Answer:
In his sermon "Sinners In the Hands of An Angry God", Rev. Jonathan Edwards used the word "gaping" to project an image of hell that is opened so wide that it will swallow anyone who sins and move away from the true God.
Explanation:
In his sermon "Sinners In The Hands of An Angry God", Jonathan Edwards gave a detailed description of what life is for those who stay away from the almighty God. He chooses to address this speech/ sermon to try to get the colonies back on tract to God and shy away from material things.
In this specific passage of the sermon, Edwards is describing in graphic details the fate of those who sin. He presents an image of hell "<em>gaping for them, flames gather(ing) and flash(ing) about them</em>" while "<em>the devil is waiting for them</em>". This parallel language structure projects an image of hell as enormous, daunting and dangerous, which it rightly is. But with the choice of words that he employs, he was able to instill a sense of fear in his listeners. This word is so effective as it <em>presents an image of hell as something that is open wide, welcoming them for an eternal life of suffering</em>. He verbally perfects showing an image that will frighten them and make then turn away from their sins.
They issued the Proclamation of 1763, which was meant to control the colonists. What were the main motivations and events that led to a break with the mother country? There were so many acts that taxed the colonists, such as, the Stamp Act, the Tea Act, and the Quartering Act.
Answer:
Definitions
Explanation:
Biology, study of living things and their vital processes that deals with all the physicochemical aspects of life
Science, the intellectual and practical activity encompassing the systematic study of the structure and behaviour of the physical and natural world through observation and experiment.
To destroy anything valuable to the Confederacy, therefore limiting their ability to wage war.
The geographically informed person must understand how humans are able to live in various physical settings and the role the physical features of those settings play in shaping human activity. Regardless of spatial scale, Earth's surface is diverse in terms of climates, vegetation, fauna, soils, underlying geology, and topography. That diversity offers a range of environmental contexts where people can live and work. Physical systems and environmental characteristics do not, by themselves, determine the patterns of human activity; however, they do influence and constrain the choices people make.
Therefore, Standard 15 contains these themes: Environmental Opportunities and Constraints, Environmental Hazards, and Adaptation to the Environment.
To live in any physical environment, no matter how accommodating or how challenging, people must develop ways to take advantage of its opportunities and minimize its risks. If the incentives are great enough, people can adapt to the harshest of environments, often regardless of cost or risk.
A concept central to understanding environments is the idea of carrying capacity: the maximum number of animals and/or people a given area can support at a given time under specified levels of consumption without incurring significant environmental deterioration. Environments vary in their carrying capacities. Failure to recognize that reality can lead to environmental disaster. Increasingly, people are recognizing their responsibility to manage the environment in ways that are sustainable for future generations.
ating, river rafting).
Describe how people take advantage of the physical environment of their local community (e.g., water supply, farming, gardens, recreational activities).
B. Describe examples in which the physical environment imposes constraints on human activities, as exemplified by being able to
Describe how human activities are limited by landforms such as flood plains, deltas, mountains, and slopes in choices of land use (e.g., agriculture, human settlement, transportation networks).
Describe examples in which human activities are limited by different types of climates (e.g., cold or polar, rainy or dry, equatorial).
Describe how transportation routes are shaped by the physical environment (e.g., horseshoe curves, tunnels, bridges).
Environmental Hazards
2. Environmental hazards affect human activities
Therefore, the student is able to:
A. Identify and describe the locations of environmental hazards,as exemplified by being able to
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