaeology coursework help, it came to pass that it was from morning until evening that they called day; and it was the nyu master writing in spanish fifth time.Ē Genesis 1:23: ďAnd the evening and the morning were the fifth day.Ē Abraham 4:24: ďAnd the Gods prepared the earth to bring forth the living creature after his kind, cattle and creeping things, and beasts of the earth after their kind; and it was so, as they had said.Ē Genesis 1:24: ďAnd God said, Let the earth bring forth the living creature after his kind, cattle, and creeping thing, and beast of the earth after his kind: and it was so.Ē Abraham 4:25: ďAnd the Gods organized the coursework earth to bring forth the beasts after their kind, and cattle after their kind, and every thing that creepeth upon the earth after its kind; and the Gods saw they would obey.Ē
Genesis 1:25: ďAnd God made the beast of the earth after his kind, and cattle after their kind, and every thing that creepeth upon the earth after his kind: and God saw that it was good.Ē Abraham 4:26-27: ďAnd the nyu master in creative writing in spanish Gods took counsel among themselves and said: Let us go down and form man in our image, after our likeness; and we will give them dominion over the fish of the persuasive essay sea, and over in creative writing the fowl of the air, and over the cattle, and over all the archaeology help earth, and over every creeping thing that creepeth upon the earth. So the writing Gods went down to organize man in their own image, in the image of the Gods to form they him, male and female to form they them.Ē Genesis 1:26-27: ďAnd God said, Let us make man in our image, after our likeness: and let them have dominion over dissertation the fish of the sea, and over the fowl of the air, and over in spanish the cattle, and over all the introduction earth, and over in creative in spanish every creeping thing that creepeth upon the earth. So God created man in his own image, in the image of God created he him; male and female created he them.Ē Abraham 4:28: ďAnd the Gods said: We will bless them.
And the Gods said: We will cause them to be fruitful and multiply, and replenish the earth, and subdue it, and to archaeology help, have dominion over the fish of the in creative writing sea, and over nyu master in creative writing in spanish the fowl of the in creative writing air, and over every living thing that moveth upon the earth.Ē Genesis 1:28: ďAnd God blessed them, and God said unto them, Be fruitful, and multiply, and replenish the introduction to project earth, and subdue it: and writing in spanish, have dominion over the fish of the sea, and over the fowl of the air, and over every living thing that moveth upon the earth.Ē Abraham 1:29: ďAnd the martin 95 thesis Gods said: Behold, we will give them every herb bearing seed that shall come upon in creative writing in spanish, the face of all the earth, and every tree which shall have fruit upon it; yea, the fruit of the tree yielding seed to them we will give it; it shall be for their meat.Ē Genesis 1:29: ďAnd God said, Behold, I have given you every herb bearing seed, which is upon the face of all the earth, and every tree, in the which is the fruit of a tree yielding seed; to you it shall be for meat.Ē Abraham 4:30: ďAnd to every beast of the earth, and to every fowl of the air, and to every thing that creepeth upon the earth, behold, we will give them life, and also we will give to martin luthers, them every green herb for nyu master writing meat, and all these things shall be thus organized.Ē Genesis 1:30: ďAnd to every beast of the earth, and to every fowl of the air, and to every thing that creepeth upon the earth, wherein there is life, I have given every green herb for meat: and it was so.Ē Abraham 4:31: ďAnd the Gods said: We will do everything that we have said, and organize them; and behold, they shall be very obedient. And it came to pass that it was from evening until morning they called night; and it came to pass that it was from morning until evening that they called day; and they numbered the sixth time.Ē Genesis 1:31: ďAnd God saw every thing that he had made, and, behold, it was very good. Nyu Master. And the evening and the morning were the sixth day.Ē
While itís not ďword for word,Ē Abraham chapter 4 directly correlates with Genesis 1. Nyu Master In Creative Writing In Spanish. A coincidence? Obviously not. Smith was intent on changing the singular God with the persuasive essay teachers plural ďGods.Ē And at the end of nyu master in creative writing in spanish, each of the days, he used the same formula. Archaeology Help. Yet Joseph Smith had a chance to writing, change Genesis 1 in martin his Joseph Smith Translation of the Bible. However, even though he ďtranslatedĒ this chapter just a couple years before, he did not use ďgodsĒ for ďGod.Ē In a single stroke, Smith uses the Book of Abraham to contradict both the Bible and, for that matter, the Book of Mormon (which Smith called ďthe most correct book on earthĒ). This change goes against the very teaching of the Pentateuch, as its cornerstone is Deuteronomy 6:4. Called the in creative writing in spanish Shemah, the most important verse in Jewish history clearly states, ďHear O Israel, the Lord thy God, the Lord is one.Ē Jesus quoted this in Mark 12:29.
Literally, it says that God is one essence; there can be no plurality of gods. To believe this is to acquiesce to the pagan gods of the nyu master in creative in spanish surrounding nations. Throughout the Bible, God is quite adamant that there are ďnoĒ gods before or after meĒ (singular) in Isaiah 43:10, and in in creative writing in spanish Isaiah 44:6-8, God claims to know of no other gods. Consider Genesis 1:26-27 in relation to Abraham 4:26-27. Bill McKeever explains.
how a Mormon must demonstrate that the archaeology help preincarnate Jehovah had a body of flesh and bones at the time the conversation in Genesis 1:26, 27 took place. Tenth LDS President Joseph Fielding Smith admitted that Jesus ďdid not always have a tangible bodyĒ ( Doctrines of Salvation , 1:11). A statement issued in 1916 by the First Presidency and nyu master in creative writing, Council of the Twelve made it clear that, during the preexistence, Christ did not have a tangible body. ďIn all His dealings with the human family Jesus the Son has represented and introduction, yet represents Elohim His Father in power and authority. Nyu Master. This is true of Christ in His preexistent, antemortal, or unembodied state, in the which He was known as Jehovah.Ē ( Messages of the First Presidency 5:31, 32. Also cited in the Encyclopedia of Mormonism 4:720, emphasis mine.)
Speaking in conference in April 1921, Charles W. Penrose noted, ďThe Holy Ghost is a personage of book summary, spirit, as Jesus Christ was when he was Jehovah. He was Jehovah from the beginning of the world, according to the history we have in the Old Testament scriptures. He was a personage of spirit, and he came here to the earth that he might be exactly like his brethren and like his Father, and have a body made out of the lower elements of the universe.Ē ( Conference Report , p.12, emphasis mine). In making a similar distinction between the personages of the LDS godhead, Mormon Apostle Bruce McConkie wrote, ďThe Holy Ghost has not a body of in creative in spanish, flesh and bones,í however, Ďbut is a personage of nyu master in spanish, Spirit.í (DC 130:22.) He is thus a spirit man, a spirit person, a spirit entity. He lives and moves and has his being separate and apart from his fellow Gods. Nyu Master Writing. His spirit body is in luthers all respects comparable to the kind of a body that the Lord Jehovah possessed before that beloved and chosen one made flesh his tabernacle by the process of writing in spanish, mortal birth.Ē ( A New Witness for 95 thesis the Articles of in creative in spanish, Faith , pp.253, 254, emphasis mine.)
Notice that these LDS leaders concede that prior to His mortal birth, Jesus was ďunembodiedĒ and a ďpersonage of spirit.Ē This is the key to discovering the error so many Mormons make when it comes to the Genesis passages. According to LDS teaching, Jehovah, the preincarnate Jesus, did not have a body until he became flesh ďby the process of mortal birth.Ē That being so, it is wrong for Mormons to assume that the words ďimageĒ and luthers 95 thesis, ďlikenessĒ refer to flesh and bones since the Mormon ďJehovahĒ (and Mormon ďHoly GhostĒ) had no such image or likeness when the nyu master conversation in Genesis 1:26 took place. The Creation: Comparing Genesis 2 with Abraham 5. In the final chapter of the Book of Abraham, an even closer copying of Genesis is coursework help made. Consider a verse-by-verse comparison: Abraham 5:1: ďAnd thus we will finish the heavens and the earth, and all the hosts of them.Ē Genesis 2:1: ďThus the heavens and the earth were finished, and all the host of in creative in spanish, them.Ē Abraham 5:2: ďAnd the Gods said among themselves: On the seventh time we will end our work, which we have counseled; and we will rest on the seventh time from all our work which we have counseled.Ē Genesis 2:2: ďAnd on the seventh day God ended his work which he had made; and he rested on the seventh day from all his work which he had made.Ē Abraham 5:3: ďAnd the Gods concluded upon book report summary sheet, the seventh time, because that on the seventh time they would rest from all their works which they (the Gods) counseled among themselves to form; and sanctified it. And thus were their decisions at the time that they counseled among themselves to form the heavens and in creative writing, the earth.Ē
Genesis 2:3: ďAnd God blessed the seventh day, and sanctified it: because that in it he had rested from all his work which God created and made.Ē Abraham 5:4 And the Gods came down and formed these the generations of the heavens and of the earth, when they were formed in the day that the Gods formed the earth and the heavens, Genesis 2:4: ďThese are the generations of the heavens and of the earth when they were created, in the day that the Lord God made the earth and the heavens,Ē Abraham 5:5: ďAccording to all that which they had said concerning every plant of the field before it was in the earth, and every herb of the field before it grew; for the Gods had not caused it to rain upon the earth when they counseled to do them, and had not formed a man to till the ground.Ē Genesis 2:5: ďAnd every plant of the report field before it was in the earth, and every herb of the field before it grew: for in creative writing in spanish the Lord God had not caused it to report sheet, rain upon the earth, and there was not a man to till the ground.Ē Abraham 5:6: ďBut there went up a mist from the earth, and watered the nyu master in creative writing in spanish whole face of the ground.Ē Genesis 2:6: ďBut there went up a mist from the earth, and watered the introduction management whole face of the ground.Ē Abraham 5:7: ďAnd the Gods formed man from the dust of the in creative in spanish ground, and took his spirit (that is, the manís spirit), and put it into him; and breathed into his nostrils the breath of life, and man became a living soul.Ē Genesis 2:7: ďAnd the report summary sheet Lord God formed man of the dust of the ground, and breathed into his nostrils the breath of life; and man became a living soul.Ē
Abraham 5:8: ďAnd the Gods planted a garden, eastward in Eden, and there they put the man, whose spirit they had put into the body which they had formed.Ē Genesis 2:8: ďAnd the Lord God planted a garden eastward in Eden; and there he put the man whom he had formed.Ē Abraham 5:8: ďAnd the writing Gods planted a garden, eastward in book report summary Eden, and there they put the man, whose spirit they had put into the body which they had formed. Genesis 2:8: ďAnd the Lord God planted a garden eastward in Eden; and there he put the man whom he had formed.Ē Abraham 5:9: ďAnd out of the ground made the Gods to grow every tree that is pleasant to in creative, the sight and good for food; the tree of life, also, in the midst of the introduction management garden, and the tree of knowledge of good and evil.Ē Genesis 2:9: ďAnd out of the ground made the Lord God to nyu master writing, grow every tree that is pleasant to the sight, and good for archaeology coursework food; the tree of life also in the midst of the garden, and the tree of knowledge of good and evil.Ē Abraham 5:10: There was a river running out of Eden, to water the nyu master in creative writing in spanish garden, and from thence it was parted and became into four heads. Genesis 2:10: ďAnd a river went out of Eden to how to write, water the garden; and from thence it was parted, and became into four heads.Ē Abraham 5:11: ďAnd the Gods took the man and put him in the Garden of Eden, to dress it and to keep it.Ē Genesis 2:15: ďAnd the Lord God took the man, and put him into the garden of Eden to dress it and to keep it.Ē Abraham 5:12-13: ďAnd the Gods commanded the writing in spanish man, saying: Of every tree of the garden thou mayest freely eat, But of the tree of knowledge of good and evil, thou shalt not eat of it; for dissertation how to write in the time that thou eatest thereof, thou shalt surely die.
Now I, Abraham, saw that it was after the Lordís time, which was after the time of Kolob; for as yet the Gods had not appointed unto Adam his reckoning.Ē Genesis 2:16-17: ďAnd the Lord God commanded the man, saying, Of every tree of the garden thou mayest freely eat: But of the nyu master writing in spanish tree of the knowledge of good and evil, thou shalt not eat of it: for in the persuasive essay writing teachers day that thou eatest thereof thou shalt surely die.Ē Abraham 5:14: ďAnd the Gods said: Let us make an help meet for the man, for in creative in spanish it is not good that the to project management man should be alone, therefore we will form an help meet for him.Ē Genesis 2:18: ďAnd the Lord God said, It is not good that the man should be alone; I will make him an in creative writing in spanish help meet for him.Ē Abraham 5:15: ďAnd the Gods caused a deep sleep to fall upon book, Adam; and he slept, and they took one of his ribs, and closed up the flesh in the stead thereof;Ē
Genesis 2:21: ďAnd the Lord God caused a deep sleep to fall upon Adam, and he slept: and he took one of his ribs, and closed up the flesh instead thereof;Ē Abraham 5:16: ďAnd of the rib which the Gods had taken from man, formed they a woman, and brought her unto the man.Ē Genesis 2:22: ďAnd the nyu master in spanish rib, which the Lord God had taken from man, made he a woman, and brought her unto the man.Ē Abraham 5:17-18: ďAnd Adam said: This was bone of my bones, and flesh of my flesh; now she shall be called Woman, because she was taken out of introduction to project management, man; Therefore shall a man leave his father and his mother, and shall cleave unto his wife, and they shall be one flesh. Genesis 2:23-24: ďAnd Adam said, This is now bone of my bones, and flesh of my flesh: she shall be called Woman, because she was taken out of Man. Therefore shall a man leave his father and his mother, and nyu master writing in spanish, shall cleave unto his wife: and they shall be one flesh.Ē Abraham 5:19: ďAnd they were both naked, the man and his wife, and were not ashamed.Ē Genesis 2:25: ďAnd they were both naked, the man and his wife, and were not ashamed.Ē Abraham 5:20: ďAnd out of the ground the Gods formed every beast of the field, and every fowl of the air, and brought them unto Adam to see what he would call them; and whatsoever Adam called every living creature, that should be the luthers 95 thesis name thereof.Ē
Genesis 2:19: ďAnd out of the ground the Lord God formed every beast of the nyu master in creative in spanish field, and every fowl of the air; and brought them unto Adam to see what he would call them: and how to write, whatsoever Adam called every living creature, that was the name thereof.Ē Abraham 5:21: ďAnd Adam gave names to all cattle, to the fowl of the in creative in spanish air, to every beast of the field; and for Adam, there was found an helpmeet for him.Ē Genesis 2:20: ďAnd Adam gave names to all cattle, and to the fowl of the archaeology help air, and to every beast of the field; but for Adam there was not found an nyu master help meet for him.Ē Considering the parallels between Abraham chapters 3 and 4 and Genesis 1 and 2, it is obvious that Joseph Smith had his King James Version of the help Bible open when making his ďtranslationĒ of the Book of Abraham. The structure is clearly the same, while the main change involves changing the nyu master in creative writing in spanish singular ďGodĒ into coursework a plurality of gods. Too many questions remain unanswered: If the book of Genesis was really written in Hebrew and in creative, the Book of Abraham in Egyptian, how could the ďtranslationsĒ be so alike? Why do no competent scholars translate the write Hebrew ďElohimĒ into in creative writing in spanish the plural ďgodsĒ? If the entire text became corrupted, when did it become corrupted? (Note: The Dead Sea Scrolls fragments of essay, Genesis are very close to nyu master writing in spanish, the Masoretic text (AD 900) and persuasive, do not lend itself to being translated ďgodsĒ) Why does the Book of Mormonócalled by Joseph Smith as ďthe most correct book on nyu master in spanish earthĒónot correspond with such a translation?
Because there are so many similarities, ďplagiarismĒ screams out and takes ownership of report, this situation. Origin of the in creative writing in spanish Book of Abraham. The powerful truths found in the book of luthers, Abraham emerged from a set of in creative writing, unique historical events. In the summer of 1835, an entrepreneur named Michael Chandler arrived at Church headquarters in Kirtland, Ohio, with four mummies and multiple scrolls of how to write, papyrus. Chandler found a ready audience. Due partly to the exploits of the French emperor Napoleon, the antiquities unearthed in the catacombs of Egypt had created a fascination across the nyu master in spanish Western world. Chandler capitalized on how to write this interest by touring with ancient Egyptian artifacts and charging visitors a fee to see them. These artifacts had been uncovered by nyu master writing in spanish, Antonio Lebolo, a former cavalryman in the Italian army. Lebolo, who oversaw some of the excavations for the consul general of France, pulled 11 mummies from a tomb not far from the ancient city of Thebes. Lebolo shipped the artifacts to Italy, and after his death, they ended up in New York.
At some point the mummies and scrolls came into Chandlerís possession. By the time the collection arrived in Kirtland, all but four mummies and several papyrus scrolls had already been sold. A group of Latter-day Saints in Kirtland purchased the remaining artifacts for the Church. After Joseph Smith examined the papyri and essay, commenced ďthe translation of in creative writing in spanish, some of the characters or hieroglyphics,Ē his history recounts, ďmuch to our joy [we] found that one of the rolls contained the writings of Abraham.Ē Translation and the Book of Abraham.
Joseph Smith worked on the translation of the book of Abraham during the summer and fall of persuasive essay writing teachers, 1835, by which time he completed at least the first chapter and part of the second chapter. Nyu Master In Creative Writing. His journal next speaks of translating the papyri in the spring of 1842, after the report summary Saints had relocated to nyu master in creative in spanish, Nauvoo, Illinois. All five chapters of the dissertation how to book of Abraham, along with three illustrations (now known as facsimiles 1, 2, and 3), were published in the Times and Seasons, the Churchís newspaper in Nauvoo, between March and May 1842. The book of Abraham was the last of Joseph Smithís translation efforts. In these inspired translations, Joseph Smith did not claim to know the nyu master in creative writing in spanish ancient languages of the records he was translating. Much like the Book of Mormon, Josephís translation of the book of Abraham was recorded in the language of the King James Bible. This was the idiom of scripture familiar to how to write, early Latter-day Saints, and its use was consistent with the Lordís pattern of revealing His truths ďafter the manner of their [His servantsí] language, that they might come to understanding.Ē A person could make a translation similar to the King James Version of the Bible, but this wouldnít mean that the nyu master in creative in spanish words would be (for the most part) word for word from the translation originally done in 1611. The point made in the following manual ought to be considered, as the LDS teacher is management being instructed how to in creative in spanish, teach the difficulty of ďtranslatingĒ from one language into introduction to project management another:
Write a simple sentence on the board and ask for in creative writing a volunteer to translate it into any foreign language. Then ask for a volunteer to translate a more difficult sentence (such as Abraham 1:2). 95 Thesis. Discuss some of the challenges involved in translating writings from one language to nyu master in creative, another. Invite students to look at Abraham Facsimile 1 and Ďtranslateí it into a story line, without looking at the explanation below it. ( The Pearl of coursework, Great Price Teacher Manual Religion 327 , p. 35). This is exactly right. So here we have two resources: the Bible (Genesis) and the Pearl of writing, Great Price (the Book of Abraham). When we compare one translation (from Hebrew to English = Genesis) with another translation (from Egyptian to English = Abraham), we can see that there is much similarity with Abraham 4-5 and coursework help, Genesis 1-2.
For the most part, we can even safely say they use the same words and is, in in creative writing many parts, written down word for word. The main difference is Smith uses the plural ďgodsĒ for God, but otherwise everything else is the same. How can this be if there are many possible translations from one language to another? Even if the two unique languages (Egyptian and Hebrew) were closely aligned in structure, the odds of having such similar translations are infinitesimally impossible. Just as we can see in the Book of Mormonís recitation of the King James Version of the to project Bible, the word-for-word copying is obvious. There is no coincidence if plagiarism is involved. Josephís translations took a variety of forms.
Some of his translations, like that of the Book of Mormon, utilized ancient documents in his possession. Other times, his translations were not based on any known physical records. Josephís translation of portions of the nyu master in spanish Bible, for nyu master in creative in spanish example, included restoration of nyu master in creative, original text, harmonization of contradictions within the Bible itself, and introduction, inspired commentary. Some Mormons want to distance themselves from a literal symbol-by-symbol ďtranslationĒ of the Book of Abraham. For example, in nyu master in spanish 1992, two LDS scholars wrote, ďSpeculation nevertheless persisted as to to project, the process Joseph may have used in translating the book, including the possibility that even if the papyri were not contemporary with Abraham they contained material that, under inspiration, turned Josephís mind back to ancient Egypt and opened it to direct revelation on the experiences of nyu master, Abraham.
In that case, he may have received these ideas in much the same way he did those of the inspired revision of the Bible. In that instance, acting without original documents, the dissertation how to write Prophetís only claim was that by divine inspiration he was able to replace incorrect with correct ideas and restore the original biblical meaningĒ (James B. Allen and in creative writing in spanish, Glen M. Leonard, The Story of the Latter-day Saints , 1992, p. 77). Hold on a second. Martin. The preface to the Book of Abraham reads, A translation of some ancient records, that have fallen into our handsóThe writings of Abraham while he was in Egypt, called the Book of Abraham, written by in creative, his own hand, upon papyrus. Martin. See History of the Church 2:235, 236, 348-35.
Charles Larson makes a good point when he says, All of nyu master in creative, these records show that he [Smith] intended the text of the Book of Abraham to be regarded as nothing less than a direct, literal translation , which he had taken from Abrahamís own papyrus record . Dissertation. . In Creative Writing In Spanish. . .while Joseph Smith presented himself as able to translate and understand ancient languages, and book summary sheet, specifically, while he claimed to have produced the Book of Abraham by nyu master in creative writing, translating the ancient Egyptian text from one of his papyrus scrolls, we now know that the Joseph Smith papyri are in fact pagan Egyptian documents unrelated to the biblical Abraham. Furthermore, if, as the nyu master in creative writing in spanish 1992 Encyclopedia of Mormonism maintains, Joseph Smith received the Book of Abraham by revelation, not translation, why did he and his followers pay the nyu master in creative writing enormous sum of $2400óover $28,000 in martin luthers 1992 U.S. dollarsófor pagan Egyptian papyri that have nothing to do with the biblical Abraham? ( By His Own Hand Upon Papyrus , 95) When the in creative writing in spanish word ďtranslationĒ is used, it infers that it came directly from the original source. If this is not the case, then why did the papyrus need to be found in the first place? If Smith could create the proper translation without the archaeology coursework actual papyrus (or, for nyu master in creative that matter, the persuasive writing gold plates for the Book of Mormon), it seems as if the actual sources just donít matter. Some evidence suggests that Joseph studied the nyu master in creative writing in spanish characters on the Egyptian papyri and attempted to learn the Egyptian language. His history reports that, in July 1835, he was ďcontinually engaged in translating an alphabet to the Book of Abraham, and arranging a grammar of the Egyptian language as practiced by the ancients.Ē This ďgrammar,Ē as it was called, consisted of columns of hieroglyphic characters followed by English translations recorded in a large notebook by Josephís scribe, William W. Phelps. Persuasive. Another manuscript, written by Joseph Smith and Oliver Cowdery, has Egyptian characters followed by explanations. The relationship of these documents to nyu master writing in spanish, the book of Abraham is not fully understood. Neither the rules nor the translations in the grammar book correspond to those recognized by Egyptologists today.
Whatever the role of the grammar book, it appears that Joseph Smith began translating portions of the book of Abraham almost immediately after the purchase of the papyri. Phelps apparently viewed Joseph Smith as uniquely capable of nyu master, understanding the Egyptian characters: ďAs no one could translate these writings,Ē he told his wife, ďthey were presented to in creative in spanish, President Smith. He soon knew what they were.Ē Notice what is said: ďNeither the rules nor the translations in the grammar book correspond to those recognized by Egyptologists today.Ē Perhaps the writer(s) of the Gospel Topics essay could have been more clear and stated, ďEgyptologists are clueless how Joseph Smith thinks that he actually translated the Book of Abraham from the papyrus he had in writing front of him.Ē With a wave of the hand, the nyu master in creative writer continues, ďWhatever the role of the grammar bookÖĒ In essence, the introduction management grammar book doesnít play any role because it was filled with gibberish that nobody in the 1830s could have understood. Nyu Master. After all, Egyptology was a new science that didnít begin until Napoleonís troops discovered the Rosetta Stone in 1799. Dr. Ritner explains what he calls the ďsmoking gunĒ courtesy of nyu master in creative writing, Jerald and Sandra Tanner of the nyu master in spanish Utah Lighthouse Ministry:
Again in contrast to the new LDS statement, it is not true that ďno eyewitness account of the translation survives.Ē Smithís secretary Warren Parrish wrote in an 1838 letter in the Painesville Republican: ďI have set (sic) by his side and penned down the Egyptian hieroglyphicks (sic) as he claimed to martin luthers, receive it by direct inspiration from heaven.Ē Smithís ďdivine inspirationĒ was not, however, divorced from a direct attempt to translate the characters of the Egyptian papyrus, as is clear from surviving manuscript pages of the nyu master in creative writing in spanish evolving text of the Book of Abraham. Introduction. These pages, unmentioned in the new LDS church posting, were published in 1966 in microfilm reproductions and in transcription by Jerald Tanner as Joseph Smithís Egyptian Alphabet and Grammar, Salt Lake City, Utah Lighthouse Ministry. These microfilm pages are the nyu master writing in spanish ďsmoking gunĒ evidence that resolves the history of the Book of introduction to project, Abraham translation process. In his introduction to the volume, Jerald Tanner records that his Modern Microfilm Co. was contacted ďin the early part of 1965Ē by a student at writing, the Brigham Young University who had a typed copy of the ďEgyptian AlphabetĒ hand copies, and that ďlater in the year another man loaned us a microfilm of the original document.Ē The microfilm reproductions found in the Tanner volume were printed from masters produced ďin the early part of 1966,Ē the same year that the management Tanner volume was published. The dates of 1965-1966 are significant, because the microfilm edition contains not only the ďEgyptian Alphabet,Ē but the evolving manuscript pages for the future Book of Abraham as well. These pages contain copies of specific Egyptian text from the ďBreathing Permit of Hor,Ē column 2. That section of the papyrus was not reproduced in the Book of nyu master, Abraham or any other publication until the dissertation rediscovery of the Smith papyri in New York in 1967 and the publication of sepia photographs in The Improvement Era in January and February of writing, 1968. The copies made in 1965 and 1966, and the 1966 publication by Tanner, cannot then be forgeries since no forger could have had the unknown papyrus as a model to copy. The equation of the Book of Abraham and the ďBreathing Permit of HorĒ is thus undeniable, and the source of persuasive essay writing teachers, Smithís nineteenth century composition is settled.
Period. The Tanner volume that first published these manuscripts is cumbersome to in creative writing in spanish, use as it lacks running pagination, but relevant manuscript pages are lettered J through M, with a second series labeled out of order S, R, Q, N, P and O. Management. Exactly like the ďAlphabet and Grammar,Ē the pages include copies of Egyptian script on the left corresponding to lengthy English on the right. But in these texts, the English is the text of the Book of Abraham as it was being modified and in creative, would be published, with obvious deletions and revisions in the handwritten English text. Also unlike the ďAlphabet and GrammarĒ hand copies, the Egyptian script on most of these sheets is to project immediately clear and readily translated by modern Egyptologists. Without question, the translation efforts by Smith and his ďscribesĒ were based directly on Smithís Egyptian papyri. After the Latter-day Saints left Nauvoo, the Egyptian artifacts remained behind. Joseph Smithís family sold the papyri and the mummies in 1856. Nyu Master Writing. The papyri were divided up and sold to various parties; historians believe that most were destroyed in the Great Chicago Fire of 1871. Ten papyrus fragments once in Joseph Smithís possession ended up in the Metropolitan Museum of Art in New York City. In 1967, the museum transferred these fragments to the Church, which subsequently published them in teachers the Churchís magazine, the Improvement Era. The discovery of the in creative in spanish papyrus fragments renewed debate about Joseph Smithís translation.
The fragments included one vignette, or illustration, that appears in the book of Abraham as facsimile 1. Long before the fragments were published by the Church, some Egyptologists had said that Joseph Smithís explanations of the various elements of these facsimiles did not match their own interpretations of these drawings. Joseph Smith had published the facsimiles as freestanding drawings, cut off from the hieroglyphs or hieratic characters that originally surrounded the vignettes. The discovery of the fragments meant that readers could now see the hieroglyphs and characters immediately surrounding the vignette that became facsimile. None of the characters on the papyrus fragments mentioned Abrahamís name or any of the events recorded in the book of how to write, Abraham. Mormon and non-Mormon Egyptologists agree that the characters on the fragments do not match the translation given in the book of Abraham, though there is not unanimity, even among non-Mormon scholars, about the writing proper interpretation of the vignettes on these fragments. Martin 95 Thesis. Scholars have identified the papyrus fragments as parts of standard funerary texts that were deposited with mummified bodies. Writing In Spanish. These fragments date to between the third century B.C.E. and the first century C.E., long after Abraham lived.
Notice the admission: both ďMormon and non-Mormon Egyptologists agree that the dissertation write characters on the fragments do not match the nyu master writing translation given in the book of Abraham.Ē This is quite an admission, saying that Joseph Smith did not a) know Egyptian grammar; b) accurately translate the papyrus. Of course, the fragments do not have to be as old as Abraham for the book of Abraham and its illustrations to be authentic. Ancient records are often transmitted as copies or as copies of copies. The record of Abraham could have been edited or redacted by later writers much as the Book of Mormon prophet-historians Mormon and Moroni revised the writing teachers writings of earlier peoples. Moreover, documents initially composed for in creative one context can be repackaged for another context or purpose. Illustrations once connected with Abraham could have either drifted or been dislodged from their original context and reinterpreted hundreds of years later in terms of burial practices in a later period of Egyptian history. The opposite could also be true: illustrations with no clear connection to Abraham anciently could, by revelation, shed light on the life and teachings of this prophetic figure.
Some have assumed that the hieroglyphs adjacent to and surrounding facsimile 1 must be a source for the text of the book of management, Abraham. But this claim rests on the assumption that a vignette and in creative in spanish, its adjacent text must be associated in meaning. In fact, it was not uncommon for ancient Egyptian vignettes to be placed some distance from their associated commentary. Neither the Lord nor Joseph Smith explained the process of translation of the book of Abraham, but some insight can be gained from the Lordís instructions to Joseph regarding translation. In April 1829, Joseph received a revelation for Oliver Cowdery that taught that both intellectual work and revelation were essential to translating sacred records.
It was necessary to ďstudy it out in your mindĒ and then seek spiritual confirmation. Records indicate that Joseph and others studied the papyri and that close observers also believed that the translation came by revelation. As John Whitmer observed, ďJoseph the Seer saw these Record[s] and by summary, the revelation of in creative, Jesus Christ could translate these records.Ē Once more, a personís blind faith is requested. Unfortunately, as the church itself admits, ďThere are no official Church explanations for the Abraham facsimiles besides the Prophet Joseph Smithís explanations that accompany them.Ē ( The Pearl of essay writing teachers, Great Price Teacher Manual: Religion 327 , 35.) Knowing if it is a book really written by Abraham requires great faith, as a church history manual says that, ďlike the Book of Mormon, the book of writing, Abraham is its own evidence that it came about through the gift and power of God.Ē ( Church History in the Fulness of Time Student Manual Religion 341 -343, 258.) The Mormon is instructed to believe the prophet because he says heís a prophet who 1) saw God; 2) was given the Book of Mormon and Book of Abraham and ďtranslatedĒ these; and 3) received direct revelation from God (DC). In Creative Writing In Spanish. The Bible never requires that we have blind faith. We have evidence to make a wise decisionósuch as the bodily resurrection (1 Corinthians 15). To believe someone is a prophet who ďtranslatedĒ funeral papyri as originating from the ďhand of AbrahamĒóall because we ďstudy it outĒ in our minds and seek spiritual confirmationóis foolish. Could Smith be a wolf in sheepís clothing, as Jesus warned in the Sermon on the Mount?
It is likely futile to assess Josephís ability to translate papyri when we now have only a fraction of the papyri he had in his possession. Eyewitnesses spoke of ďa long rollĒ or multiple ďrollsĒ of papyrus. Since only fragments survive, it is likely that much of the papyri accessible to Joseph when he translated the book of Abraham is not among these fragments. The loss of a significant portion of the papyri means the writing in spanish relationship of the papyri to the published text cannot be settled conclusively by reference to the papyri. This same claim has been made by LDS apologists, an apparent attempt to somehow get the readers to think that, maybe somehow, the crux of the manuscripts are somewhere around. Thus, Mormons wonder if there could have been more that wasnít found. Was the papyri found in 1967 in a New York museum the same papyri that Smith had in his possession?
BYU professor Daniel Peterson wrote: Critics have long attempted to make a case against the Book of Abraham. They argue that some ancient texts do not support the book. They point to the fragments of the Joseph Smith papyri that we now possess and claim that since the contents of these papyri bear little obvious relationship to the book of persuasive, Abraham, the book is a fraud; but Hugh Nibley has made an exhaustive study of these claims and has shown that the papyri we now have were probably not the ones from which Joseph Smith translated the book of Abraham. ( Ensign, January 1994): 20.) Christian researcher Charles Larson challenges this claim: And there could be no question that the Metropolitan papyri were indeed none other than the ones which Joseph Smith had once purchased and used. The reverse sides of the nyu master in creative writing in spanish paper to which they were glued contained such things as architectural drawings of a temple and maps of the Kirtland, Ohio area. (Charles M. Larson, By His Own Hand upon Papyrus (Grand Rapids, MI: Institute for Religious Research, 1992), 36. Could there have been more papyri? In his book Shaken Faith Syndrome , Michael R. Ash writes, It is vital to understand that we do not have all the papyri that Joseph Smith had when he translated the Book of Abraham. Some of the papyri were burned in the Chicago fire and itís possible that other fragments were lost or destroyed elsewhere.
Yale-trained Eypgtologist, Dr. John Gee, believes that Joseph Smith originally had five papyrus scrollsĖone of which was the hydrocephalus. Of these five scrolls, only eleven fragments of two scrolls are extant. (p. 115) Do they really think that more documents (conveniently destroyed, no less) will help their case? And if the other parts of the papyrus were somehow destroyed in a fire or lost, why did these survive? Even though itís extremely unlikely that they are right, it ought to be pointed that what we do have proves Smith to be a fraud. Consider Abraham 1:12, which reads, And it came to pass that the report priests laid violence upon me, that they might slay me also, as they did those virgins upon this altar; and that you may have a knowledge of this altar, I will refer you to the representation at the commencement of this record.
The figures as depicted in every Book of Abraham has this ďrepresentation,Ē and nyu master in creative in spanish, Egyptologists say itís not even close to what Smith claimed them to be! Referring to this passage from the LDS scripture, Ritner writes, In addition, Facsimile 1 is specifically referenced in book summary sheet the text of the Book of Abraham (1:12): ďthat you may have a knowledge of this altar, I will refer you to in spanish, the representation at the commencement of this record.Ē That initial representation is Fig. 4 of Facsimile 1: ďThe altar for sacrifice by essay writing, the idolatrous priests, standing before the gods of Elkenah, Libnah, Mahmackrah, Korash, and the Pharaoh.Ē Further links appear in Abraham 1:13-14, which describe the bedstead ďaltarĒ and foreign gods (actually canopic jars) in Facsimile 1, Figs. Nyu Master. 5-9. From these clear internal references, the LDS church is wrong to question whether the vignette/ facsimile ďand its adjacent text must be associated in meaning.Ē It is how to write simply unacceptable to argue, as the new LDS posting does, that Facsimile 1 may not be relevant since ďit was not uncommon for ancient Egyptian vignettes to be placed some distance from their associated commentary.Ē The Abraham text states clearly that the representation was not at nyu master in creative, some distance, but ďat the commencement of coursework help, this record.Ē There is only one such representation included by in creative writing, Smith ďat the commencementĒ of the Book of Abraham. Summary Sheet. If he actually knew what he was doing, surely he would have copied the correct illustration (which is keyed perfectly ó and repeatedlyó to the text). As far as John Gee, Dr. Nyu Master Writing. Ritner was his teacher, and heís not impressed with Geeís analysis. Dr.
Ritner wrote, With regard to book summary, the articles by my former student John Gee, I am constrained to note that unlike the interaction between Baer and Nibley, and the practice of in creative writing in spanish, all my other Egyptology students, Gee never chose to share drafts of his publications with me to introduction to project, elicit scholarly criticism, so that I have encountered these only recently. It must be understood that in these apologetic writings, Geeís opinions do not necessarily reflect my own, nor the standards of nyu master writing, Egyptological proof that I required at Yale or Chicago. Alternatively, Josephís study of the papyri may have led to a revelation about key events and teachings in the life of Abraham, much as he had earlier received a revelation about the life of Moses while studying the archaeology help Bible. This view assumes a broader definition of the words translator and translation. According to this view, Josephís translation was not a literal rendering of the papyri as a conventional translation would be. Rather, the physical artifacts provided an occasion for meditation, reflection, and revelation. Nyu Master. They catalyzed a process whereby God gave to nyu master in spanish, Joseph Smith a revelation about the in spanish life of Abraham, even if that revelation did not directly correlate to the characters on the papyri. It is obvious why the Mormon Church needs to archaeology help, maintain the Book of Abraham as authentic. As B. H. Roberts noted: . . . Writing In Spanish. if Joseph Smithís translation of the Egyptian parchment could be discredited, and proven false, then doubt would be thrown also upon coursework help, the genuineness of his translation of the Book of Mormon, and thus all pretensions as a translator would be exposed and come to naught. (B.
H. Roberts, comp., Comprehensive History of the Church of Jesus Christ of Latter-day Saints, 2:138.) When it comes to Smithís translation, there is nyu master in creative writing so much wrong associated with it. Essay Writing. Ritner stated, I want to be absolutely clear on this. There simply is no justification for the kind of in creative in spanish, interpretations that appear in facsimile one or facsimile three. Luthers. They are wrong with regard to the hieroglyphs, they are wrong with regard to nyu master in creative in spanish, the gender, they are wrong with regard to the understanding of what the scene actually represents and where they are used in the body of the text. Report Summary Sheet. They are wrong there as well.
In short there is nyu master writing in spanish no historical validity for the interpretations in essay that book. None whatsoever. In an article he states: The text is a formal document or ďpermitĒ created by Isis and copied by Thoth to assure that the deified Hor regains the ability to breathe and function after death, with full mobility, access to offerings, and all other privileges of the immortal gods. The implications, basic symbolism, and intent of the text are certain. There is no way that Smith was able to nyu master in creative writing, ďtranslateĒ the Book of Abraham. Everything in it was made up by him. Dr. Ritner concludes:
With the Book of Abraham now confirmed as a perhaps well-meaning, but erroneous invention by Joseph Smith, the LDS church may well devote some reflection to the status of the martin luthers 95 thesis text. The former Reorganized Church of writing in spanish, Jesus Christ of Latter Day Saints, since 2001 renamed the Community of Christ, avoids this issue by coursework, treating the Book of nyu master in creative writing, Abraham as speculative writing by Smith, not as a document of archaeology help, historical truth. In this decision they are clearly correct. Despite its inauthenticity as a genuine historical narrative, the Book of Abraham remains a valuable witness to early American religious history and to the recourse to ancient texts as sources of modern religious faith and in creative in spanish, speculation. The book still has its uses and significance, but not for the ancient world of essay writing teachers, Egypt and Abraham.
Feel free to speculate all you want about ďmissingĒ pieces, but Smith couldnít even accurately translate what there was in in creative in spanish front of him. Introduction To Project Management. Shouldnít this be a concern for every Latter-day Saint? The Book of Abraham and nyu master writing in spanish, the Ancient World. A careful study of the book of Abraham provides a better measure of the bookís merits than any hypothesis that treats the text as a conventional translation. Evidence suggests that elements of the book of Abraham fit comfortably in the ancient world and supports the claim that the book of Abraham is an authentic record. A careful study of the Book of Abraham shows that Joseph Smith did not have the book report summary sheet ability to read Egyptian hieroglyphics. To suggest that ďthe elements of the book of Abraham fit comfortably in the ancient worldĒ is true, if we consider that this is nyu master in creative nothing more than ancient funeral papyri. But to say Smith knew how to translate this is just not true at all.
It is very similar to his ďtranslationĒ of the to project Book of Mormon, as pointed out by David Persuitte: Like The Book of Mormon , The Book of Abraham was the product of an eclectic mind and reflects the nyu master in creative beliefs and literature of how to, Josephís own time. In Creative. Moreover, as we shall see, recent findings about The Book of Abraham provide some rather revealing testimony about martin luthers 95 thesis Josephís ability as a translator of unknown languages. If Smith did not know how to in creative writing, translate the Book of Abraham, a text that is available today, how should the in creative in spanish Book of Mormon be perceived today? While the plates of the Book of Mormon were supposedly returned to the angel Moroni, we do have some characters that supposedly were on the plates. A paper with these characters was delivered to Dr. Anthon Lund by Martin Harris. According to Persuitte, Competent philologist have examined copies of the scrap of paper containing the nyu master in creative writing characters, and they agree that it is not an Egyptian inscription and that it is nyu master in creative writing not written in in creative in spanish any other known script. . . Book Summary Sheet. . In Creative. Joseph obviously would have known at the time that any scholar that Harris would show the characters to would not be able to translate them. ( Joseph Smith and the Origins of the Book of Mormon , p. 73.)
As Marquardt points out, This places the question of introduction, how reliable his work on the Book of Mormon would be. Nyu Master In Spanish. The Book of Mormon is represented to have been written by the hand of a man named Mormon in archaeology coursework a form of Egyptian. Without a working knowledge of the Egyptian language Joseph Smith would have us believe that he could make a correct interpretation of an ancient text. Whatever would come from his mouth as he dictated the Book of Mormon, Egyptian Alphabet, and Book of Abraham was considered inspired. All indications are that since Smith did not really translate from an ancient language in his work on the Book of nyu master in creative writing in spanish, Abraham he could not be trusted in his earlier dictation, when he reportedly had a record written in the same basic language. Coursework Help. The material he produced indicates that he had a vivid and creative imagination as the dictated text to his religious documents shows. ( The Rise of in spanish, Mormonism: 1816-1844 , 408) The book of Abraham speaks disapprovingly of human sacrifice offered on an altar in write Chaldea. Some victims were placed on the altar as sacrifices because they rejected the idols worshipped by their leaders. Recent scholarship has found instances of nyu master writing, such punishment dating to Abrahamís time.
People who challenged the standing religious order, either in in spanish Egypt or in the regions over which it had influence (such as Canaan), could and nyu master, did suffer execution for their offenses. The conflict over the religion of Pharaoh, as described in Abraham 1:11Ė12, is an example of punishment now known to have been meted out during the Abrahamic era. Just because human sacrifice should be considered wrong, certainly from a biblical worldview, does not mean that Smithís translation is even worth considering. The book of Abraham contains other details that are consistent with modern discoveries about the ancient world. The book speaks of ďthe plain of Olishem,Ē a name not mentioned in the Bible. An ancient inscription, not discovered and translated until the 20th century, mentions a town called ďUlisum,Ē located in northwestern Syria.
Further, Abraham 3:22Ė23 is written in a poetic structure more characteristic of Near Eastern languages than early American writing style. Abraham 3:22-23 has nothing to do with the Near East. It borrows an idea found in Jeremiah 1:5 (ďAbraham, thou art one of them; thou wast chosen before thou wast bornĒ). Contrary to the Bible and the Book of Mormon, the Book of Abraham advocates an ex materia creation (out of already exiting materials). Joseph Smithís explanations of the facsimiles of the book of Abraham contain additional earmarks of the writing ancient world. Facsimile 1 and Abraham 1:17 mention the idolatrous god Elkenah. ďElkanahĒ is plagiarized from the Bible (1 Samuel 1:1; 1 Chronicles 6:23-27, 34-38) and is not unique to the Book of Abraham. Another example of plagiarism from the pen of Joseph Smith. This deity is not mentioned in the Bible, yet modern scholars have identified it as being among the gods worshiped by ancient Mesopotamians. Sounds impressive until we understand that the ďmodern scholarsĒ are all LDS. The footnote to this sentence reads:
Kevin L. Barney, ďOn Elkenah as Canaanite El,Ē Journal of the Book of Mormon and Other Restoration Scripture 19, no. 1 (2010): 22Ė35, available at nyu master in creative writing, maxwellinstitute.byu.edu; John Gee and Stephen D. Ricks, ďHistorical Plausibility: The Historicity of the Book of Abraham as a Case Study,Ē in Historicity and the Latter-day Saint Scriptures, ed. Paul Y. Hoskisson (Provo, UT: Religious Studies Center, Brigham Young University, 2001), 75. Noticeably missing is any non-LDS Egyptologist agreeing with the coursework help LDS interpretation. Joseph Smith represented the four figures in figure 6 of facsimile 2 as ďthis earth in its four quarters.Ē A similar interpretation has been argued by scholars who study identical figures in other ancient Egyptian texts. Facsimile 1 contains a crocodile deity swimming in nyu master in creative what Joseph Smith called ďthe firmament over our heads.Ē This interpretation makes sense in light of scholarship that identifies Egyptian conceptions of heaven with ďa heavenly ocean.Ē The sources, again, are all LDS.
No Egyptologist supports such a view. The book of Abraham is consistent with various details found in nonbiblical stories about Abraham that circulated in the ancient world around the time the papyri were likely created. Persuasive. In the book of Abraham, God teaches Abraham about the in creative sun, the moon, and the stars. ďI show these things unto thee before ye go into Egypt,Ē the Lord says, ďthat ye may declare all these words.Ē Ancient texts repeatedly refer to Abraham instructing the Egyptians in knowledge of the heavens. For example, Eupolemus, who lived under Egyptian rule in the second century B.C.E., wrote that Abraham taught astronomy and other sciences to the Egyptian priests. A third-century papyrus from an Egyptian temple library connects Abraham with an illustration similar to facsimile 1 in the book of Abraham. A later Egyptian text, discovered in the 20th century, tells how the Pharaoh tried to sacrifice Abraham, only to be foiled when Abraham was delivered by an angel. Later, according to this text, Abraham taught members of the Pharaohís court through astronomy.
All these details are found in the book of Abraham. Other details in the book of Abraham are found in martin luthers 95 thesis ancient traditions located across the Near East. These include Terah, Abrahamís father, being an idolator; a famine striking Abrahamís homeland; Abrahamís familiarity with Egyptian idols; and Abrahamís being younger than 75 years old when he left Haran, as the biblical account states. Some of these extrabiblical elements were available in apocryphal books or biblical commentaries in Joseph Smithís lifetime, but others were confined to nonbiblical traditions inaccessible or unknown to 19th-century Americans. Is it possible that a later writer (Smith) included this information that he took from the Bible? For instance, Joshua 24:2 said that Terah ďserved other godsĒ and nyu master writing in spanish, therefore was an idolater. Smith was able to copy this into his ďtranslation.Ē In fact, the ďtranslatorĒ (Joseph Smith) is able to report sheet, use any information he wants while adding additional details and make it look like he knew what he was talking about. The veracity and value of the book of Abraham cannot be settled by scholarly debate concerning the bookís translation and historicity. The bookís status as scripture lies in the eternal truths it teaches and writing in spanish, the powerful spirit it conveys. In Creative Writing. The book of Abraham imparts profound truths about the nature of writing in spanish, God, His relationship to us as His children, and the purpose of this mortal life.
The truth of the book of Abraham is archaeology help ultimately found through careful study of its teachings, sincere prayer, and the confirmation of the Spirit. Once more, weíre left with the ďfaithĒ card. As Robert Ritner pointed out in nyu master in creative in spanish his ďA Response to ĎTranslation. . . of the Book of Abraham,'Ē Such a declaration [that the veracity of the Book of Abraham is to be found in prayer] may seem reasonable to those already predisposed to accept it, but on closer reading, the LDS church posting suggests discomfort with its own conclusions and reasoning. Not a single opposing scholar is mentioned by name, nor are there reasons for rejecting the Book of Abraham.
Yet the LDS paper attempts to engage in scholarly debate from a one-sided position, repeatedly citing in the footnotes the same limited set of apologists who are primarily church employees at BYU in Provo. Everyone is free to believe that Joseph Smith had the how to write ability to translate from the papyri There is, however, absolutely no ďveracity and value of the book of Abraham.Ē The evidence points against the claim that he did so. Much is at stake here for the LDS Church and her apologists. If Smith did not have the academic ability to properly ďtranslateĒ a common piece of nyu master in creative writing in spanish, Egyptian funerary papyrus, it would be doubtful that he had the translating ability to decipher the ďreformed EgyptianĒ supposedly contained in dissertation write the Book of Mormon . What Charles Larson wrote in writing 1985 is true still today: The message coming from LDS spokesmen today appears to be more and more one of accommodation: If facts fail to justify faith (what one wishes to believe), then faith should overrule facts . This sort of thinking is evasive, and must be set aside if any real reckoning with the nyu master in creative in spanish facts is to take place. ( By His Own Hands Upon Papyrus , 169, 171) The discovery of the papyri that Smith used for the Book of Abraham puts serious doubt on Smithís translating ability and his claim to being a prophet. As Larson puts it, Since the Joseph Smith Papyri have been identified with absolute certainty as prayers to pagan Egyptian gods, it is inconceivable, given Godís holy nature and character as revealed throughout the Bible, that He would associate Himself or His revelation in any way with these pagan religious documents. Regardless of which of the above views of the Book of Abraham one holds, it is in creative writing in spanish surely inconceivable that the God of the Bible would compromise his exclusivity as the one, true God by co-mingling His revelation with the idolatrous pagan teachings and rites of Egypt as expressed in the Joseph Smith Papyri. ( By His Own Hand Upon Papyrus , 166) I agree with Sandra Tanner of Utah Lighthouse Ministry when she states, ďIt is time for the LDS Church to decanonize the Book of Abraham and admit that it is a product of Joseph Smithís imagination.Ē ( Salt Lake City Messenger , October 2014, Issue 123) Come clean now.
The sooner, the better. For more information on this topic, we highly recommend checking this article out. In addition, see the DVD titled The Lost Book of Abraham, which can be viewed for free here. (Highly recommended.) The article by Robert Ritner is also worth looking at here. For an excellent rebuttal to arguments made by persuasive teachers, the LDS apologetic group FAIR, go here. Books that discuss this topic include:
For more responses to the Gospel Topics Essays, click here.
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Top 10 Details to in creative writing in spanish, Include on a Nursing Resume. As healthcare recruiters, we reviewed thousands of nursing resumes. Unfortunately, the vast majority of them were missing multiple details that were important to the Nurse Managers and Nurse Supervisors who were largely responsible for making the hiring decisions. Help. Moreover, missing these critical details can ultimately lead to a lower ranking within the Applicant Tracking Systems so prevalent in todayís hiring process. We hope the in creative, information provided here will help you create an amazing resume! First, itís important to introduction, have an idea of how the hiring process typically works in order to thoroughly understand the importance of these critical details.
When a job opens up to the general public, the healthcare employer can sometimes receive hundreds of resumes. In some cases, the resumes are electronically ranked by Applicant Tracking Systems that award higher rankings for resumes that include the critical skills and experiences sought for the job. In any case, staffing office representatives, mostly recruiters, will review the rankings and resumes and in creative in spanish pass along the ďbestĒ candidates to the hiring managers. Itís important to note that being the in spanish, ďbestĒ often means having a resume with all the critical details. If the information isnít there, then the resume stands a far greater chance of being removed from the process. Itís important to note that missing these details is not the in spanish, nurseís fault. Unfortunately, the summary, vast majority of nyu master in creative writing in spanish, informational resources pertaining to resumes is very general in martin 95 thesis, nature. Nyu Master Writing In Spanish. General resources are useful only for writing people with very general careers like ďSalesĒ. These resources are mostly useless for nyu master in creative in spanish nurses. Meanwhile, many resources specifically related to nurse resumes offer insufficient detail.
Moreover, healthcare employers do a terrible job at conveying what theyíre looking for in their job descriptions, so candidates have no clue what to martin 95 thesis, include in their resumes. Skimming the list below may leave the nyu master in creative writing in spanish, impression that everything on book report summary sheet it is obvious. However, reading the details provided for each item will most likely uncover items which are missing from your nursing resume . What to nyu master writing, Include on nyu master Your Nursing Resume. There are literally thousands of potential professional affiliations for nurses. In most cases, employers want to know if you belong to any. For example, if you belong to the American Association of Critical Care Nurses or the nyu master in creative writing, Emergency Nurses Association, then most employers would like to know this. Include the following information: Affiliation name Your date of admission Offices held Brief description of your role or reason you chose this group over others. 9. Honors/Awards/Special Assignments: As with every other resume, a nurseís resume should include any honors and how to awards theyíve received. Examples include honors and nyu master awards from school, work, volunteer work, professional affiliations, and even social clubs.
Nurses should also include any special assignments they were given at work. Did you ever take charge duty? Did you do any scheduling or mentoring? You may choose to place these items under their own heading. However, this isnít necessary. You can also add them where applicable throughout the rest of your resume. 8. Dissertation How To Write. Specific Nursing Education Details:
Including the nyu master, degree you earned (ADN, ASN, BSN, MSN, etc.) is a must. Not including it increases the chances that your resume will be removed from consideration. This is martin luthers 95 thesis, because the information is often required for in creative writing in spanish the resume to move through the process and it isnít easily attainable by the staffing office. So, theyíll often pass on help a resume that doesnít include the writing in spanish, information in book summary, favor one that does. Provide at least the nyu master in creative, following information about your education: Name of school Degree earned Beginning date Completion date City, and State. You might also consider adding a description that includes achievements, awards, scholarly organizations and activities, or your GPA if it was really high. Of course, scholastic achievements are more important the earlier you are in your career, so keep that in mind when crafting the education section of your resume. Finally, you may also wish to include details on any continuing education units youíve taken within the last 2 years.
Bonus: Are you bilingual? If so, be sure to include it on persuasive writing your resume! According to a recent study from Wanted Analytics, ďbilingualĒ was the second most commonly required skill listed on nursing job advertisements. 7. Nursing License and Certification Details: It is in creative, highly recommended that you include the following for your licenses: License type (LPN, RN, NP, CRNA, etc.) Licensing State/Body Name on license if different from name on resume License expiration date License number If the license is part of the Nurse Licensure Compact, then state it clearly. Many people argue that a nursing license number should not be included on a resume as a matter of management, privacy. However, nursing license numbers are a matter of public record. They can be easily obtained from each stateís Board of Nursing using the writing, standard information included on book your resume. Providing the in creative writing, license number simply makes the recruiterís job easier. And in a competitive job market, that could make all the difference in the world.
When it comes to certifications, it is highly recommended that you include the following for every certification you hold: Certification name (BLS, ACLS, PALS, TNCC, etc.) Certifying body (AHA, etc) Expiration date, or date acquired if it has no official expiration date. Unlike most professions, nursing is book sheet, conducted round-the-clock. Therefore, itís best to convey the in spanish, shifts youíre willing to work on report summary sheet your nursing resume. In Creative Writing In Spanish. Are you open to write, working 8, 10, and/or 12 hour shifts? Are you open to working Days, Mids, PMs, and/or Nocs? You should include this information even if youíre applying for nyu master in creative a specific job with a specific shift. You never know if the report summary, employer has another opening that is unadvertised which you maybe qualified for. Moreover, resumes arenít always submitted to specific job advertisements.
In fact, many sources indicate that 80% of all jobs are filled through networking. In Creative Writing In Spanish. Including your availability is martin luthers, very helpful for general job inquiries. In addition, you should indicate your willingness to relocate when applicable. These statements regarding availability can be given their own heading, but itís best to simply add them to your Professional Summary. The healthcare industry is going electronic. Paper charting will soon be a way of the past. Itís imperative to nyu master, list any and all Electronic Health Record (EHR) and Electronic Medical Record (EMR) experience you have. According to a recent study by Wanted Analytics, ďElectronic Medical RecordĒ was the most commonly required skill for nurses listed in nursing job advertisements. ďEpic SoftwareĒ and ďMeditechĒ, popular EMR software packages, were also on the list. Of course, billing codes are a big part of EMRs. And both ICD10 and ICD 9 are among the most commonly listed skills in job advertisements. To Project Management. So if your scope of practice deals with this in any way, then be sure to add these to writing, your resume.
You may also want to include any other computer experience you have just in case it may be of value to the employer, or to at least demonstrate that you have computer skills if you lack experience with EHRs and EMRs. Signifying the type of facility you worked in tells the introduction, potential employer a ton about nyu master writing in spanish your experience with very few words. You should know the dissertation, exact designation of all the nyu master writing, facilities you worked with and if you donít, now is the time to find out. Short term acute care? Long Term Care? Long Term Acute Care? Senior Nursing Facility? In addition, if you worked at a Trauma Hospital, then you should include this on your resume along with the trauma designation (1, 2, 3, etc). If you worked at a teaching hospital, then you should include this information. Such information can be included under the specific job description in your resumeís Work History section, or in your resumeís Summary. In Spanish. For example, if the job listing youíre applying for lists trauma hospital experience as necessary or desired, then itís a good idea to writing in spanish, identify your trauma experience in the resume Summary to make it stand out.
Include the number of total beds at the facilities you worked at, as well as the number of beds in book summary, the specific units on which you worked. Just like the facility type, providing the number of beds tells the potential employer a ton about your experience with very few words. We regularly saw resumes that listed things like ď3 WestĒ as the in spanish, unit. Write. Unfortunately, only people who work at nyu master writing that facility know what that means. Instead, include the dissertation, type of unit (MS, TELE, ICU, CVICU, ER, LD, etc) in writing, order to martin luthers, convey the message. We canít stress enough how important this is.
Also include your caseload. What was the nurse to patient ratio in this unit, and how much support was there in the form of in spanish, LPNs, CNAs, or MAs? Include any other unit specific details as well. Did the teachers, unit take trauma patients? Did the unit routinely deal with overflow from nyu master in creative other units? If so, what types of patients were seen from overflow? 1. Specific Details/Duties and Accomplishments Regarding Your Nursing Experience: Up to this point, the focus has been on incidental, although very important, details. But what about the book summary sheet, meat of your resume, the job descriptions and experiences that make up the bulk of your resume? When it comes to this, nurses are in the precarious position of in creative writing, balancing duties with accomplishments. You see, the current standard recommendation for resumes is to make them accomplishment driven.
The idea is that you should provide specific accomplishments, as opposed to duties, that illustrate how your work translated into quantifiable and tangible results for to project your current and previous employers. Advocates of this approach advise against listing duties on your resume. However, healthcare employers need to in creative writing in spanish, know that you have experience with the highly technical duties that are integral to the job youíre applying for. How To Write. At the same time, they too want to know about nyu master your accomplishments. Persuasive Essay. Therefore, itís important to in spanish, include details about the persuasive essay, specific day-to-day duties you performed. However, at the same time, you donít want to fall into the trap of creating a ďduties-driven resumeĒ. Managing this challenge represents a key difference between nursing resumes and general resumes.
Before we continue, itís best to nyu master, address the 800 pound gorilla in this conversation. Write. Nurses sometimes have hundreds of duties and in creative writing responsibilities. How do you choose which ones to list because you certainly canít list them all? We hate to say it, but including things like, ďProvided patient careĒ is a complete waste of space. Itís simply too general. Our experience indicates that many nurses believe that nursing is very similar no matter where you go which may be the reason that such general statements are so often included in nursing resumes. In reality, the differences are stark between various facilities. For example, the Step-Down Unit at one hospital may not work with Swan-Ganz Catheters while the SDU in another hospital may. With that in mind, here are some general themes to consider when determining the types of duties to include on report sheet your resume.
This list is not comprehensive, but it should help you understand the level of specificity that weíre talking about: Did you start IVs? Did you administer medications? Which medications? What type of in creative in spanish, patients did you care for? Renal?
Cardiovascular? Neuro? Ortho? Rehab? What was the age range of the patient population you cared for? What specific equipment do you have experience with? Did you read strips? Work with vents? Trachs? Balloon pumps? Swan-Ganz? da Vinci Surgical System?
Which industry-wide protocols, processes and procedures are you experienced with? For example, AIDET is among the most commonly listed requirements in nursing job advertisements. There are many similar protocols, processes and dissertation how to procedures throughout the industry, so be sure to make note of those that were used by your previous employers. Now, weíre still in the tough spot of determining exactly which skills and duties to include on the resume. First, start by including any duties specifically mentioned in the job description that you have experience with. Next, do some research on the employer in question to find specific details that may help you decide which duties might be important to list. Use the company website, news, and any professional connections you have in writing in spanish, an effort to determine the types of patients, processes and procedures common to the specific employer in question. Once you have the duties narrowed down, there are a couple of ways to convey them on your nursing resume. First, you can incorporate the duties into your ďaccomplishment statementsĒ. Martin. We discuss this approach below. Second, you can simply list out the duties.
While this is less preferred, it is in creative writing in spanish, sometimes not possible to accomplish any other way. Your summary is a good place for this. For example, you might include the following in your resume summary if youíre applying for a position in the CVICU: Proficient with starting IVs, Intra-aortic balloon pumps, 12-Lead Placements, 12-Lead Interpretation, AICD Insertion, Beta Blockers, Argotroban, Atropine and other cardiovascular medications. Bonus: Given the essay teachers, large number of skills and duties nurses are responsible for, you may consider utilizing a ďSkills ChecklistĒ during your job search. In Creative. Skills Checklists are self assessment tools commonly used throughout the healthcare industry. BluePipes provides members with free access to archaeology, over 100 comprehensive skills checklists that can be completed, saved and downloaded as PDF documents.
You can view a sample here. Theyíre a great way to convey your skills to potential employers. You might consider uploading them along with your resume when applying for jobs or you can bring them to your job interviews. Considerations for Accomplishments. Now that weíve covered duties, letís take a look at accomplishments. First, you can try to frame duties inside ďaccomplishment statementsĒ in order to knock them both out at the same time. In other words, offer an explanation about how you achieved results while performing your duties. Again, this isnít always possible, but here are some considerations: Did you receive recognition or awards from in creative writing your previous/current employer? Did your previous/current employer receive recognition or rewards?
How did performing your duties contribute to archaeology, that? When framing accomplishments, itís also useful to know how your previous and current employers quantified their success as an organization. Writing In Spanish. For example, patient satisfaction is martin luthers 95 thesis, typically tracked with programs like HCAHPS or Press Ganey. Did your employer experience improvements with such indicators? How did performing your duties influence that? Next, itís important to understand how your current and former employers measured your individual performance as this is very helpful when framing accomplishments. Nearly every healthcare employer conducts employee evaluations.
Evaluations typically offer both qualitative and quantitative information that can be leveraged when framing accomplishment statements. Again, you may choose to list specific duties youíre proficient with separate from in creative writing your accomplishments. Or, you may choose to dissertation how to write, frame the duties within your accomplishment statements. Or you may choose a combination of the two approaches. In any case, itís important to provide both job-specific duties and accomplishments on your nursing resume. Bonus: Healthcare is very diverse. Many hiring managers would also like to in creative writing, know what other skill sets you have outside of your primary area of expertise. Did you float to the ER or LD units when needed?
If so, then you may want to provide some reference to the skills and accomplishments you achieved in archaeology, these areas. General perspective on nursing resumes. This may seem like a ton of information to incorporate into a standard resume. However, nursing is not a standard profession and concerns over resume length are becoming antiquated with the advent of Applicant Tracking Systems. Moreover, the writing, push to force nursing and healthcare resumes to conform to the standard format that serves general professionals, like salespeople, is a disservice to both healthcare professionals and employers.
Healthcare professionals often miss opportunities to highlight skills and experience that are highly sought after. As a result, healthcare employers often miss out on perfect candidates. This push toward generalized conformity is even prevalent on the most popular job boards, like Monster and CareerBuilder, and professional networking services like LinkedIn. Nyu Master In Creative. Nurses and other healthcare professionals are better served by industry specific professional networking services like BluePipes. For example, BluePipes provides nurses with a profile builder capable of recording healthcare specific career details as well as the ability to print the profile to PDF as a resume formatted specifically for healthcare professionals. So itís like a cloud based resume service. It also offers several other tools that help nurses manage their careers more effectively and efficiently. As always, your feedback is greatly appreciated.
Please let us know what you think by nyu master in creative in spanish posting a comment! 16 Tips To Prepare Your Nursing Resume For Applicant Tracking Systems Weíve spoken to countless nurses and other healthcare professionals who. How to in creative in spanish, Write the Best Nursing Cover Letter A well crafted nursing cover letter can be just as. Nyu Master Writing In Spanish. Nursing Resume Objective or Summary? Nurses often wonder if they should include an sheet objective or. I am wondering how to nyu master in spanish, list my experience as a maternal-child float RN of 2+ years. I worked 4 different units, all quite different, ranging from mom baby, to peds, peds ed/uc, and nicu. How do i go about addressing those different areas and responsibilities and skills, when they all fell under 1 position? Thank you for the information, its very helpful.
This site is of so much help to help, me. thank you, and nyu master writing it is also free. Its amazing, I just canít appreciate it enough. I was wondering, i am a one year experience nurse at a step down ICU (PCU), I am now looking for in creative writing in spanish a job in an ICU. The locations and in spanish facility i am looking at have nothing for experience nurses, but have a lot of positions for new nurses that want to work in teachers, ICU. I just want to apply to the new nurse position and i really donít mind the pay. Now my question is, should i just use my new grad resume with my clinical experience or i should update my resume with my one year experience and apply although the position is for nyu master writing new grads. please i will really appreciate any advise. thanks you.
How can I include my Medical-Surgical Certification from ANCC on my resume. How To. Can I include it on my credentials area on top of my resume Ė following my name and degree? I ask because the writing in spanish, ANCC instructs to do so on their website. Iíll be honest itís somewhat confusing though, at least to management, me. Writing. I plan to include my Medsurg certification in introduction management, certification section of my resume where BLS and RN licensure are, etc. I just wanted it to stand out and pop so to speak Ė as to not have to read on to notice it. On ANCC site, on a ďHow to Display Your CredentialsĒ page they instruct you to include RN- BC (Registered Nurse-Board Certified).
Was hoping you could clarify or add something else. Great web site Ö thanks. Thanks for writing in spanish the inquiry, Jesse, and my sincerest apologies for the delay! Your Medical-Surgical Certification from ANCC is considered a ďNational CertificationĒ and should be listed after your name at the top of your resume and in the Licenses and Certifications section of your resume. The order for listing credential after your name is: Highest Degree Earned State License National Certification Nationally Recognized Honors and Awards. I hope this helps! I have been working out of the acute care setting in public health nursing for 7 years. Persuasive Essay Writing. I have heard over and over nyu master in spanish that because I have been out of the acute care setting for so long that I donít qualify for writing teachers a lot of the positions that I have applied for. Admittedly, I have not used many nursing skills for the last 7 years, except for giving immunizations and occasionally drawing blood.
I have gotten very weary and feel like I will not be able to find another job, and nyu master in creative in spanish I am really not happy with my current job. I am unsure of how to make my resume ďpopĒ and have prospective employers want to book report summary sheet, give me a chance. I am not looking to get back into areas that are highly skilled, but I would not mind getting back into in creative in spanish acute care. Any ideas. Kurt, I am an archaeology coursework RN at nyu master in creative writing in spanish a VA hospital in cardiac telemetry. One of the biggest hurdles to applying at archaeology coursework help any VA facility is the fact that USA Jobs is in creative writing in spanish, a digital screening tool as much as it is an online application portal. Nyu Master Writing. Matching as many keywords in the functional statements for nyu master your desired role in your application can be the difference between getting an interview and being passed over. Introduction To Project. Hope this helps! In your article you talked about whether or not your previous/current employer received recognition or rewards. Iím working on in spanish applying for a position that is open for an orthopedic nurse after quitting my previous orthopedic nurse job. The hospital that I previously worked received recognition for their total joint replacement program.
I was wondering if this would be something that is good to include as part of my resume, considering I was a part of the unit during that time for the hospitalís certification/recognition. If so, how would you go about including that in without making it seem just a random fact listed and make it more as an accomplishment for myself also since I was a part of that unit/team during that time. Thanks for the inquiry, Jessica. Nyu Master In Creative Writing. Yes, this is definitely something you can include on your resume. If you feel that youíre not able to in creative writing in spanish, expand in a way that adequately describes your role in the achievement, then you may want to expand in your cover letter. On your resume, you might want to couple this team achievement with one of your own that demonstrates you were a key contributor. For example, you might have received an individual award or a high employee evaluation score. You may also want to include this in your summary as opposed to the job description to make it stand out summary sheet, a little more. I hope this helps! I am an experienced OR nurse who has performed in just about every surgery setting from Open heart to Ophthalmology, outpatient as well as pre-op admitting and recovery In the past I have managed a surgery department at a busy hospital and also ran a surgery center. I have been fortunate to nyu master in creative in spanish, have been able to take off time to 95 thesis, stay home and be with my children.
That being said, I am worried about the years off and nyu master in creative in spanish blank space on my resume. How would you go about filling in the gap? I have volunteered in multiple areas at their schools, from organizing an Emergency Preparedness fair, fundraisers and teaching Compression Only CPR. My license and continuing CEUís have always rained current. Do you think this will make it difficult for me as I try entering the job setting? I appreciate any suggestions you might have. Thanks for the inquiry. There is no steadfast rule on how to handle this situation, but there are two fundamental approaches to consider. Introduction. First, you can consider a ďFunctional Resume.Ē Functional resumes are resumes that focus on skills instead of experiences. In your case, you would focus on all of your OR experience. You might have a small section to list your previous employers. Nyu Master In Creative Writing. or you may even choose to luthers 95 thesis, leave it out entirely.
There are many examples of Functional Resumes available on the internet. Second, you could use a traditional chronological resume. In this case, you would list your experience raising the kids as one of the entries in your chronological work history. Nyu Master In Creative Writing In Spanish. You could include details on the experiences mentioned in your comment on in creative writing this blog post. Again, there is no right or wrong way. Each has its advantages and disadvantages. To answer your question, yes, this situation is in creative in spanish, always a bit of challenge. However, experienced nurses are in high demand at the moment, so you should be fine.
Also, Iím personally inclined to recommend the chronological format. The main advantage of Functional Resumes in luthers 95 thesis, this particular case is to draw attention to your skills and away from the gap in recent experience. However, employers are going to find the gap no matter what. So, I think itís best to embrace it. With the chronological resume, you can still include all the applicable skills. I hope this helps! I have worked in nyu master in spanish, home health and introduction to project corrections for nyu master writing about 5 years now. 95 Thesis. I have done a lot of nyu master writing in spanish, basic nursing ranging from persuasive writing teachers blood draws, interpreting labs, starting IVs, wound care, peritoneal dialysis, picc line care (including using clot busters) and removal. IV anti biotics, med passes small and in creative in spanish large including mental health medication passes.
I have responded to chest pain calls, shortness of breath, hangings, falls, knife wounds, self inflicted wounds, and unresponsive patients. I have worked in a corrections hospital with acute and long term patients as well as hospice patients, but it isnít seen as ER work even though it seems from talking to other nurses that that isnít so far different than those working in a hospital ER.. Trying to format my resume to make my experience fit into nyu master writing in spanish what the Veterans Administration would want/be attracted to.. I am a soon to be retiring Military Nurse and nyu master writing will be transitioning to the civilian workforce. How important are listing awards?
I have numerous military awards based on my work ethics and performance on the job, but I am afraid that the summary sheet, general public is not going to have any idea what they are or mean. Also, any good tips on turning military missions into civilian language? Thanks for your service!! I think itís a great idea to add the awards to your resume. You could do one of nyu master in creative writing, two things.
Simply list them out by their official name. Nyu Master In Spanish. Thereís a good chance that the reviewer will search for the award on the internet and find it. Or, you could add a very brief description of the award in parentheses. For example: X Award (earned for valor in nyu master in creative writing in spanish, action). Either way, if you have a lot of awards, then you may want to luthers, include only the highest ranking awards. If you choose to list many of writing, them, then put them in to project management, columns or in a continuous stream separated by commas to nyu master in creative, save space. Conveying your military experience in civilian language can be challenging if you did not work in a military hospital. Summary. My apologies, but I lack the nyu master, technical expertise to provide detailed recommendations. That said, Iíd recommend reviewing the job descriptions for the jobs youíre applying for use them to guide your efforts whenever possible.
I hope this helps and thanks again! I have a position working in a ďfloat poolĒ (we call it the nyu master in creative, Mobile Unit). The unit is in creative writing in spanish, split into how to write two different tracks, med/surg (HV general acuity patients; ortho/urology/gen/gyn surgery; neuro/ENT; Onc [recent unit merge means I donít float here anymore]; gen med; adult psych; child/adolescent psych; Postpartum (moms and babies); inpatient rehab) and critical care track (Onc/Med/Surg IMCU; ICU; HV high acuity patients; ER; Neonatal ICU). How do I discuss bed numbers for each unit and descriptions that highlight any specific training I have had to play into in creative each patient population? It seems like thereís no way for me to cover all of this detail without leaving a lot out martin 95 thesis, or getting too wordy. I also accepted a critical care position, but have not transitioned yet. My husband just got a job out of in creative writing, state, so we have to relocate, as much as I love my current employer.
This is a great question; thanks for posting it here! Youíre right, youíre probably not going to be able to convey the broad spectrum of how to, your experience without getting too wordy for your nursing resume. So, youíll need to offer some general details as well as some specific details. When it comes to specifics, itís best to nyu master, tailor your resume to the specific job youíre applying for. Find out nyu master in creative writing in spanish, what theyíre looking for and be sure to in creative in spanish, convey that you have the skill set, or convey relevant details about your experience. Writing In Spanish. I believe this is the most important consideration for your resume. When it comes to nyu master writing, generalizations, you could offer a description similar to the one youíve provided here. For example:
I worked on a Mobile Unit, or Float Pool, caring for Med/Surg patients 50% of the report, time and ICU patients 50% of the in creative writing in spanish, time. The Med/Surg patients included Postpartum, PSYCH, general Med/Surg, and Neuro/ENT. The ICU patients included ER, NICU and dissertation how to write general ICU. Unit sizes varied from 5 beds up to 25 beds. You might also try utilizing skills checklists to convey your experience, especially if you make it to the interview stage. Also, many applicant tracking systems allow applicants to upload documents, so you might be able to upload skills checklists there. Nyu Master In Creative Writing In Spanish. You can complete and save skills checklists on BluePipes and utilize them at your convenience. I hope this information helps!
My husband was an ICU nurse for dissertation write 5 years (18 months of that he was an ICU travel nurse) but took 2.5 years off to work in another field. Heís now applying for nursing positions as we prepare to move. Nyu Master In Creative Writing In Spanish. Should he address the martin luthers 95 thesis, clinical gap in writing, his resume? With just his last RN job listed, it looks like he last worked in 2013 though heís been employed as a youth minister since then. How should he handle this? Yes, you should address the gap in the resume. Itís fairly common for hospitals to sheet, require the last 7 years of work history to be included on their job applications. Nyu Master In Creative Writing In Spanish. A large percentage of the hospitals I worked with had similar requirements for resumes. Unfortunately, the default assumptions when it comes to employment gaps are all negative. Do your best to tie the experience into nursing. I believe most career advisers would recommend the same.
I hope this information helps! I am applying for RN jobs, but am still waiting to take my boards (will take them within the next 1-2 months). Writing Teachers. How should I address this on my resume? You may want to add an excerpt under Licenses and nyu master in creative in spanish Certifications or your Summary (or wherever appropriate) that provides the date youíre scheduled to martin 95 thesis, take the exam. Nyu Master Writing. For example: RN: Scheduled for NCLEX on July 9, 2015. I hope this helps! Thank you! I think thatís what iíll do. For a new graduate of a second-degree BSN program, would you recommend including GPA (3.9) on a resume? Thanks for the question, Emily! Yes, I recommend adding a great GPA to your nursing resume.
We discuss this in luthers, our blog post on new grad resumes and in our blog blog post on nyu master writing in spanish job search tips nurses should avoid. Report. Many people argue that your GPA doesnít matter. Nyu Master Writing In Spanish. They say that all that matters is that youíre licensed. If that were the case, then no details about you as a person, your work ethic, or achievements would matter either. And we know thatís not true. Nyu Master In Creative In Spanish. It is HIGHLY unlikely that your resume is passed over because you included your high GPA. Meanwhile, many hospitals and hiring managers love to see it, and assign value to in creative in spanish, it.
So yes, by all means, add it. I hope this helps! Great work, by the way! I am wondering if I should include phone numbers for my previous employers? If yes, which number should I use Ė the general number, the unit, or HR?
Also, some of my employment history goes back many years and the identifying information(number of beds, etc.) has changed. I do not have the correct information from dissertation how to when I worked there. How should I list this information? Is there a good way to find current identifying information for a hospital? Thanks in advance for your response. Thanks for in creative writing posting these great questions! First, there are no set rules for nursing resumes, so youíll find some disagreement on almost every resume recommendation. Persuasive Essay Teachers. That said, the general rule is that you should not include the contact telephone numbers for nyu master in creative in spanish your previous employers on write your resume.
In fact, you donít need to include the in creative writing, complete address either. The city and state will suffice for archaeology help your resume. On a side not, chances are that youíll be applying for writing in spanish most jobs on the companyís website through an applicant tracking system. These online applications may allow you to enter the telephone numbers and luthers 95 thesis addresses for your former employers. In this case, I always recommend adding every last bit of information you can to your online applications. Nyu Master In Creative. Again though, thatís separate from archaeology coursework your resume. On a another side note: If you are applying for travel nursing jobs, then you should include the telephone numbers and the supervisor names for in creative your previous jobs. In order to find current information for your former employers, you can use a website like The American Hospital Directory. They have a free hospital profile lookup tool.
I recommend using the ďadvanced searchĒ for archaeology coursework best results. Please note that the writing, links to persuasive writing, these pages are underlined in blue. Here you will find the in spanish, current contact information, number of beds, teaching hospital status, trauma status, etc. If you are unable to locate the information here or if your former employers are not hospitals, then you can simply try a google search for them or try the Medicare.gov site. If your former employer does business with Medicare, then they should be in write, the database with current informationÖassuming they want to get paid :-). Now, about your older work history. Nyu Master In Creative Writing. Many resume experts recommend including only the last 10 years of in creative writing in spanish, work history on your resume. However, that assumes that your prior experience may no longer be applicable to your current job search. Nyu Master In Creative. Others argue that you shouldnít include more than 10 years of work history because you donít want to date yourself. Theyíre concerned about martin luthers 95 thesis ďageismĒ in the hiring process.
These same people recommend not to include the dates you attended college. Ultimately, itís up to you to nyu master writing in spanish, include this information, I just wanted to provide some considerations. I hope this information helps. Please let me know if there are further questions! Help! I have over 22 years of clinical experience including ICU, hemodialysis, and outpatient surgery ctr (pre and luthers 95 thesis pacu), and for the last 6 years (in addition to writing in spanish, the 22 years) Iíve been reading electronic charts to extract data and support level of care (Iím told this is dissertation how to write, utilization review by a friend but we never called it that in work). Writing. Now Ive been laid off (it was a large comp layoff).
Iím trying to get into QA, UR, pre cert or case managment. I was told I have a solid resume but Iíve gotten 3 calls in 3 months, I blew the first interview and martin the next 2, they said they wanted CM experience. What do I need to do to get into these fields? Any suggestions? Weíre sorry to hear about nyu master in creative writing in spanish your current situation! Itís always difficult to break into dissertation how to an entirely new field. However, it sounds as though you have some experience to build on. Typically, Case Management and writing Utilization Review require InterQual experience. Luthers. If you have experience with that system, then be sure to include it on your resume. Otherwise, see if you can obtain some training in it.
Check with local and state agencies to see if there are any offerings for people in in creative writing, your situation. Summary Sheet. Also, review the in creative writing in spanish, specific details of each job opening and tailor your resume to include the key requirements where applicable. Check to see if there is a local association that you can network with like the Case Management Society of writing teachers, America for example. Ask anyone you speak with if a Case Management Certification would improve your chances, perhaps even call the people youíve interviewed with previously to nyu master in creative in spanish, see what they say. If so, look into certification. We hope this information helps! I have been reading through some of persuasive essay, this thread and was wondering if you do any resume/cover letter revisions? I can tell you put a lot of useful/productive feedback into your responses and would value your opinion if you were to review a copy of mine! P.S.
When you mention Computer Experience in the article above, do you suggest adding these details under each individual job (under work experience/history) the writing, comp. experience applies to book report, or under a separate section such as the one you have listed as Comp. Experience? Thank you for all your time and effort! Thanks for reaching out! My sincerest apologies, but I do not do resume/cover letter revisions. Thanks so much for your interest though. In Creative In Spanish. As for the computer experience, you can add it with any of the methods you described. The important thing is that itís there. The resume builder on book sheet BluePipes.com lists computer experience under a separate heading. We do this as way to ensure that members recognize and record it and perspective employers and recruiters are able to easily locate the details on the membersí profiles and resumes.
Given that EMR experience is nyu master in spanish, becoming such a prevalent requirement, itís good to have it easily accessible on your resume. However, itís also good to add these details under each individual job when creating your own resume. It may not be as easy to locate, but it takes up less space, avoids redundancy, and introduction to project management still presents the information. We hope this information helps! I am currently an RN with 4 years solid experience in a 16 bed transitional care unit. Now Iím trying to move to writing in spanish, a more challenging position. Prior to immigrating to America I was a medical doctor for 9 years in archaeology coursework, ER. Would it be wise to mention that experience? Ömaybe describing my duties and medical college? I work in a program that enrolls military medic and writing in spanish corpsman and persuasive writing gives credit for nyu master writing in spanish their military experience towards an intensive BSN-RN program.
My question is what should the graduates highlight on nyu master writing in spanish their resumes? Many have extensive trauma and nursing care experience. Suggestions? Hi! I have a question / concern. I just finished my 2nd year of nursing and on a med Surg unit. I have been asked to in creative writing, apply to an ICU position and martin luthers 95 thesis I need to update my resume. In Creative. I donít know what to include. Prior to nursing, I was a surgical tech for 16+ years and active duty for luthers 95 thesis 10 years.
I really enjoyed your blog and nyu master in creative will refer to book report summary sheet, it when updating my resume! Weíre glad to hear the in spanish, information was useful. Martin 95 Thesis. Congratulations on being asked to apply for an ICU position. Thatís a good sign! #128578; Sounds like you have a lot of great experience to include on your resume. We recommend focusing most attention on nyu master in creative your recent experience in MedSurg as it is the most applicable to in creative writing, the ICU role youíll be applying for. However, you can also include brief descriptions of your surgical tech and nyu master in spanish active duty experience as they are certainly desirable experiences. Relate all your work history descriptions to writing, the ICU position. In Spanish. To do so, find out to project, as much as possible about the in creative writing in spanish, job and the unit. We hope this helps!! Oh MY! Iím sooOOO grateful to have found your blog page!
I was about to do my sister a grave disservice Ėas youíve mentioned. Indeed, the day of the one page crammer is passeí. Especially with the value of the keyword in electronic filing. Thanks so very much; you may have saved my Sisís resume from becoming fodder for book report sheet the shredder. [[shudder]] Weíre glad to hear the information is useful.
To be clear, 1 page resumes are still useful, particularly for job fairs or any other instance where the resume will be given directly to an individual. However, in most cases, people are attaching their resume in an Applicant Tracking System. In this case, itís still good to be brief and choose your words wisely. Donít be overly verbose and donít ďkeyword stuff.Ē However, you also shouldnít be worried about a 2-3 page resume if your background requires it. Be sure to tailor the resumeís wording to the job posting where applicable based on your background. We hope this helps! Thank you for nyu master writing this article! I realized that my resume was not up to luthers 95 thesis, par by reading this.
I had many generalized statements, which I have replaced with information on nyu master writing in spanish what I really did on the day to day. I recently worked at a hospital for 4 months and book summary resigned due to it not being a good fit. It was a cardiac surgery step down unit, so it gave me experience with tele that I have not had in nyu master, my 5 years as a nurse. Should I include it on my resume? Youíre welcome! Weíre glad to hear you found the information useful. Introduction Management. This is a tough question. Writing In Spanish. I assume youíre asking because youíre concerned that the short employment duration might raise some questions in the minds of potential employers. Thatís a valid concern.
On the in spanish, flip side, you did gain some valuable experience that would be great to add to your nursing resume. There is another issue to consider. Hospitals often have strict policies requiring that healthcare professionals provide them with every last bit of the healthcare professionalís employment history. Omitting a previous job on your employment application could be grounds for nyu master writing dismissal depending on to project management how they have their clauses worded. Of course, this depends on their ability to verify the omitted employment. This may not necessarily affect you during the candidate review process when your resume is typically the nyu master in creative writing, document theyíre working off of. However, if you land a job offer, then theyíll eventually require an application to completed. If you choose to add the omitted job at that point, then youíll have some explaining to do. Utltimatly, the decision is yours. If you choose to add the employment to coursework, your resume, then you may want to in creative, offer a brief explanation of why you left in your cover letter. Itís all about the story you tell.
We hope this helps. This is all great information but I do have a question. Coursework Help. I am a recent BSN grad and licensed RN trying to writing, land my first job. Writing Teachers. Would you recommend including my preceptorship under clinical experience or as work experience? I have seen it both ways in examples online. Thanks, Kristin. Weíre glad to nyu master in creative writing, hear this information on was useful. Youíre correct, youíll find preceptorship experience displayed both waysÖunder clinical and work experience.
To further confuse the issue, some people believe that clinical experience and work experience are one and the same while others believe they are two different things entirely. Management. We view the preceptorship as something akin to a highly advanced internship. Nyu Master In Creative Writing. For all intents and persuasive essay purposes, it is work experience. However, it doesnít constitute a traditional employment relationship. Nyu Master. Therefore, feel free to include it under either category on your resume, but be sure to clearly indicate that itís your preceptorship. On a side note, we cannot stress enough the in creative, importance of professional networking when landing your first job.
70%-80% of nyu master in spanish, all jobs are obtained through networking. While your resume is important, networking is the keyÖespecially for new grads. Dissertation Write. We hope this information helps. Best of luck!! Great info Ė I could have used that for my last job application! Do you have any tips / strategies to prepare for job interviews? I am finding these horribly stressful and hard to get my point across even when I know Iíd be really good at in spanish the job Iím applying for. Thanks, Heidi! We donít have any blog posts regarding interviews yet. Thanks for the suggestion.
Weíll explore the topic soon. Thank you! This is very informative. Do you have any sample resume and teachers application letter? Weíre glad to in creative in spanish, hear the information is coursework help, useful, Meth! Yes, you can view our sample nursing resume which you can create for in creative in spanish free as a member of BluePipes. You can view our recommendations on persuasive teachers writing a nursing cover letter. We hope this helps! I LOVE this information! Thank you.
Hereís my question. I have had several careers, all with different education components, dating back to in creative, the mid 1980ís. How far back should I go? None relate to my current field (new nursing graduate). Itís been a long time since Iíve actually developed a resume and things have changedÖPlus, this career doesnít match those careersÖ. Is it appropriate to write, ask a nursing instructor to be a reference? Are references included now-a-days? Many, many thanks! Weíre glad to hear the information is helpful!!
Congratulations on your recent graduation from nursing school! Yes, itís a great idea to ask an instructor to in creative writing, be a reference. Unfortunately, your questions regarding what to include on your resume arenít so cut and dry. Nyu Master In Spanish. I think itís fair to nyu master in creative writing, say that the vast majority of career consultants would say you shouldnít put references on book a resume. Nyu Master Writing In Spanish. However, if you could get a redeeming quote from book report sheet a strong reference, like an instructor, to put in your resume summary, then it could be an eye catcher. Youíre right, things have changed! We recommend reviewing our article on nyu master in creative writing in spanish optimizing your resume for applicant tracking systems. However, one thing is as true today as it ever has beenÖnetworking is the single best approach to landing a job. We discuss the importance in our article with recommendations for coursework help New Grad RNs. Itís tough to recommend that you leave off your past education.
Iíd say it would be good to add any College level education as well as healthcare related education. We hope this helps!! Best of luck! Excellent information! Nursing is a second career for me and nyu master in creative trying to martin, put together a winning nursing resume has been a challenge. You are right on the moneyÖ.the resume I had for my corporate career doesnít translate well into the healthcare field. I am currently looking for a new position and realized what I had on my resume wasnít going to work. I was destined to be one of those that got lost in the system.
The tips you provided have been so helpful. I feel confident that I am submitting a resume that will get me noticed. Thank you again for providing such valuable information. Congratulations on your new career path! Weíre so glad you found this information useful.
We wish you the in creative writing in spanish, best of luck in persuasive essay, your job search. We hope youíll consider joining BluePipes.com where you can create a resume, access skills checklists for in spanish free, and nyu master in creative build your healthcare professional network. Please excuse my shameless sales pitch #128578; Please let us know if we can help with any questions. I have read this post with great interest. Due to a job opportunity for my husband, we moved from KS to PA in nyu master in creative, 2012.
Even securing an interview has been daunting! I have gotten some feedback from Ď recruitersí in a large hospital in Pittsburgh, which was to archaeology, be sure to in creative writing, apply to nyu master in creative in spanish, the job requirements, which interestingly were two pages long. How is that possible? The other problem I suspect I have is the fact I have more than 20 years as a registered nurse. Nyu Master Writing In Spanish. It seems the sheet, practice of the three major Ďplayersí in this area, is to lay off their experienced nurses, in favor of hiring new grads and those with Ď at least a year experienceí. Nyu Master In Creative In Spanish. I did secure an interview which ended favorably; just short of a job offer. Persuasive Essay. The next step at this particular hospital required by the nurse recruiter, was to list ALL OF MY EXPERIENCE. I have been in nursing since 1974! LPN in nyu master in creative in spanish, 1977 and BSN in 1989. When she responded to my email outlining all this information, which took me more than 2 hours to complete, was Ďwe want to make certain we give you recognition for all the years you have been a nurse. AND, that was the last I heard from them.
I contend she realized I would have to start at martin luthers 95 thesis the upper end of compensation for my experience. Do you know of anyone who may be advocating for nyu master writing the Ďolder nurse?í Never thought I would use those words to describe myselfÖ I am so much more than my age. I am effective, reliable, comprehensive in my assessments, professional role model and delightful as a team member. Please give me some feedback relating to nyu master writing in spanish, these concerns. Nyu Master. I am ready to consult with the department of labor regarding this Ďalleged practiceí to decrease costs per fte.I think itís a shame! really good information here!
I was updating my resume as I was reading your tips Ė will definitely share with friends and collegues. Thank you so much! Hello, This was very thorough advice. Iíve yet to luthers 95 thesis, figure how to be concise yet detailed with these tips in mind. I have almost 2 years experience in In-Patient Psychiatry and SNF just because those were the two jobs I landed. In Creative. However, I always wanted to do LD or NICU.
I did my preceptorship in 2011 in LD. How can I use my experience and make it appealing for LD again? Weíre glad to hear that you found the information useful! You can view the BluePipes sample resume to dissertation, get an idea for nyu master in creative writing formatting yours. Report Sheet. Please bear in writing in spanish, mind that our site generates a PDF document and you could get more compact results with a word processor like Microsoft Word. Also, you might be interested in reading our post on resume length. You can find creative ways to translate your Psych and SNF experience to NICU and L#038;D. However, you most likely wonít be able to address the unique technical skills required for these units.
You could look for volunteer opportunities working with pregnant women and newborns in your community. While itís always tough to find time to volunteer, youíll be doing a great service for your community and getting some relevant experience to add to your resume. Thank you for this very interesting article. I have been an RN for luthers 95 thesis 9 years; 4 years at the bedside and 5 years in a hospital-based surgical practice doing outpatient, telehealth and some inpatient care. Writing. I would like to report sheet, transition back to the bedside but feel that my lack of direct patient care over the last 5 years may be hamstringing me. How can I turn this perceived negative into a positive and at least get through the front door of the interview process? Youíre welcome, we hope you found the article useful. In Creative Writing. Yours is a legitimate challenge that many nurses share.
With respect to your resume, you should focus on demonstrating how your recent experience translates to bedside nursing. While weíre not familiar with your specific scenario, weíre certain that there are aspects of your experience with outpatient, telehealth and inpatient care that translate to bedside nursing. Carefully review the persuasive teachers, job duties and nyu master qualifications of bedside nurses, and not just those found in the job descriptions of online job postings, to get ideas for framing your recent experience in a way that applies to bedside nursing. Next, focus on 95 thesis writing an excellent nursing cover letter in which you present yourself as a solution to the problems facing the employer in question. Of course, youíre still going to have some difficulties ranking highly in the applicant tracking system due to the lack of nyu master writing, recent bedside experience. Therefore, networking is a must. Nearly 40% of all new-hires are the report summary, result of employee referral.
With 9 years of experience, youíre bound to have some connections and now is the in creative in spanish, time to leverage them. We realize this type of job searching can feel unorthodox, but its success rate is too good to neglect it. Use professional networking sites like BluePipes and LinkedIn to enhance your networking efforts. Finally, weíve spoken to many nurses who tout the benefits of refresher courses for bedside nursing. While we arenít familiar with such courses, the introduction to project management, fact that many nurses recommend them is an indication that they should be further researched as a potential tool when facing your challenge. We hope this information helpsÖand Good Luck!! i have a question regarding applying to nursing positions. I am a new grad RN and have several nursing job applications that have been under review for over a month. Last week I became certified in in creative writing in spanish, ACLS and was wondering how to go about archaeology coursework help informing the hospitals that I am waiting to hear back from that I am newly certified in in creative writing in spanish, this skill, since it is 95 thesis, not on my resume that they have on file (that I originally sent in). Congratulations on your recent achievements! This is a great question.
You may be able to log in to the hospitalsí applicant tracking systems (the online system you most likely used to apply) and in creative writing in spanish update your resume and/or profile. Either way, you may also want to give them a call, ask for the staffing office and writing pose this question to the representative you speak with. We find that hospitals are quite responsive to nyu master in creative writing in spanish, candidate inquiries relative to other employers. We hope these recommendations help, and weíd love to 95 thesis, hear back about what actions you take and how they work out. Good luck! I completely disagree that availability should be included on the resume. When a nurse applies for a position it is usually clear what hours that he/she is applying to work. I actually think itís a bit juvenile to put availability on your resume. What I do think that many nurses omit is a well-crafted cover letter to accompany their resume.
The additional touch of in creative writing, a thoughtful and appropriate cover-letter can help give you an nyu master writing edge over writing other applicants who omit this step. I found some good details on cover letters for nurses here: http://bit.ly/1dDy8If . Thanks for martin the feedback, Brittney. Including availability on a nursing resume is important for many reasons. First, the nyu master, job applied for isnít the only job available, and most jobs are never advertised so candidates will never really know about all of the available jobs with a particular employer. Second, job specs donít always display every last pertinent detail. With respect to in creative, availability, this can mean that a job advertised for day shifts might in-fact be for mid shifts, or pm shifts. This happens frequently when the job board technology limits the employerís ability to accurately display the shifts.
Third, job specs often change on nyu master in creative writing in spanish the back-end and are never updated on the front-end. Coursework. So a job thatís advertised for days may have changed to in creative, nights without being updated on the job board. Fourth, due to the proliferation of luthers, applicant tracking systems, resumes are added to a searchable database these days. Nyu Master In Creative Writing. So resumes are searchable for dissertation future job openings. Finally, recruiters will almost always contact the candidate with the most attributes in common with any given job description. So in all of the scenarios described above, a recruiter will be more prone to contact the candidate with matching availability assuming all else is nyu master in creative writing, equal. Finally, itís true that nursing resumes should always be tailored for help a specific job description when a specific job is being applied for. Nyu Master Writing. However, a plurality of jobs are filled via networking and referrals. In such cases, itís rare that a specific job is being applied for. Nyu Master In Creative In Spanish. Instead, a candidate passes their resume along to a contact who has connections with the employer in question. The resume is reviewed for potential matches with available jobs and the candidate is in creative, contacted.
Again, availability is dissertation write, one detail that recruiters and hiring managers are looking for. Lastly, we agree that cover letters are important and related to this topic. However, they necessitate their own discussion and we plan on addressing this in nyu master, a future blog post. This is great information! As a new graduate RN with no prior experience in the healthcare field what would you recommend? I have over 4 years in retail but Iím not sure if this would make much of a difference for archaeology coursework help recruiters. In Creative In Spanish. Any help is greatly appreciated, thanks! Hi there!
Wow this information is great! Although Iím still an undergraduate, I find this site very helpful for tips to keep in introduction to project, mind when applying for a job! I just had a concern that may affect my decision within the Nursing fieldÖ For a while, I was thinking of minoring in something in addition to Nursing that I can apply to the work field. I know that computer knowledge is nyu master writing in spanish, a great booster for how to a resume, but I wanted to know if there were any other skills hospitals are looking for in creative writing in their RNs? Thank you again for the detailed explanations! Thanks, Michele! Weíre glad you found the information useful! Yes, computer knowledge is a great booster for management the resume. You can look into in creative writing in spanish Health Care Informatics as an option for a minor or additional coursework. You may also consider Healthcare Management or Administration, Nutritional Sciences, Biology, Sign Language, or Spanish. In fact, Spanish is a huge selling point these days.
As a side note: make the writing, absolute most of your preceptorship. Nyu Master In Spanish. Be at your best and use the martin luthers 95 thesis, opportunity to network with everyone you can. We hope this information helps!! Please let us know if you have any other questions. This is great information! Thank you!
I am wondering though, as a RN with 1 year of experience in the CVICU, trying to move, with most places wanting more experience than that for hire, how should I market myself? I have done all of these critical care elements, but just not a ton of in creative in spanish, it. Essay Teachers. Before nursing school, I was a critical care telemetry tech for 3 years and a hospital pharmacy tech of nyu master, 3 years as well as a SNE(student nurse extern) during school. Because it is not nursing, but healthcare related, should I include it in my resume? It seems juvenile but pertinent to add some experience. Thanks! Weíre happy to hear you found the introduction to project management, information helpful, Dashia!
You pose an excellent question regarding the inclusion of non-RN healthcare experience on your resume. There isnít a steadfast rule, unfortunately, and youíre going to nyu master in spanish, find that some people will say yes and some people will say no. I fall in the yes camp and believe you should include all healthcare related experience on your resume for introduction management several reasons. First, it demonstrates progression within the general field of in creative writing in spanish, healthcare. Persuasive. Second, it conveys additional experience within the field that other candidates may not have. Third, in many cases (and certainly in your case) the nyu master in creative writing, experience is related to archaeology help, the jobs youíre applying for. Fourth, it may help you stand out from other candidates with otherwise similar experience. Fifth, unbeknownst to many candidates, many hospitals require your last 7 to 10 years of in creative writing in spanish, work history regardless of whether or not it was healthcare related. While this requirement doesnít factor into their candidate selection process, they will certainly collect the information at coursework some point during the hiring process.
Finally, it may help your resume rank higher in applicant tracking systems. I hope this information helps! This information is very helpfull. Hi. Nyu Master In Creative Writing In Spanish. I obtained an MD degree overseas before I even started getting licensed here as RN.
I was told it would not help or matter anymore if I include that in my resume. What would you suggest? Hey Liza, I hope all is well. Book Report. I recommend including your overseas education. I agree that it most likely will not influence the initial resume screening process. However, it could have influence later in the process. You may not want to make it a significant part of your resume, but I think including it is better than not. It certainly enhances your personal story. Do you have an example resume?
Hey Michaele, My apologies for the delay. Weíve been busy transferring our blog to this new domain. We do not have an example nurse resume that weíre able to publish to the blog at this time. However, we will work on nyu master getting one up soon. Also, I recommend becoming a member on BluePipes where your professional profile will allow you to record the top 10 details recommended for archaeology coursework nursing resumes in in spanish, this article. You can then print your BluePipes profile as a resume. Thanks so much!! This clarifies a lot for me. I am a new LPN attempting to start my career in a new state and have read a lot of advice on Nurses.com that is to project management, wrong. Nyu Master In Creative In Spanish. Iíll take the advice of a recruiter over book report general opinions anytime.
Most on the other sites were saying NEVER to include your license # details until you actually get a job offer. Then I just applied to one that specifically asked that I provide that info as well as any certifications on my resume in nyu master in creative writing in spanish, order to be considered. I was hesitant since all the threads warn of protecting it at all cost due to identity theft? Iím glad you clarified this and teachers some other points. I do have one question that is nyu master writing, not addressed in book sheet, your article. If you are continuing your education to receive your BSN or MSN for example would mentioning that on your resume make a candidate more desirable to potential employers or would you leave that off? Hey Aimee, Iím glad to hear that youíve found the information useful. In Creative In Spanish. Great question!!
I think itís a great idea to add your education in progress to your resume. I recommend including an estimated completion date and luthers 95 thesis perhaps even the nyu master in creative, number of units completed to date. There are several reasons adding your education in coursework help, progress could be beneficial. First, it could result in a higher ranking by the Applicant Tracking System. Second, it shows that youíre interested in in creative writing, advancing your knowledge and your career. Third, it demonstrates your own personal motivation.
As for the identity theft claims: Your license number is a matter of report summary sheet, public record already. Nyu Master Writing In Spanish. Anybody can go to your state board of nursing and search by name to verify your state license, which includes the license number. So, even letting someone know your name, that youíre a registered nurse, and how to write the state youíre licensed in provides the means to easily obtain your license number. Providing it on your resume simply allows the human resources rep to skip this step. Which increases the chance that your resume will be passed up the chain.
And remember, youíre attaching your resume in nyu master, secure Applicant Tracking Systems, many of which also ask for your Social Security Number and Date of Birth (although some states prohibit employers from martin luthers asking for SSN on job applications). I recently completed my ADN, passed the nyu master in creative in spanish, NCLEX, and now I am working on my resume. Report Summary. I already have a BA and MSW, which I will include on my resume, but I am wondering how I can state that I intend to nyu master writing, pursue a BSN, although have not yet applied and donít have credits towards the degree. Thanks for your advice. Congratulations on your recent achievements! You pose a great question regarding RN resumes, one for which there is no steadfast answer.
My belief is that it wouldnít be appropriate to include the information in write, the Education section of your resume because you havenít yet been accepted to a BSN program. However, you could certainly add it there once accepted to nyu master in creative writing in spanish, a program. Persuasive Essay Writing. Until then, you could make brief mention of this information in your nursing resume summary. In Creative In Spanish. We hope you find this response useful. Please feel free to post any follow-up or additional questions you may have. Good luck!! I have an additional question regarding previous education that I havenít seen asked by anyone. Iím an older new grad. Book. I recently had someone look at in spanish one of my resumes and nyu master in creative writing in spanish give me her input. She deleted all but my nursing education (Associates Degree). In some ways I think itís not a bad idea since the in creative in spanish, previous education dates me if I include the years I attended (which I donít but suppose that omission might make HR wonder).
On the other hand, I attended highly regarded universities for undergrad and grad studies, not to mention it shows I have a Bachelors even though itís not in the sciences. It seems like the RN to BSN courses are more human and social science courses, rather than science courses, however, and that is the majority of my BA. OKÖ Thatís some background info, now Iíll get to the point #128578; I know that resumes should cover only the last 10 years of employment history. Do you think this Ďruleí also applies to education? Should I leave it to discuss in martin 95 thesis, an interview (as recommended by the person who revised my resume)? Iím feeling very conflicted about this. The new resume doesnít feel like me, my degrees can be related to in creative, the psycho-social aspect of nursing, and when you fill in how to write, the online application portion they ask for all education (although you usually have to add on education). I would greatly appreciate your insight and recommendation. My sincerest apologies for the delay. Congratulations on your recent graduation! This is a tough situation.
Both sides of the argument have merit. Moreover, there really arenít any steadfast rules about nyu master in creative resumesÖonly staunch opinions. To me, your nursing resume and cover letter are all about telling your story in a way that convinces the reader youíre the right person for the job while providing them with the details they need. Personally, Iíd keep the education details on the resume, and use a brief portion of the cover letter to tie that education into the story about essay writing teachers you being the best candidate for the job in question. Given the information youíve provided about your previous education, it sounds as though you have a great opportunity to do just that. Again, there is no right or wrong answer here. You may even try it both ways. Some readers will appreciate it one way and other will appreciate it another.
However, Iím of the belief that all education is valuable. I hope this information helps. Weíd love to hear back about how it all works out!!
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