Feuerbach's theory of religion Essay Example | Topics and Well Written Essays - 1250 words

Feuerbach's theory of religion - Essay Example According to Feuerbach, man is an entity that needs an objective to live for. In order to know that, it is essential for a man to know himself. Once he gets to know himself, he can understand his objective in life.The qualities of human beings that they are proud of the most are the power of thought, the power of will, and the power of heart i.e. love. The power of thought enables a man to differentiate between right and wrong. The power of will is the freedom to do anything and the power of love is what keeps the human beings from killing each other. If a man has these three powers to an absolute degree, he is thought to be perfect.The human mind is very limited and his ability to think and perceive is also limited. Therefore, every man has some ability that he perceives to be perfect and is contempt with it. His limited mind makes him unable to realize his limitations. The three qualities are, of course, intangible and they need to be objectified. These are the qualities that are p resent in human beings but in different quantities and magnitudes. Feuerbach argues that these qualities are attributed to a separate being and then it is placed at a distance. This perfect being is then called God and worshipped. Man wants to be like God and spends his life trying to attain His abilities. The objects of a man govern and direct his thought process and, ultimately, his nature. Religion objectifies the good attributes and makes it possible for human beings to follow a defined objective for their lives. The concept of God lies in a man’s heart. The mind perceives things and tries to make them meaningful by thinking rationally. The eye sees things as they are and sends the image to the mind. It is, therefore, only the heart that can bear the concept of God. Monotheism requires a man to put faith in God. If a man tries to think that what exactly is God, he would always find himself perplexed and confused. It is because God is superior and without limitations while a man has a limited mind. Monotheism links a man’s heart to God and governs his life. According to Feuerbach, a man’s God is his thoughts and his morals. What the concept of God does to a man is it governs and directs his life. Therefore, what a man does and what he prioritizes define his religion and his God. God is a man’s expressed nature that is visible to everyone. Wh at a man loves secretly and which is hidden from others is his religion. Feuerbach believes that if a man is conscious of God, he is conscious of himself. Therefore, the concept of God is generated just for the sake of understanding oneself and religion is a source of self-knowledge. God stands in supreme power and perfection in monotheism. A man needs to be presented with an imagery of a God. Monotheism requires a man to believe in God that is invisible. Religions mostly provide a man with an imagery of God which helps a man to mould his life and follow a virtuous path. Monotheism provides this in the shape of teachings of God. The curious nature of man drove him to create idols in early times because he was desperate to see what God might look like. According to Feuerbach, man followed and prayed to his own nature in those times. Idolatry is still seen in Hinduism. The divine attributes that are given to God in religion are, in fact, the attributes of humans themselves. According to Feuerbach, â€Å"You believe in love as a divine attribute because you yourself love; you believe that God is a wise, benevolent being because you know nothing better in yourself than benevolence and wisdom; and you believe that God exists and that he is therefore a subject†¦Ã¢â‚¬  The attributes that are perfect in the eyes of human are attributed to God. The limited human mind cannot think of other attributes that might be better than those that are in a man himself. God is no more than a synthesized entity of all the perfect qualities that are perceived by a man to be perfect.

Introduction to Accounting and finance -- Economics, Finance and Assignment - 6

Introduction to Accounting and finance -- Economics, Finance and Management - Assignment Example reality this may not be the case, the company may face sudden changes in any of these estimates and if any major change occurs, it would definitely affect the estimate and the cash flow forecast presented above. Although the company’s cash position improves gradually during the 6 month period according to the cash flow forecast there may be certain areas that may need to be considered. (BusinessLink, 2010) Managers need to be aware of the huge interest that the company has to pay for the overdrafts and the loans taken out by the company, managers should choose between the best possible sources of loan i.e. either the overdraft or the long term loan to manage the company more effectively. (Wilkinghoff, 2009) There is a major difference between the cash earned by a company and its profit. The profits that a company makes are usually based upon accounting techniques and standards and these do not always show the correct picture of a company. Profit is derived by deducting the revenue earned from the cost incurred in gaining those revenue plus other immaterial things such as depreciation, provisions, amortization, goodwill, etc. these figures are fictitious and are not in cash terms i.e. no cash is either received or paid when such things occur. Cash on the other hand gives a better picture of a company which can clearly make the managers ascertain the liquidity position of a company and the company’s actual earnings with respect to its actual spending. The cash figure clearly tells the managers as to how much liquid cash is available that can be used to invest in the business or can be paid off to its shareholders. (Liquidity, 2010) The balance sheet of Hide and Seek Ltd clearly shows the depreciation figure used up in calculating the net worth of the noncurrent assets of the organization. The balance sheet clearly shows that the company has a good working capital of around  £3100 but this is not shown in the cash flow forecast for the month of June, which

The Effect of Ingestion of Beverages or Meal That Contains Research Paper

The Effect of Ingestion of Beverages or Meal That Contains Electrolytes Prior to Exercise - Research Paper Example Commercially available carbohydrate-electrolyte beverage and chicken noodle soup were used in the study. The purpose of the article is well defined and the study population includes both men and women as the participant’s hence eliminating gender bias and the response of both men and women towards intake of electrolytes prior to exercise would be determined. The introduction explains the importance of pre-exercise hydration status and states that this aspect is mostly neglected in the guidelines set by the American College of Sports Medicine. The authors believe that body fluid balance will greatly aid in the performance and endurance levels. It further states that research carried out using consumption of water alone has not yielded any beneficial result and it only increased urine output during exercise. The authors of the present study have ascertained, after conducting laboratory investigation, that intake of high sodium containing beverage or meal before exercise speeds up the recovery of plasma volume and also increase water retention within the body by decreasing urinary output. The article also cites previous research studies in which consumption of electrolyte containing beverages, especially those rich in sodium, both before and after exercising have improved body fluid balance and also aided in preventing excessive water loss through urine. However previous studies had not related water intake with the consumption of sodium-rich beverages. The present study proposed to determine that fluid balance could be maintained by increasing the ad libitum water intake and reducing water loss through urine upon consumption of sodium-rich beverages and meals before exercise. It hypothesized that consumption of chicken noodle soup 45 minutes before exercise would improve fluid balance by increasing water intake and reducing urine output while no considerable improvement was expected after consumption of water alone and carbohydrate-electrolyte beverages. The authors also expected the responses in both men and women to be similar. The population sampling and methods to be used have not been elaborated in the introduction.

History of Special Education Essay Example for Free

History of Special Education Essay Special education has changed in many different ways throughout the last century. The views of they way students with differences should be taught and treated have changed as people have become more open minded. The education laws have also seen a turn about. One major area of education was in a desperate need of changed opinions and beliefs. Education for children with learning problems has emerged from no education to special funding and programs especially for those individuals with learning problems. The first phase of special education is the largest span of time. The Foundation Phase was from 1800 to  1930, children who had any sign of learning problems were labeled as dumb, retarded, and even brain injured. The reason students would have been labeled as brain injured is because of studies done on war victims and soldiers of war. Many soldiers had head injuries and the way they acted related very similarly to the way brain injured students acted. At this time period researchers and doctors located the area of the brain related to language, or the language function of the brain. The Transition Phase began in 1930 and lasted until 1960. This phase had some turning points in the way brain injured children were taught. Researchers developed instruments for assessment, analyzed specific Atwell 2 types of learning problems and also presented a plan for teaching brain injured children. At this stage the labeling of the children with learning problems was not as harsh as brain injured. The students were called children with minimal brain dysfunction. The turning phase for the education of students with learning problems was the Integration Phase, 1960 to 1980. There was a man by the name of Samuel Kirk, who came up with the name learning disabled. After this term took the place of brain injured and minimal  brain dysfunction, it seemed like there was hope for children with learning problems. Schools started establishing programs for the learning disabled. Funding was provided for teachers to be trained in learning disabilities. The most important part of the Integration Phase is the Education for All Handicapped Children Act (PL 94-142) in 1975. This act was to ensure that all students no matter what type of problem would receive a free and appropriate public education. The last phase is the Current Phase, from 1980 to the present. One of the major aspects of this phase is inclusion. Inclusion is educating students with disabilities in regular classrooms in their neighborhood schools, with collaborative support services as needed. Another aspect of the Current Phase is when the EMA of 1975 was rewritten as IDEA in 1990. IDEA, Individuals Atwell 3 with Disabilities Education Act, made it hard to suspend or expel students with learning disabilities because of their behavior. IDEA also required that each learning disabled child have an IEP, Individualized Education Program. An IEP is a document that must include current performance of the student, the annual goals the studen  needs to achieve, special education and related services the child needs, participation, if any, with nondisabled children, modifications needed to take state tests, dates and places of when and where special services will be provided and the measuring progress of the child. Before a student can have an IEP, they first must be labeled as a student with a learning disability. There are stages to figure out whether or not a child has a learning disability. The first stage is noticing if a student is having difficulty in one or more subject areas. The next step is to evaluate the childs  suspected disability area, but before this can take place, the school must receive permission from the parents to evaluate their child. Then the eligibility is decided by a group of qualified professionals along with the parents to determine if the child has a disability defined by IDEA. If found eligible, the IEP team must meet and write an IEP for the child within 30 days of the student being identified as disabled. The IEP team meeting is held and the IEP is written. Atwell 4 Services are then provided for the student. At the end of the year, progress is measured and IEP is reviewed. After this process takes place, every three years after that, the student is reevaluated. By law certain individuals must be involved in the writing of a childs Individualized Education Program. Parents must be involved because they know their child and what their child may need. Regular education teachers, if the student will be placed in regular classrooms some time during the day, are a need on the team, because they know the general curriculum. They also have knowledge of how to handle behavior problems. The next member of an IEP team should be a special education teacher. This  person will be able to contribute their knowledge in how to modify general curriculum and testing to help the special needs child learn and show what they have learned. The special education teacher also has the responsibility to teach the student and carry out the IEP. The individuals involved in the IEP team are individuals who can interpret evaluation results, represent the school system, individuals with knowledge or special expertise about the child, representatives from transition service agencies and the student who the IEP is being written for. Atwell 5 Education has gone through many stages of the way a  child should be taught. The law has made a path for those with learning problems and now there is no stopping them. Children with learning disabilities finally have a chance to excel in school and gives them the opportunity to have a normal life. Atwell 6 Works Cited A Guide to the Individualized Education Program. U. S. Department of Education. 20 Feb. 2001. . Lerner, Janet W. Learning Disabilities: Theories, Diagnosis, andTeaching Strategies. 8th ed. Boston: Ally Bacon Publishers, 2000. Levine, Daniel U. , Allan C. Ornstein. Foundations of Education. 6th ed. New York: Houghton Mifflin Company, 1997.

Death Penalty Essay Example for Free

Death Penalty Essay Death penalty has been an inalienable part of human society and its legal system for centuries, regarded as a necessary deterrent to dangerous crimes and a way to liberate the community from dangerous criminals. However, later on this type of punishment came to be regarded as a crime against humanistic ideals by many, and its validity in the legal system has been questioned. Until now, the debate rages on. But I’m here to tell you that the death penalty is the right thing to do !! Background: The first established death penalty laws date as far back as the Eighteenth Century B.   C. E. in the Code of King Hammurabi of Babylon, which codified the death penalty for 25 different crimes. The death penalty was also part of the Fourteenth Century B. C. E. s Hittite Code; in the Seventh Century B. C. s Draconian Code of Athens, which made death the only punishment for all crimes; and in the Fifth Century B. C. s Roman law of the Twelve Tablets. Death sentences were carried out by such means as crucifixion, drowning, beating to death, burning alive, and impalement. In the Tenth Century A. D. , hanging became the usual method of execution in Britain. In the following century, William the Conqueror would not allow persons to be hanged or otherwise executed for any crime, except in times of war. This trend would not last, for in the Sixteenth Century, under the reign of Henry VIII, as many as 72,000 people are estimated to have been executed. Some common methods of execution at that time were boiling, burning at the stake, hanging, beheading, and drawing and quartering. Executions were carried out for such capital offenses as marrying a Jew, not confessing to a crime, and treason. The number of capital crimes in Britain continued to rise throughout the next two centuries. By the 1700s, 222 crimes were punishable by death in Britain, including stealing, cutting down a tree, and robbing a rabbit warren. Because of the severity of the death penalty, many juries would not convict defendants if the offense was not serious. This lead to reforms of Britains death penalty. From 1823 to 1837, the death penalty was eliminated for over 100 of the 222 crimes punishable by death. And in America over 38 states use the death penalty. Now that tells me that almost 50% of the United States uses he death penalty and even john Haynes from the book â€Å"the death penalty† even agrees with me..!!! Mistakes  now let’s move on to mistakes , as we all know back then several ages ago we didn’t have the technology that we do have now. But wait now that we have the world’s smartest people, well at least some. They can assure you that we will give correct D. N. A. answers!!! And if I was to give you a percentage of how many we have gotten correct I would say 100%. Cost of death vs. life in prison: So in the case for money which is better, I would say that the death penalty is a lot better and it’s cheaper than keeping the prisoner there and going through trial after trial after trial, I mean this could go on for weeks and even up to months!!! The death penalty cost the government 1. 5 million- 5. 1 million dollars. The cost of keeping the prisoner $22,218 to 50,000 per year ! In conclusion I know that the death penalty may cost more but do we really want to have our citizen’s life in danger, I know I don’t. Any consideration of the crime rate cancellation would become viable if the crime rate at least for murders goes sharply down. At present, however, capital punishment serves as an important barrier on the way of criminals ready to take another persons life.

Analysis of validity and reliability of intelligence assessments

Analysis of validity and reliability of intelligence assessments Measuring intelligence has always been a pragmatic thing to do (Wilhelm Engle, 2005). Most people find it hard to be rational in measuring their intelligence. As a common usage, intelligence is attested quantifiably by understanding the admissibility of a degree (Bartholomew, 2004) In other words, there can be no way that intelligence would be perfectly quantified. Only the nearness or the relative distance can be the mode of measuring ones intelligence. David Wechsler (Bartholomew, 2004) defines intelligence as the aggregate ability of an individual to have a rational thinking, a purposive act, and an effective dealing with his environment. Some writers however define intelligence negatively. That is, the doing away of tests. It is important to differentiate between intelligence quotient (IQ) and intelligence itself. IQ does not simply refer to the quantity of intelligence a person has, rather it refers to the relative standing of an individual with regard to his performance in an intelligence test as compared to others who took the same test (Zastrow Kirst-Ashman, 2007). When intelligence is measured in terms of a numerical result (i.e. I.Q. is 140), we cannot be sure that we are really talking about intelligence since there is a substitution of precision for vagueness (Govier, 2009). The original purpose of intelligence test was primarily to identify the least capable students that are finding it hard to learn from ordinary schooling (Kalat, 2010). However, it was later used to determine who among the students excel and during entrance examinations in universities. It is seemingly difficult if not impossible to devise a test that would truly measure the innate intelligence without being bias culturally. Innate ability cannot be measured if cultural bias exists (Young, 2006). Bias refers to the existence of nuisance factors that makes it difficult to compare the intelligence tests results across different cultural groups (Prifitera et al. 2008). There are three kinds of cultural biases in intelligence tests vis-a-viz construct bias, method bias, and differential item functioning (Lovler, Miller, McIntire, 2010). Construct bias occurs when there are different systems of meaning from culture to culture. For instance, a good daughter in a country might have a different characteristic in another country. Method bias occurs when the procedure of the test vary from different cultures such as when in a certain country, participants are used to input data electronically while in another country, participants are used to answering manually through paper s. Differential item functioning or item bias occurs when there is a great gap in the test scores of the participants in different cultures who have relatively the same abilities. For example, different regional groups might have different scores in a history test regarding their home country even if all of them are familiar with its history. In order to eliminate cultural biases in intelligence tests, culture-free tests became a demand. As the name imply this test attempt to eliminate cultural and educational differences (Haselbauer, 2006). The most common mediums used in this test are pictures or images which assess spatial capabilities of the participants such as visualization and perception. The validity of the tests is equally important as the reliability of the test. Validity is challenged when a participant in the test cannot communicate in the language used in the test (Rhodes, 2005). Critics of IQ tests argue that the differences in IQ scores are attributable to the orientation of the test makers such as their experiences, vocabulary and language, and lifestyles (Weiten, 2008). Construct-related validity refers to the extent which the test instrument can capture the details it is designed to measure (Sternberg, 2010). Methods To be able to determine the validity of intelligence tests particularly on the way it is constructed, this paper will investigate whether validity of tests vary between English speakers and non-English speakers. The kind of test that will be used is PSYGAT which focuses mainly on the verbal capability of the participant. This will be conducted after the participants have taken the Queendom test and Culture Fair IQ test. Participants will be composed of a total number of 337 from which 269 (79.8%) are females and 68 (20.2%) are males. The sex standard deviation for the participants with English-speaking backgrounds (ESB) will be 0.407 while those with non-English speaking background (NESB) will be 0.389. After getting the result of the test, it will be analyzed based on age. The age standard deviation for ESBs will be 7.514 while for NESBs it is 7.627. Ages range from 19-55 for ESBs and 19-62 for NESBs. Aim This study aims to determine if PSYGAT is internally reliable when a group of participants with English-speaking backgrounds and non-English speaking backgrounds are compared. An initial hypothesis for this study is that PSYGAT will be a reliable means of intelligence computation vis-a-viz significant convergent validity in the same way as the Queendom and Culture Fair IQ tests. However, between ESB and NESB, it is hypothesized that they will differ in terms of reliability and validity. Results Item Analysis Upon checking for internal consistency of data using Cronbachs alpha, it can be assessed that results were reliable, especially as most of the generated alpha were higher than 80 percent. The following are reliability statistics with their corresponding Cronbachs alpha  [1]  : Reliability of data for overall sample for all 55 questions Reliability Statistics Cronbachs Alpha .898 Reliability of data for overall sample for the 25 best discriminating questions Reliability Statistics Cronbachs Alpha .848 Reliability of the data for ESB group for the 25 best discriminating questions Reliability Statistics Cronbachs Alpha .851 Reliability of the ESB for all 55 questions Reliability Statistics Cronbachs Alpha .901 Reliability of the data for NESB group for the 25 best discriminating questions Reliability Statistics Cronbachs Alpha .841 Reliability of the NESB group for all 55 questions Reliability Statistics Cronbachs Alpha .889 Validity of PSYGAT In order to test the validity of PSYGAT, the correlation scores of the PSYGAT (total scores) on each of the Queendom tests were obtained using SPSS. Correlations (for all sample) Total Queendom Verbal Adjusted Total Pearson Correlation 1 .466** Sig. (2-tailed) .000 N 337 337 Queendom Verbal Adjusted Pearson Correlation .466** 1 Sig. (2-tailed) .000 N 337 337 Queendom Culture Fair IQ Pearson Correlation .098 -.283** Sig. (2-tailed) .073 .000 N 337 337 **. Correlation is significant at the 0.01 level (2-tailed). Correlations for ESB Group Total Queendom Verbal Adjusted Total Pearson Correlation 1 .433** Sig. (2-tailed) .000 N 244 244 Queendom Verbal Adjusted Pearson Correlation .433** 1 Sig. (2-tailed) .000 N 244 244 Queendom Culture Fair IQ Pearson Correlation .067 -.341** Sig. (2-tailed) .295 .000 N 244 244 **. Correlation is significant at the 0.01 level (2-tailed). Correlations for NESB group Total Queendom Verbal Adjusted Total Pearson Correlation 1 .567** Sig. (2-tailed) .000 N 93 93 Queendom Verbal Adjusted Pearson Correlation .567** 1 Sig. (2-tailed) .000 N 93 93 Queendom Culture Fair IQ Pearson Correlation .238* .011 Sig. (2-tailed) .022 .918 N 93 93 **. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). Assessment of Differences between ESB and NESB groups in terms of reliability and validity By splitting the data according to its background (i.e., ESB and NESB group), the following correlations were obtained: Correlations English Queendom Culture Fair IQ english speakiing background Queendom Culture Fair IQ Pearson Correlation 1 Sig. (2-tailed) N 244 Queendom Verbal Adjusted Pearson Correlation -.341** Sig. (2-tailed) .000 N 244 non english speaking background Queendom Culture Fair IQ Pearson Correlation 1 Sig. (2-tailed) N 93 Queendom Verbal Adjusted Pearson Correlation .011 Sig. (2-tailed) .918 N 93 **. Correlation is significant at the 0.01 level (2-tailed). The observed z value will be obtained using the following formula: where: rESB= -0.341 NESB = 244 rNESB= 0.011 NNESB = 93 Transforming the correlation coefficient to their corresponding z values, zESB = -0.355 zNESB = 0.011 Using the values above, the following observed z value was obtained: Z = -2.96 To evaluate the observed z value, the obtained value must not be between -1.96 and +1.96 to conclude a statistical difference between the two correlation coefficients. From this, it can be assessed that there is a statistical difference between the 2 correlation coefficients, due to the fact that the observed z value does not fall between -1.96 and +1.96. Discussion and Conclusions Many researchers have argued that the measurement of intelligence through IQ tests is no doubt based on the culture to which the individual belongs to. In an attempt to assess the reliability and the construct validity of the PSYGAT a verbal assessment developed by Psychology students in 1998 344 Psychology students were tasked to complete three tests which comprises of two Queendom tests (verbal adjusted and culture fair test) and the PSYGAT. The results of the PSYGAT were then analysed for internal validity. Construst validity of PSYGAT was also examined by analyzing the test scores alongside the Queendom tests. The hypothesis that the PSYGAT test would show significant internal reliability and construct validity as it was analysed alongside the other two tests was supported. Significant correlations were also found in the results for Queendom Verbal Adjusted and the PSYGAT for English speaking background group. Upon computation of observed z values, it was also concluded that th ere were statistical differences between the ESB and NESB correlation coefficients. Thus, it can be further assessed that PSYGAT can be used validly for verbal intelligence assessments, although, further research is recommended for its use in culture fair factors. One limitation though of this study is the fact that participants were all university students, specifically Psychology students. Perhaps, there is a need for further research that will involve a much diverse population, considering that participants in this study can be considered as well-educated. Despite their non-English speaking background, it can also be assumed that perhaps are also well-versed in the English language. Another limitation is also the fact that the tests used the English language as the first language in the assessments. Such factor may pose limitations for specific ethnic groups whose first language is not English. It can be considered that future researches be conducted that will be more culture sensitive and be conducted using the first language of the specific ethnic group. References Bartholomew, D. J. (2004). Measuring intelligence: facts and fallacies: Cambridge University Press Govier, T. (2009). A practical study of argument (7th ed.): Cengage Learning. Haselbauer, N. (2006). The everything test your IQ book: discover your true intelligence: Everything Books. Kalat, J. W. (2010). Introduction to psychology (9th ed.): Cengage Learning. Lovler, R. L., Miller, L. A., McIntire, S. A. (2010). Foundations of psychological testing: a practical approach (3rd ed.): SAGE. Prifitera, A., Saklofske, D. H., Weiss, L. G. (2008). WISC-IV clinical assessment and intervention: practical resources for the mental health professional (2nd ed.): Elsevier. Rhodes, R. L., Ochoa, S. H. Ortiz, S. O. (2005). Assessing culturally and linguistically diverse students: a practical guide: Guilford Press. Weiten, W. (2008). Psychology: Themes and variations (8th ed.): Cengage Learning. Wilhelm, O. Engle, R. W. (2005). Handbook of understanding and measuring intelligence: SAGE. Young, E. M. (2010). Dealing with the cultural bias in intelligence testing: culture free and culture fair iq tests. Retrieved 29 April 2011 from: . Zastrow, C Kirst-Ashman, K. K. (2007). Understanding human behavior and the social environment (7th ed.): Cengage Learning.

Biblical Character in the Life of Barnabas Essay -- Religion, The Book

As we first meet Joses, in the book of Acts, we learn much about his person. Joses, who we are told was surnamed Barnabas by the Apostles, must have spent a considerable amount of time with them, considering he had received a surname from them. Certainly, even in the free for all social climates that we have in society today, one would not deliberately call someone Fred when his given name was Lawrence unless their be great affection among these acquaintances. Most likely, because Barnabas was a Levite, he may have had previous interactions with the other apostles and through these interactions; they were able to view God’s development of his character. â€Å"This was not insignificant in itself because the granting of a nickname was often seen as a sign of respect.† Strong’s Concordance tells us the Barnabas means exhorter. â€Å"Joses was nicknamed Barnabas, which means Son of Exhortation, evidently because of his character and ability to encourage those wh o were downhearted.† Barnabas the Levite, having no portion of inheritance in the Promised Land showed great character in that he voluntarily sold land that he had acquired on the Island of Cyprus, which is in a region of the Mediterranean Sea. â€Å"Wherefore Levi hath no part nor inheritance with his brethren; the LORD is his inheritance, according as the LORD thy God promised him.† (Deut. 10:9) â€Å"The believers were unified not only spiritually (one in heart and mind) but also materially. Their selling of their goods was voluntary and the distribution was according to need.† Barnabas may have been a man of considerable financial means, as he did own land. Biblical character is apparent in him as he makes the arduous journey to Cyprus, completes the task of selling the land, and trav... ...le having divested much time having poured out their souls for the workings of spiritual things. What man, having disdain and hatred for another brother would be concerned for his physical well-being? Alas, any Christian would be better disposed to believe that this beloved brother, Barnabas, exhibited great biblical character by maintaining his charity towards his brother Paul. â€Å"Though we change our colleagues, we do not change our principal president.† Later, In Galatians 2 we see Barnabas and Paul once again reunited and laboring together in the battlefield, which is the fight for souls. They, having set aside their differences and having influenced many lives while winning multitudes of lost souls to Christ, carry on their unspoken biblical character. Yes, biblical character must be unspoken that it suffer not to be tainted and be truly revealed as pride.