By Protopresbyter Fr. John Romanides
It is a fact that the Gospel of John is not occupied with the casting out of Satan and the demons in the systematic manner of the Synoptic Gospels. In the fourth Gospel, at first glance, Satan does not appear to hold the central position he has in the Synoptics. But this can be explained if O. Cullmann's conclusions regarding the character of the fourth Gospel are taken into account and related to the ancient Church's practices pertaining to catechumens.
O. Cullmann clearly states that the Gospel of John has the mysteries as its basis and as its purpose the correlation of the historic life of Christ with the present mysterial life in Christ and experience of the community. When we take into account that the Christians carefully and systematically avoided all discussions of the deeper meaning of the mysteries, not only with the hostile outside world but even with the catechumens, then we are able to understand the use of the Gospels in the first Church, and many of the problems raised by biblical criticism are solved. Since the baptized Christians did not discuss the mysteries even with catechumens, it is sufficiently clear that the fourth Gospel was used in the ancient Church for completing and finishing the catechism of the recently illumined, that is, newly baptized. It was particularly suited to this purpose and distinguished from the other Gospels mainly because of its clear dogmatic, mysterial, and apologetic tone. We do not find in John the systematic preparation of catechumens for baptism that is found in Matthew and Mark. This is why John does not begin with the baptism of Christ but with "In the beginning was the Logos...and the Logos was made flesh." Since the newly illumined Christians defeated Satan through baptism, there was no need for this Gospel's main theme to pertain to the casting out of demons. Rather, it attends to making firm the baptized Christians and steeping them more deeply in the faith and the mysteries. This explains the difference in character of this Gospel from the others.
This view is further supported when we consider that, among the four Gospels, there is only one Gospel which has the purpose of providing a deeper understanding of the mysterial actions and dogmas of the Church. The uniqueness of this Gospel proves the universal agreement of the first Christians as regards the meaning of the mysteries. The differences between the other Gospels are explained quite adequately by the various catechetical requirements that the apostolic preachers labored under. Preparation for holy baptism, as St. Irenaeus informs us, varied according to the religious requirements of the individual catechumens. Once the catechumens were baptized, however, the method of teaching and interpreting the mysteries and dogmas was one.
It is especially significant for us that the catechesis about Satan and the demons has the same tone and place in the three Synoptic Evangelists. This clearly shows that the practice of casting out demons before baptism is deeply rooted in Christ Himself. Even though it appears that demonology does not have the same position in John as it has in the Synoptics, it does, however, form the indispensable premise not only of the fourth Gospel but of the life and theology of the entire ancient Church.
Source

By Protopresbyter Fr. John Romanides
It is a fact that the Gospel of John is not occupied with the casting out of Satan and the demons in the systematic manner of the Synoptic Gospels. In the fourth Gospel, at first glance, Satan does not appear to hold the central position he has in the Synoptics. But this can be explained if O. Cullmann's conclusions regarding the character of the fourth Gospel are taken into account and related to the ancient Church's practices pertaining to catechumens.
O. Cullmann clearly states that the Gospel of John has the mysteries as its basis and as its purpose the correlation of the historic life of Christ with the present mysterial life in Christ and experience of the community. When we take into account that the Christians carefully and systematically avoided all discussions of the deeper meaning of the mysteries, not only with the hostile outside world but even with the catechumens, then we are able to understand the use of the Gospels in the first Church, and many of the problems raised by biblical criticism are solved. Since the baptized Christians did not discuss the mysteries even with catechumens, it is sufficiently clear that the fourth Gospel was used in the ancient Church for completing and finishing the catechism of the recently illumined, that is, newly baptized. It was particularly suited to this purpose and distinguished from the other Gospels mainly because of its clear dogmatic, mysterial, and apologetic tone. We do not find in John the systematic preparation of catechumens for baptism that is found in Matthew and Mark. This is why John does not begin with the baptism of Christ but with "In the beginning was the Logos...and the Logos was made flesh." Since the newly illumined Christians defeated Satan through baptism, there was no need for this Gospel's main theme to pertain to the casting out of demons. Rather, it attends to making firm the baptized Christians and steeping them more deeply in the faith and the mysteries. This explains the difference in character of this Gospel from the others.
This view is further supported when we consider that, among the four Gospels, there is only one Gospel which has the purpose of providing a deeper understanding of the mysterial actions and dogmas of the Church. The uniqueness of this Gospel proves the universal agreement of the first Christians as regards the meaning of the mysteries. The differences between the other Gospels are explained quite adequately by the various catechetical requirements that the apostolic preachers labored under. Preparation for holy baptism, as St. Irenaeus informs us, varied according to the religious requirements of the individual catechumens. Once the catechumens were baptized, however, the method of teaching and interpreting the mysteries and dogmas was one.
It is especially significant for us that the catechesis about Satan and the demons has the same tone and place in the three Synoptic Evangelists. This clearly shows that the practice of casting out demons before baptism is deeply rooted in Christ Himself. Even though it appears that demonology does not have the same position in John as it has in the Synoptics, it does, however, form the indispensable premise not only of the fourth Gospel but of the life and theology of the entire ancient Church.
Source

Martin Luther King Jr

Early Life

• Birth: Martin Luther King Jr. was born on January 15, 1929, in Atlanta, Georgia.
• Education: He was an exceptionally bright student, skipping grades and enrolling at Morehouse College at the age of 15. He later attended Crozer Theological Seminary and earned a Ph.D. in systematic theology from Boston University.

Civil Rights Movement

• Montgomery Bus Boycott: King's leadership in the 1955-1956 Montgomery Bus Boycott brought him to national prominence. The boycott was a response to the arrest of Rosa Parks and aimed to end segregation on public buses.
• Southern Christian Leadership Conference (SCLC): In 1957, King helped found the SCLC, which coordinated civil rights activities across the South.

Philosophy of Nonviolence
King was deeply influenced by Mahatma Gandhi's principles of nonviolent resistance. He believed that nonviolence was not only a tactic but a way of life and a means to achieve moral ends.
Landmark Speeches and Events

• "I Have a Dream": Delivered during the 1963 March on Washington for Jobs and Freedom, this speech became one of the most iconic in American history, envisioning a future where people would be judged by their character rather than the color of their skin.
• Birmingham Campaign: In 1963, King was arrested in Birmingham, Alabama, where he wrote his famous "Letter from Birmingham Jail," defending civil disobedience against unjust laws.
• Selma to Montgomery Marches: These 1965 marches were crucial in the passage of the Voting Rights Act, highlighting the struggle for African American suffrage.

Nobel Peace Prize
In 1964, King was awarded the Nobel Peace Prize for his efforts to combat racial inequality through nonviolent resistance.
Assassination and Legacy

• Assassination: King was assassinated on April 4, 1968, in Memphis, Tennessee, while supporting striking sanitation workers.
• Legacy: King's legacy is celebrated every year on Martin Luther King Jr. Day, a federal holiday in the United States. His work continues to inspire movements for social justice and civil rights globally.

Publications
King authored several important works, including:

• "Stride Toward Freedom" (1958): A memoir of the Montgomery Bus Boycott.
• "Why We Can't Wait" (1964): Discusses the civil rights struggle in Birmingham and the need for immediate action.
• "Where Do We Go from Here: Chaos or Community?" (1967): Reflects on the state of American race relations and the future of the civil rights movement.

Martin Luther King Jr.'s contributions to civil rights and his advocacy for nonviolence have left an indelible mark on history, making him one of the most revered leaders of the 20th century.
Top of Form

Introduction

Christian religious education is defined as the process where by Christian learning takes place. It often involves “teaching which enables practicing Christians to adopt and deepen their Christian belief, values and dispositions to experience and act in a Christian way. It depends to a greater extent on how this process is adopted and practiced in different churches.

Different practices in Christian education in local churches

At some degree of certainty that all Christian churches have a similar aim’s and practices. The liturgical aspect is of paramount importance in the Trinitarian belief and practices in that it serves as introduction to what Christianity is all about. This is where the process of Cognitive learning takes places it involves the worship service where hymns are sang, lessons extracted from the books of the bible are read, sermon often punctuated with exhortation, admonishment and instruction in righteous living is delivered and prayers are said. It also involves the celebration of the holy Eucharist which Jesus Christ himself, recognized as the head of the church, initiated based on experience acquired in the worship service, it can be seen as Christian religious education is a confessional churchly activity of evangelism, instruction and nurture.
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I assure that “Youth are the most critical of all critics when it comes to religion”. Today, common inhabitants do pray and accept the holiness in church for Christ which they are aware that Christ constitutes the sacred bread and wine, but do not entirely act upon worshipping and fail to confront the thoughts and feelings to masses which would spread dignity of godliness among selves. The moral lies in the fact that this creates lackness to reach spiritual beliefs through worship and liturgy resulting in declination the faith which affects the divine nature approaching positivity.
Christian education is a vital important part in youth development. For Christian education to be explored, generation of today should be brought into contact through various practices. In the early centuries, reformers emphasized and trusted true faith and doctrines, to change and reform behaviour as the only solution for salvation in Christian education. Christian school movements prove a challenge as a messenger to convey god’s given mission and honour god.

Traditional approach

This approach was practiced since many decades and is still continued to be practiced which helps in binding and governing the ethics and morality within the religion and belief. Since beginning described, in leaving our homeland to teach the gospels throughout the world through scriptures, god conveyed his message – by sending his son Jesus for us, the Holy Spirit, the Holy Church, and Baptism for building unity.
Christianity consists of three things – Religious faith, way of life and community of mankind towards salvation are most important. The most vital of all belief preached is that there is only one god. The term Christian does not imply on the fact that a Christian should grow up in a Christian community, but precisely accepts Christian faith and belief, follows and leads the path of life on which Jesus walked on and made mankind accept Christian community through involvement and participation physically and mentally, as a result, traditional approach is how the local churches and preachers go about conducting their services. The apostle’s creed was apparently developed to summarize the Christian doctrine for man who baptised himself.

Theological and Biblical approach

This approach is regarded as an abstract discipline which teaches what bible is written. It is the study of god expressing god’s thought. The movement of bible indicates the doctrines to the kerygma to didache, to theological ethics, to revealed truth, to the way of living in Christian community.
God’s salvation to the world, worshipping the holy spirit, baptizing people in the name of god, preaching gospels as the word of god, share Christ’s own body and blood as bread and wine in holy communion, repenting and confessing god’s forgiveness etc are the concepts of theological and biblical foundation to Christian education. Even though mankind is aware but fail to involve due to the increasing evil and greed.
The service is organized to accept the call of god and to love him and others and which aims to gather people to worship him in return allowing him to take control over the world and through his presence spread peace, righteousness, justice, joy and helps in the growth of the life in an individual through increased faith.

Activities organized and performed in different local churches through to these practices

Some churches develop the initiative of the worshippers by confessing their faith in the words of the apostle creed. Each activity is correlated and composes a range of varied elements. Their current activities reflect the lives of an individual and drive them for a purpose through various numbers of activities to attain a better quality of life.
Due to activities, all age group gain variety of skills through many spiritual centred activities. Church acts as an interpreter between god and the worshippers to support in training the composition of these activities which are far more complex to solve a disturbed youth. They have to thereby standardize their curriculum and activities in regards to implement it. Different denominations organize activities to resolve the aim therefore to meet the need of the youth. Curriculum should be more focused than just on providing knowledge.
Activities are necessarily planned to build youth commitment. I believe it is necessary to reach them, i.e. train them to be strong future leaders. They should be kept one step ahead, for their life is very challenging. I believe that the best way to outreach youths mind is to be a youth like them to understand their psychology as it differs from every individual. The same activities do get affected as the youth is choosy and subtle.

Changing activities for tomorrow

Here the question is voiced that, what substantial change can be brought apart from the current activities to eradicate the above upcoming and dynamic problems in nature with respect to behavioural management or of what medication of healing would work out.
I would comment, the activities in the practices should be expanded and conduct likewise programmes workshops on educating purity before marriage, sex, child abuse, exploitation, rape, adultery, adolescence sex, teenage mothers, drugs addiction, aids, and divorce. Workshops, seminars for sex, abuse, peer mentoring, identifying preventive measures instead of curative measures targeting the social, political and the economical factors would be effective for incorporating the overall issues to bring the insight of the good and evil sides of every consequence, discussion on essential real life skills. Our goal is to create “world changers”, inviting the sacrifiers of evil and giving and sharing healthy priorities to save ourselves and the world, before it becomes a terrible fate and a debt for our own selves.
As the world is in unsafe fists of crime, terrorism, corruption, violence, youth have been diverted to a fast-paced and expects instant opportunities. Perhaps, the approaches of these local activities tend to be helpful and may bring positive results but I still feel that there is something missing, to monitor the youth from within. In an article – Practical: The Role of the Full-Time Youth Pastor in the Local Church, by Graeme Codrington, Denomination: Baptist (All), submitted on, May 18, 1997, states that, “In a world that is so busy, and demands so much of all of its inhabitants, young people need a secure environment, where they can experiment and decide who they want to be. They need significant people to be there to help them through this process. They need role models to follow”.
Above statement eventually satisfies the fact that these folks are craving for friendly support socially and for stimulation. Overall factors which conglomerate are peers, parents, teachers, church members and Christian community. All factors rely on one common feature which constitutes leadership. Ironically, most youth do understand the surrounding factors but the factors themselves become tough unknowingly that they can’t quite control the situation which then becomes too late to recover. The task is questioned commonly as what kind of leader a person should be to prove creditability and capability to influence the youth to pursue the direction towards god? In an article again stated by, Graeme Codrington, Denomination: Baptist (All), – Practical: The Role of the Full-Time Youth Pastor in the Local Church, submitted on, May 18, 1997, “Young people are not just “little adults” (cf. Elkind 1984:18). They are complex individuals who are battling to deal with the awesome transformation of their bodies, minds, and emotions. They are in a time of transition and growth, developing from the birthed bundle of potential to a fully integrated, functional member of society. The church is in a unique position to assist in this process”. Church as a role model fosters spiritual growth in every youth making them responsible to participate in Christian faith; she is a sign for an entrance of the god’s kingdom to the world of salvation, repentance, justice and peace to bring equality. She struggles hard and performs her duties wholly and solemnly reminds parents to structure their offspring’s life in Christian formation.
Church members acting as supporters, preach to establish and to promote a platform and share to encourage several types of civic, cultural, religious educational associations. In an article by Arthur Paul Boer – What must a Pastor know? Reflection on Congregational studies defines on writer James Hopewell’s statement saying beyond the embarrassment. “He has also observed that churches are sometimes chagrined by the change of hypocrisy and lament that they cannot measure upto ideals of Christian community”. Writer James Hopewell referred by Arthur Paul Boer notes that Christian leaders are incharge and build a church thereby rise in hypocrites. I observe practically that, though the world is changing, church strategy is also changing in complementing the growth. It still targets the set mission. Even though, somewhere in the corner hypocrites do exist but church leaders aim to find out what is the outcome in the people from the traditional, theological and biblical practices.
Perhaps according my research, I suggest they experiment bringing out good approaches to youth’s growth. Instead of the current activities followed in churches I would want to suggest the approach can be focused to bring in the outcome irrespective to exploration and innovation of ideas and thoughts for internal and external behaviour of an individual related to the surroundings around him, deepening of commitments to the teaching, provide opportunities to analyse socially and theologically and viewing his life in a theological manner. To build a framework of an activity consist of – to have an experience “like us”, to sense new boundaries by exploring new links to every Christian among themselves and to god across social and cultural boundaries.
In addition, exploration and inventive programmes can be executed to judge youth’s spirituality. Daily opportunities resulting in disorientation gets support through mission of god. Integration conceptual activities also can help in building and to capture ‘a born leader’. Church leader serves them as task leaders in the corrosion and freeing the task of a disconnected mind by planning tactics and dividing the burden of other’s through consultation. As the purpose is commitment, to serve the lost, skill based leadership formation training programmes can be organized to develop an effective leader so as to sustain the capability and capacity of the leader to solve the complaints lies in the dimensions of the ability. Workshops on intersections to shape boundaries of an individual and communities through theological and biblical language, symbols, and rituals to attain certain centered objectives.
As growth of globalization is tremendous, these leaders come across and face new opportunities and challenges. I believe they help in building an integral performance in conducting entrepreneurial business-based activities, describing the activities because youth’s mind is business-oriented, therefore the activities are to be structured keeping business in mind involving biblical and theological approaches with the existing resources for a business oriented youth. They tend to produce facilitate management sources to sustain and develop faith and love. When the youth develops a church from within, he will be able to observe and analyse the holistic environment.
The activities require presence of not only church members but also worshippers for youth development in successful implementation of these practices. Some worshippers form in small groups, some large varied to race culture. Arthur Paul Boer also examines simultaneously that when a group of pastors were having service of congregation, one among them exclaimed in deep breath “It showed me I’m not alone”. So often in our churches we berate ourselves for problems we face: not enough men, too few youth, preponderance of a certain race or culture. He is clear with the fact that a single person fails, unity increases strength. We ourselves give birth to a problem and then strive hard to face it because as there are few leaders left to catch a grip to support a large community. Due to less number of youth, less support is achieved to sustain the laws and policies of the church and unable to accomplish god’s mission. It is not only one who contributes but many. Above mentioned statement “It showed me I’m not alone” expresses that each race and culture form their own group; build small churches for their own community within their own boundaries, where god expects togetherness, wholeness. It requires lot of efforts to help small churches grow whereas large church with mass contribution grows as their already exist efforts in large numbers which take over the chained actions for development. Whether single church group or many, big or small, the development is important.
On this contradiction, I would suggest that this also includes that in small group the development is paid more attention and given a close eye, problems are spotted quickly and easily to meet the challenges. No matter how large or small challenges occur, the way we approach it is unique and comprehensive as this brings out effects of development in the youth. Whereas in large it becomes difficult to assist as there are more than one individuals. Due to small groups according to races and culture, differentiation exists. But the important criterion is group commitment and work effort in all sets of practice for congregations in any race or culture for a healthy youth so that to accomplish god’s mission. As a result both objectives are co-related to each other.
To understand the nature of Christian youth it is a very distinguished and a unique phenomenon. Due to the increasing issues of ‘peer pressure’, this has led to the obstruction in the development of youth. There are negative as well as positive aspects of it. Negative aspects influence a weaker mind. It is the most consistent findings revealed in observation. Due to the inquisitive innocence, an innocent becomes a prey of the negative aspect, thereby exploited and develops an evil companionship where he adopts negative qualities and habits. But there is positive aspects as in there are some groups who work towards peer relationship. Here innocent gets an opportunity to identify his fear, weakness and have control over his own power. The peer mentors play the part in organizing programmes to understand the behaviour. They interact with the teens and open lines of communication, build up action plans to change the behaviour by using the discipline skills wherever necessary. As church members play an integrate role, it is a challenge for them to develop the youth and make Christian education reachable to them.
Teachers are responsible preachers. Youth growth depends on a teacher infact they are the true facilitators of our learning, are Baptist figures and true authors of an individual’s life book. They also act as the resource developer and planner setting the curriculum for the healthy growth of an individual, depending how the curriculum is designed with the kind and level of leadership skills to recognize the youth psychology. Parents play a significant role in Christian education. They are the promising leaders which shape up Christianity, infact are the real teachers of Christian education. Parents act as a moral standard and support, therefore can synchronize to their growing youth to be aware from their early hood to gain knowledge in Christian faith and this is done when they themselves too experience a fullness of church.
Misunderstandings and miscommunication between parents and their children are one of the issues which follow breakings in the development of the youth. Due to parent’s own principles, for respect and love of family values often creates harmness to the children’s growth which tempts them to behave against them. Thus youth becomes a totalitarian of his own life by going against the values and ethics and unknowingly gets stucked in the torturous situations. Most Christian youth, fail to act upon the 10 commandments of bible.
I must say, I myself as a youth in my real life experience have observed that the originality of the commandments has changed excessively and replaced with the following:
Thou must worship money
Thou must “lyrically” murder
Thou must have evil possession
Thou must have sex
Thou must enjoy drug addiction
Thou must prosper, worship own self
Thou must not feel guilty
Thou must have no respect for ancestral values
Thou must not serve, sacrifice
Thou must differentiate
Due to the above, youth fails to feel guilty in which guiltness is a part of our conscience creating a false belief system as an obstacle in his maturity and creating structure of his own. Under such circumstances he avoids promoting prayer, sacrifice, grace, redemption, worship and meditation, atonement. Considering money and sex are the only two things reliable to satisfy the needs, creating a limitation and a boundary for establishing personal spiritual growth and development.
In general terms, when the efforts of religious and educational institutions, society lack to perform the planned task for Christian education, a positive approach is expected and constructed to gain knowledge and teaching through parents and teachers. Youth must be aware of guiltiness which is a gift from god to help us in being and doing well.
Still the question is raised in a Journal: Volume 5 Number 4, October 2003 by Author Charlene Tan, “Can Christian teachers and parents teach Christian beliefs without indoctrinating their students and children?”
Yes, they can teach Christian beliefs without indoctrinating their students and children they need to be careful when a child is to be handled as their minds are immature. At times it is difficult to understand them because their way of thinking is varied. Firstly before going to the next process, the first process has to be resolved. As teachers and parents are the role models for the development. In order to develop and understand these three role models should be systematically developed first. Only by abiding this rule, they can achieve the development in child. But the point lies beneath that how teachers and parents can prove themselves as an effective source of development by keeping in mind the relative factor of Child’s mind compatibility and psychology? As there are variations in psychological behavior teachers and parents should be mentally prepared, be changeable and adjustment oriented accordingly.
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The political and current affair of the nation is affected by corruption and evilness rationally which gave birth to vivid factors like jealousy, modesty and so on, making human’s built a tendency to mislead the positive factors. The situations have made the teachers adapt those inequalities within them, affecting the surrounding factors. Parents have too due to their increasing self priority created barriers of understanding among their families.
Many people are often drawn towards the attention of the church because of their felt needs and not for spiritual needs.
For instance, it does occur that why the youth is tuned out of his own way? Even in their interaction with their own members it tends to happen with them that they fail to hear a word said to them – stating “I didn’t hear a word you said?”, even though it is obvious that they have said something relating to us. This proves a kind of negligence in contacting the positive mechanism which grows in the back of our minds. Such system blocks all the wanted and useful messages allowing us to hear and see only what our mind tells us to hear and believe. As this tendency is increased in the youth generation, it is creating gaps between a believer and faith of god.
The question is – How? How can we overcome this problem? Youth have themselves developed a capacity in mind to hear only what pleasures them without taking a decision that whether it is false or truth. My query is – How we can bring these groups of youth closer to god? Unconsciously resulting in unexpected calamities and unknowingly they are unable to repent it wisely. Due to this increasing factor, youth can’t get a grip of effective communication and develop themselves internally. Here the parents then enter the scene to play their role.

The main question lies whether the local churches fulfill and meet to mature disciples in Christian education?

As stated above, ‘youth’ are the most critical of all critics when it comes to religion. In this modern era, youth is distracted to church because they are building castles in air due to the unmaterialistic desire. Youth today have focused their vision to crave success and prosperity for their rising life graph; they exploit their own ones due to greed and selfishness. During the primary phase of struggle and hard work, youth craves to achieve prosperity, at the same time, do thank god and accept his involvement for success, but hand in hand, lack to follow the bibles ethics which says to respect others in and with unity. Due to the competition and growth politically, more often youth seem to push the fellow mates and strive to takeover their place. They themselves are unaware that they give birth to exploitation and inequality. And due to inequality, unity is declined, wherein bible does not specify inequality. In a book source, Pastor – “Rick Warren’ – illustrates in his book – The Purpose-Driven Church -“The issue is church health, not church growth!” declares warren. “if your church is healthy, growth will occur naturally. Healthy consistent growth is the result of balancing the five biblical purposes of the church.”
In addition to this he also declares that “If u concentrate on building people, God will build the church”.
I agree at a certain point with the above statement. I herewith would want to magnify on “How would one build a healthy youth for a healthy church”? In this sense I believe that both are co-related with each other. Again the issue arises in my mind ‘How will the church be healthy if the youth is unhealthy?’ The issue can’t be only concentrated on church. For a church to survive, the basic foundation is the youth and for the youth to be saved and attracted the church has to be healthy. In my knowledge it is a ‘Vicious Circle’.
Local churches upto some extent do specifically fulfill the discipleship through the practices and play a great emphasis in fulfilling and conveying the message of god to us, but still lack to read the minds and bring the youth closer to her, for which she has to upgrade her atmospheric appearance with new packages to reach the youth in a new taste due to the competitive modernism which is hovering on the youth.
The latter part can play the best part coz when first falls in place, everything else falls in place, from the beginning to the end, from all angles in all walks of life. Towards a healthy faith, healthy church can turn and seed a growth of spirituality through which mankind will grow spiritually from within thereby causing church growth.
Author Perry G. Down states in his book – “Teaching for spiritual growth” that ‘how can we best enable Christians to grow towards maturity?’ For this question he suggests three key concepts- ministry, believer, and purpose. But my understanding says that these concepts are incomplete somewhere to create a bond in reaching the results because today’s youth is attracted towards the unrealistic worldly matters, but has resulted in declination towards the god’s spiritual growth. The major role connecting these three concepts is commitment and effort. As the church ministry is the foundation pillar, the main aim is how much measure of commitment is valued and given to achieve the target successfully. Mankind is able to commit only when he chooses the right direction in fear and is able but this is unfortunate as the alien world tend to let us unidentify the type of strategies of growth for maturity. By identifying the type of strategies of growth, we can understand the level of growth required towards maturity at which we can be spiritual. Another reason for in growth is fear. As the youth fears to face unexpected problems, the efforts are less and require the hierarchy’s support.
Author Gary C. Newton stated in his book – “Going towards spiritual maturity” quotes the principle that “God is ultimately responsible for all spiritual growth”. The question arises at this point that if god is responsible for everything, what will be the purpose and role of human? I comment that while god supplies the resources like bible, church, Holy Spirit, baptism, it is also our responsibility to supply effort and commitment to utilize those resources and give results to god. In bible, Paul highlights this principle of his personal lifestyle and in his teachings comparing with the example of a soldier or athlete to illustrate the amount of sincerity and efforts. (1 Corinthians 9:24-27), Paul states that “In a race all the runners run, but only one gets the prize”. I herewith conclude in a Christian race all runners (ministry, believers, purpose) will fail to get a prize if there is no effort that is commitment from everyone.
Along with the concept of ministry, believer, purpose; effort is also the key concept and it has to be achieved from the youth as well. A healthy youth will gain efforts only when the growth will favour them from within, when the forces of the ministry believers and youth will collide with each other to form a healthy growth.
This will create a mutual relationship between god’s provisional resources and our active involvement in process which is more clearly in Philippians 2:12-13: “Continue to work out your salvation with fear and trembling, for it is god who works in you to will and to act according to his good purpose”. This principle is intricate but the application is clear.
If one is to grow towards maturity in Christ then one must cultivate and demonstrate the efforts with passion, Philippians 2:17-18: ” But even if I am being poured out like a drink offering on the sacrifice and service coming from your faith, I am glad and rejoice with all of you. So you be glad and rejoice with me”.
Therefore the conclusion lies in the above concept, both; effort of the youth along with the work of ministry, believers proves in the healthiness of the church. In the book “Youth At Risk” by Peter Christian Olsen, 2003, he highlights four basic needs which he has clearly created an awareness of the effects that affects the development of youth:
Acceptance – belonging
New beginnings and second chances – forgiveness
Significance – generosity
Freedom – independence
I agree with his confirmation that he examines in deriving the above developmental needs from the provision of the Almighty’s resources as the absence of these needs do intentionally contribute in how they shape the personality, maturity, responsibility and stability of emotions. He emphasizes Christian community in respond to the needs determining that, the resources will be polishing youth through support during the fear and avoid them from destruction. At times the concepts will be foreign, indigestive for youth because unable to realize its importance. Rather the community need not re-interpret or change the language but simplify their thoughts and improve their visionary and understanding by change in structure through a friendly communication by becoming an effective leader to bridge the gap between the church and the youth. Therefore forces and efforts are needed for decision making which is an effective key in respond to ministry believer and purpose for a possibility of a healthy youth to build a healthy church, which will make the church flourish.

Supporting surveys

According to a survey, some findings proved that church fails to answer every question of the youth.

Q.1 In what way and sense is Christian religion, faith and church viewed by today’s modern youth?

Youth of today’s modern era is firm on the point stating that inspiration is lacked in religion; they feel that the world is divided through religion and is the major factor which is affecting the growth. A 17-year-old Jude from Kent says confidently that “He does not agree with the church who talks on subject morality” and is “Overfilled with traditionality”.
Youth pick their ideas which suit their taste through various religious beliefs. There are few in bunch who strongly believe, there exist only single religion which has controlled the truth. Young generation refer to perform all activities as per their own desire which in return less importance to the religious belief are being given, which gives birth to the side effects of the conduct.

Q.2 Why do young crowd feel that Christianity is not a ‘happening’ cultural activity?

An 18-year-old Marcus said that he left church when he was 15 because the teachings did not amuse him and it did not interest him of anything as a youth.
The major quest, a struggle for a religion is to impose an exertion of force of involvement in terms of attraction. I usually attend church service wherein I find young ones missing the services. I kept questioning myself that, where the young crowd has disappeared? Surprisingly the young ones have taken charge for the attendance of the church. In this consequence the church should give priority to change its curriculum and its way of presenting the services with new attractive packages for enhancement.

Q.3 Are the young preachers practicing different approaches in Christianity declining. What are your suggestions?

As the attendance of the youth in church has declined, but on the other hand people practicing approaches are increasing in numbers. The following is revealed through one of the youths that more the deepening are the studies of the bible, more a person becomes a hypocrite of the Christian leadership and unintentionally accepts and performs the lifestyle of the clergy right or wrong at times unknowingly. In such case, the practices are affected and become different from those which are to be precise. Seen are still some true Christian youngsters who are different in their attitude and conduct, but in spite of such difference, they are not involved into the immorality and violence activities with other youths. They present themselves as they are from a different unknown religion, but practice the religion and it

If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
ASSESSMENTS I CAN COMPLETE:

• Online Courses (1 - 20 Weeks Long)
• Homework Assignments
• Exams Quizzes Tests
• Excel Projects
• Discussion Forum Posts
• Research Papers Term Papers Essays
• Employment Assessments

MY MATH SUBJECTS OF EXPERTISE:
I am very knowledgeable and proficient in assisting students in a wide range of mathematics classes. I can help students complete their homework assignments and other projects get an A on quizzes, tests, and exams (including proctored assessments) answer online discussion posts write essays & papers in MLA APA Chicago format and provide general overall academic help in each math course listed below:

• Advanced Placement Honors High School Level Math
• AP Calculus AB A.P. Calculus BC
• AP Statistics
• Biostatistics Bio-Statistics
• College Algebra Intermediate Algebra
• Business Calculus
• Business Statistics
• Business Math
• Calculus I Calculus II Calculus III (Calc)
• Geometry
• International Baccalaureate (IB) Maths
• Liberal Arts Math
• Logic & Reasoning
• Multivariable Calculus Multi variable Calculus
• Precalculus Pre-calculus
• Probability & Statistics
• Psychology Statistics Psych Stats
• Quantitative Reasoning Quantitative Methods Quantitative Literacy (Quant)
• Statistics (Stats)
• Statistics for Social Sciences
• Trigonometry (Trig)

STATISTICS HELP (MY BEST SUBJECT):

• I have a master's degree in Applied Statistics from a university in New Jersey, USA. As a result, I am very proficient in helping students with various types of Statistics courses including Biostatistics Business Statistics Elementary Statistics Probability & Statistics Psychology Statistics.
• I have extensive knowledge and skill with helping students get through various statistical concepts including all of the following in alphabetical order:
• ANOVA Bar Graph, Boxplot, Dot Plot, Histogram, Pie Chart Bias Binomial, Exponential, Poisson, Gamma, Uniform Distribution Central Limit Theorem Chi-Square Test Coefficient of Determination (R^2) Conditional & Relative Probability Confidence Interval Correlation Coefficient (r) Critical Region Critical Value Descriptive & Inferential Statistics Effect Size Expected Value Experiment vs Observation Goodness of Fit Test Hypothesis Testing Interpolation & Extrapolation Interquartile Range (IQR) Kurtosis Left, Negative, Right, Positive Skewed Distribution Logistic Regression Mean, Median, Mode, Midrange Multiple Regression Nominal, Ordinal, Interval, Ratio I Population Parameter Normal, Symmetric & Bell Shaped Distribution Null & Alternate Hypothesis One & Two Sample T-Test One & Two Sample Z-Test Ordinary Least Squares Outliers P-Value Pooled Variance (Equal Variances) Proportion R^2 Range Regression Regression Line Reject & Fail to Reject Ho Relative & Cumulative Frequency Distributions Relativity & Reliability Right, Left, One, Two Tailed Tailed Hypothesis Test Sample Statistics Sampling Methods (Convenience, Stratified, Simple, Cluster, Systematic) Significance Level (1%, 5%, 10%) Skewness Standard Deviation& Variance T-Score Test Statistic Time Series Type I & Type II Errors Unbiased Estimators Z-Score

ALGEBRA HELP:

• I am well-versed in helping students do well in Algebra 1 & 2 College Algebra Intermediate Algebra Pre-Algebra and I am very knowledgeable and proficient in the following algebra topics in alphabetical order:
• Absolute Values Circle Equation Domain Exponents Graphing Horizontal & Vertical Asymptotes Inequalities, Equations & Functions Inverse Functions Linear, Exponential, Logarithmic, Quadratic Equations Logarithms Maximum & Minimum Values of a Graph Number Lines One-to-One Functions Parallel & Perpendicular Lines Plotting Points & Ordered Pairs Point-Slope Form Polynomial Division Polynomials Radicals Range Rational & Irrational Expressions Rational Functions Real Roots Real Zeros Relations & Functions Slope Slope-Intercept Form Square Roots Standard Form of a Line System of Equations System of Inequalities Variables X and Y Intercepts

CALCULUS HELP:

• I am well-versed in helping students do well in Calculus I, II & III, Calculus 1, 2 & 3, Business Calculus, Multivariable Calculus, Vector Calculus and I am very knowledgeable and proficient in the following calculus topics in alphabetical order:
• Absolute & Local Maximum and Minimum Antiderivative Area & Volume Chain Rule Concavity Continuity Convergence Test Critical Points Curvature Curve of Rotation Curve Sketching Derivatives Divergence Test First & Second Derivative Test Fourier Series Implicit Differentiation Increasing / Decreasing Functions Infinite Series Integrals Integration by Parts Jacobian Matrix Limits L’Hopital’s Rule Maclaurin Series Mean Value Theorem Partial Derivative Product & Quotient Rule Reiman Sum Related Rates Simpson’s Rule Solid of Revolution Substitution Rule Taylor Series

Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
ATTRIBUTES THAT SET ME APART FROM OTHER TUTORS:

• I firmly believe that I have many attributes and skills that set me apart from other tutors. Below is a list of qualities that makes me an ideal fit to help you master your coursework:

I CAN AID STUDENTS TAKING PROCTORED ASSESSMENTS:

• Proficient in CollegeBoard AP Calculus AB, AP Calculus BC & AP Statistics exams.
• Skilled with International Baccalaureate Math Exams: IB Maths HL & IB Maths SL
• Can intentionally answer a few problems incorrectly at the student's request.
• Can text solutions to the student while they are taking a proctored exam.
• Upon request, can purposely obtain grades below an A (ex: B+, B, C+, C-).
• I can stretch out the time to a plausible length for timed exams and assignments before submitting them.
• Have reliable software that can change my IP address to match the closest major city near the student.
• I have exceptional multiple-choice exam-taking skills. I have mastered the various techniques to make calculated guesses for the correct option in standardized exams such as the SAT & GRE.

I CAN VERIFY MY ACADEMIC KNOWLEDGE & SKILLS:

• I have no problem with requests to solve sample problems upfront to prove my knowledge & proficiency of the course concepts.
• I can provide glowing references & strong examples of work done for past clients to verify my academic skills.
• I can also provide, upon request, complete detailed calculations with explanations for solutions to the problems worked on.
• I am quite skilled and adept in using multiple modernized educational platforms and software, including but not limited to: Brightspace MyStatLab D2L WebAssign Canvas MyMathLab Blackboard ALEKS
• Can format term papers and discussion posts in APA MLA Harvard Chicago Vancouver OSCOLA IEEE format.

I HAVE PAID ACCESS TO OVER 15 STUDY-HELP WEBSITES AND MATHEMATICAL SOFTWARE:

• I have multiple paid subscriptions to a wide range of academic tutoring resources, including Chegg, Quizlet, CourseHero, Brainly, Grammarly, Study. com, Bartleby, Slader, Transtutors, Slideshare, StudocU, Turnitin, Academia, SymboLab, WolframAlpha, and Scribd to help guide to solve exam & homework questions that I may not immediately know.
• However, I am smart enough not to blatantly plagiarize solutions online but instead write them in my own unique words, formatting, & mathematical terminology.
• I have access to a very sophisticated graphing calculator and various mathematical software that provides step-by-step solutions to complex mathematical problems within seconds, allowing me to provide exact solutions to the student in a timely manner.
• I have impeccable handwriting and a high-quality mobile scanner app that allows me to scan written solutions in very legible high-definition JPG, PNG, or PDF formats.

MY AVAILABILITY & RELIABILITY:

• Depending on my availability, I can accommodate immediate tutoring requests, 1-24 hour, and 1-30-day deadlines.
• I can schedule live real-time online sessions and meet deadlines in an impressively timely fashion.
• I can provide quick notifications and updates of progress made in the student's class via email text phone calls.
• I can also be available to tutor students for Fall 2021 Spring 2022 Summer 2022 semesters.

MY EDUCATIONAL SOFTWARE OF EXPERTISE:

• I am very knowledgeable and well-versed in a wide range of educational software to tutor students in including but not limited to: Acellus ALEKS APEX Learning Aplia Blackboard Brightspace Canvas Cengage CengageNow Connect ConnectMath Connexus CPM D2L Discord Edmentum Eviews Examity Excel Hawkes Learning Honorlock Khan Academy Knewton LimeSpring Lumen Maple MasteringChemistry MasteringPhysics MathXL (XL) MATLAB McGraw-Hill Microsoft Word Minitab Moodle MyAccountingLab MyEconLab MyITLab MyLab My Lab MyMathLab My Math Lab MyOpenMath MyPsychLab MySocLab MyStatLab My Stat Lab NCSS Open Source Software Pearson PERT PlatoWeb PowerPoint Prezi R Respondus Lockdown Browser with Webcam Sapling SPSS Stata StraighterLine Straighter Line WebAssign Web Assign Webex (Cisco) WebWork Wiley WileyPlus Wonderlic Zoom

SCHOOLS FROM WHICH I'VE HELPED STUDENTS IN :
As of 2021, I have tutored and helped students enrolled at the following U.S. universities community colleges county & city colleges schools for-profit institutions listed below in alphabetical order:

• A - C: American Public University System (APUS) Arizona State Ashford Brigham Young Brown Broward California State (Fullerton) Capella Chamberlain (Illinois) Colorado Technical Columbia Columbia Southern Cornell
• D - K: Dallas College Dartmouth DeVry Excelsior College Florida International Florida State Full Sail Georgia State Grand Canyon Harvard Houston Community College Ivy Tech Community College Kaplan Kennesaw State Kent State
• L - T: Liberty Lone Star College System Kaplan Miami Dade Michigan State CUNY State University of New York (SUNY) Northern Virginia Ohio State University of Phoenix (UOP) Penn State Princeton Purdue (Davenport) San Diego State San Francisco State San Jose State Southern New Hampshire Southern Nevada Stanford St. Petersburg Strayer Texas Tech
• UNIVERSITY OF: Alabama Arizona California (UC) Central Florida Chicago Cincinnati Florida Houston Illinois (Urbana-Champaign) Iowa Maryland Minnesota Michigan North Texas Pennsylvania Southern Florida Texas Toronto
• U - Z: UCLA Extension Utah State Utah Valley Valencia Walden U Wake Technical Western Governors Wilmington Yale

Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
I OFFER FLEXIBLE PAYMENT PLANS:

• I offer several unique payment plans, including a weekly plan, a discounted monthly plan, a discounted half-now / half-later plan, and highly discounted up-front rates.
• I can accept the following payment methods for my services: PayPal Debit Cards Square Cash Credit Cards Cash App Venmo.
• Only people located in North America have access to Venmo Cash App Zelle.
• This is an excellent way to determine if the person you're dealing with is from the United States.
• Within reason, I offer a partial or full money-Back guarantee if the student is very unsatisfied with my academic services.

TUTORING AVAILABLE FOR OTHER SUBJECTS:

• For other subjects, you can reach out to me, and I can connect you with one of my tutoring partners who can provide general academic assistance for the following subjects:
• Art & Design: Art History Design Film Studies
• Business: Accounting (Acc) Biz Courses Business Administration (Biz Admn) Business Calculus Business Law Business Statistics Corporate Finance Economics (Econ) Finance (Fin) Financial Accounting Intermediate Accounting Intermediate Microeconomics (Micro) Macroeconomics (Macro) Management (Mgmt) Managerial Accounting Marketing MBA
• Computer Science: C C++ Computer Programming (Comp) Java Python R (Introduction & Intermediate Level Only)
• Humanities: Communications (Comm) English Literature Essay & Term Paper Writing, Editing, Proofreading Essays History Papers Philosophy (Phil) Religious Studies Theology (Theo)
• Mathematics: A.P. Calculus AB & BC Psychology Statistics AP Statistics Bio statistics Calculus I (1) Calculus II (2) Calculus III (3) College Algebra Differential Equations Discrete Math Finite Math Functions General Math Geometry Liberal Arts Math Linear Algebra Multi-variable Calculus Partial Differential Equations Precalculus Probability Quantitative Reasoning Real Analysis Statistics Trigonometry (Trig) Vector Calculus
• Science & Medicine: Anatomy & Physiology (A & P) Biochemistry Biology (Bio) Biostatistics Earth Science Environmental Science General Chemistry (Chem) Healthcare Medicine Nursing Nutrition Organic Chemistry Physics (Phys)
• Social Sciences: Anthropology Economics (Econ) Geology Law & Justice Liberal Arts Liberal Studies Political Science Psychology Sociology

THE OBLIGATORY "IS THIS A SCAM?" QUESTION:
Considering the fact that you found my contact information online, it’s understandable to be skeptical regarding the legitimacy of my services. Therefore, I’m willing to do all of the following to help you feel more secure in trusting me with your academic needs:

• 1) Speak with you on the phone and answer any questions you may have so that you have the opportunity to assess and analyze my tone, articulation, accent, diction, dialect, regionalisms, pitch, vocabulary, word choice, intonations, and inflections.
• NOTE: I’m a New Jersey-born Irish/Italian-American, but I have been told that I speak in an erudite & articulate suburban American accent with a “professor style” voice somewhat resembling the voice of actor: Ben Stein.
• 2) Agree to do some homework questions of yours upfront with the work fully shown in real-time to prove my mastery of the course content.
• 3) Send you screenshots of at least five past scores I attained from completing exams & homework assignments for other students in the same type of class you need help with.
• 4) Send you full screenshots of written exam solutions I wrote up by hand for students in the past in the same course that you need help with so that you can see my neat handwriting.
• 5) Provide you with the contact information of students who have utilized my services in the past who would be more than willing to vouch for my skills.

MY REBUTTAL TO THE OBLIGATORY “IS THIS A SCAM?” QUESTION:
At the risk of sounding arrogant, I consider myself to be at least marginally more intelligent (both academically & socially) than the average person. Therefore, if I ever decided to suddenly risk prison time, risk my reputation, and risk enduring the wrath of modern-day “cancel culture” by scamming people out of their money:

• I certainly wouldn’t do it for such paltry amounts of money. (i.e., anything less than $1,000 per victim.)
• I certainly wouldn’t choose high school & college students as my “target audience” to scam, considering that most people without college degrees have abysmally low annual incomes. Why choose low-income victims when it would be much more profitable to target high-income, high-net-worth individuals earning at least six figures a year? I have knowledge in business consulting, and I promise you that a business owner would be a MUCH more lucrative mark than a low-income college student.
• I wouldn’t choose such a time & energy-draining method of scamming people. Also, communicating back and forth with potential clients is an absurdly long time sink since only less than 10% of all potential clients who reach out to me actually become paying clients of mine. This means that 90% of my time communicating with potential clients ultimately proves to be a colossal waste of my irretrievable time & energy.
• If you pay me to provide academic services and I don’t deliver, you can always dispute the payment with the payment app and easily get your money refunded. If I were in the habit of swindling money from people, then all of my payment accounts would have been investigated and be completely shut down by now. And I would have been permanently banned from opening new accounts. Therefore, the fact that all my payment apps have been fully active for years should be sufficient proof that I haven’t had people consistently disputing payments sent to me.

HOW TO CONTACT ME:
Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641

• I take my work as a tutor very seriously, and I always aim to do my best to help my students excel in school. I have a solid and sincere passion for academic achievement, and with my help, I am positive that I can help students obtain very high grades with minimal stress and effort.
• Please feel free to contact me if you're interested in my services and would like to learn more. I'm available 24/7 via phone call, email, and text. Again, thank you for taking the time to read my Reddit tutoring ad, and I hope to hear from you soon!

My contact details:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Website: hiraedu. com
Email: [info@hiraedu](mailto:info@hiraedu). com
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First of all, these are the contact details to reach us for help any type of academic task of any subject:
MY CONTACT INFO:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Website: hiraedu. com
Email: [info@hiraedu](mailto:info@hiraedu). com
ASSESSMENTS I CAN COMPLETE:

• Online Courses (1 - 20 Weeks Long)
• Homework Assignments
• Exams Quizzes Tests
• Excel Projects
• Discussion Forum Posts
• Research Papers Term Papers Essays
• Employment Assessments

MY MATH SUBJECTS OF EXPERTISE:
I am very knowledgeable and proficient in assisting students in a wide range of mathematics classes. I can help students complete their homework assignments and other projects get an A on quizzes, tests, and exams (including proctored assessments) answer online discussion posts write essays & papers in MLA APA Chicago format and provide general overall academic help in each math course listed below:

• Advanced Placement Honors High School Level Math
• AP Calculus AB A.P. Calculus BC
• AP Statistics
• Biostatistics Bio-Statistics
• College Algebra Intermediate Algebra
• Business Calculus
• Business Statistics
• Business Math
• Calculus I Calculus II Calculus III (Calc)
• Geometry
• International Baccalaureate (IB) Maths
• Liberal Arts Math
• Logic & Reasoning
• Multivariable Calculus Multi variable Calculus
• Precalculus Pre-calculus
• Probability & Statistics
• Psychology Statistics Psych Stats
• Quantitative Reasoning Quantitative Methods Quantitative Literacy (Quant)
• Statistics (Stats)
• Statistics for Social Sciences
• Trigonometry (Trig)

STATISTICS HELP (MY BEST SUBJECT):

• I have a master's degree in Applied Statistics from a university in New Jersey, USA. As a result, I am very proficient in helping students with various types of Statistics courses including Biostatistics Business Statistics Elementary Statistics Probability & Statistics Psychology Statistics.
• I have extensive knowledge and skill with helping students get through various statistical concepts including all of the following in alphabetical order:
• ANOVA Bar Graph, Boxplot, Dot Plot, Histogram, Pie Chart Bias Binomial, Exponential, Poisson, Gamma, Uniform Distribution Central Limit Theorem Chi-Square Test Coefficient of Determination (R^2) Conditional & Relative Probability Confidence Interval Correlation Coefficient (r) Critical Region Critical Value Descriptive & Inferential Statistics Effect Size Expected Value Experiment vs Observation Goodness of Fit Test Hypothesis Testing Interpolation & Extrapolation Interquartile Range (IQR) Kurtosis Left, Negative, Right, Positive Skewed Distribution Logistic Regression Mean, Median, Mode, Midrange Multiple Regression Nominal, Ordinal, Interval, Ratio I Population Parameter Normal, Symmetric & Bell Shaped Distribution Null & Alternate Hypothesis One & Two Sample T-Test One & Two Sample Z-Test Ordinary Least Squares Outliers P-Value Pooled Variance (Equal Variances) Proportion R^2 Range Regression Regression Line Reject & Fail to Reject Ho Relative & Cumulative Frequency Distributions Relativity & Reliability Right, Left, One, Two Tailed Tailed Hypothesis Test Sample Statistics Sampling Methods (Convenience, Stratified, Simple, Cluster, Systematic) Significance Level (1%, 5%, 10%) Skewness Standard Deviation& Variance T-Score Test Statistic Time Series Type I & Type II Errors Unbiased Estimators Z-Score

ALGEBRA HELP:

• I am well-versed in helping students do well in Algebra 1 & 2 College Algebra Intermediate Algebra Pre-Algebra and I am very knowledgeable and proficient in the following algebra topics in alphabetical order:
• Absolute Values Circle Equation Domain Exponents Graphing Horizontal & Vertical Asymptotes Inequalities, Equations & Functions Inverse Functions Linear, Exponential, Logarithmic, Quadratic Equations Logarithms Maximum & Minimum Values of a Graph Number Lines One-to-One Functions Parallel & Perpendicular Lines Plotting Points & Ordered Pairs Point-Slope Form Polynomial Division Polynomials Radicals Range Rational & Irrational Expressions Rational Functions Real Roots Real Zeros Relations & Functions Slope Slope-Intercept Form Square Roots Standard Form of a Line System of Equations System of Inequalities Variables X and Y Intercepts

CALCULUS HELP:

• I am well-versed in helping students do well in Calculus I, II & III, Calculus 1, 2 & 3, Business Calculus, Multivariable Calculus, Vector Calculus and I am very knowledgeable and proficient in the following calculus topics in alphabetical order:
• Absolute & Local Maximum and Minimum Antiderivative Area & Volume Chain Rule Concavity Continuity Convergence Test Critical Points Curvature Curve of Rotation Curve Sketching Derivatives Divergence Test First & Second Derivative Test Fourier Series Implicit Differentiation Increasing / Decreasing Functions Infinite Series Integrals Integration by Parts Jacobian Matrix Limits L’Hopital’s Rule Maclaurin Series Mean Value Theorem Partial Derivative Product & Quotient Rule Reiman Sum Related Rates Simpson’s Rule Solid of Revolution Substitution Rule Taylor Series

ATTRIBUTES THAT SET ME APART FROM OTHER TUTORS:

• I firmly believe that I have many attributes and skills that set me apart from other tutors. Below is a list of qualities that makes me an ideal fit to help you master your coursework:

I CAN AID STUDENTS TAKING PROCTORED ASSESSMENTS:

• Proficient in CollegeBoard AP Calculus AB, AP Calculus BC & AP Statistics exams.
• Skilled with International Baccalaureate Math Exams: IB Maths HL & IB Maths SL
• Can intentionally answer a few problems incorrectly at the student's request.
• Can text solutions to the student while they are taking a proctored exam.
• Upon request, can purposely obtain grades below an A (ex: B+, B, C+, C-).
• I can stretch out the time to a plausible length for timed exams and assignments before submitting them.
• Have reliable software that can change my IP address to match the closest major city near the student.
• I have exceptional multiple-choice exam-taking skills. I have mastered the various techniques to make calculated guesses for the correct option in standardized exams such as the SAT & GRE.

I CAN VERIFY MY ACADEMIC KNOWLEDGE & SKILLS:

• I have no problem with requests to solve sample problems upfront to prove my knowledge & proficiency of the course concepts.
• I can provide glowing references & strong examples of work done for past clients to verify my academic skills.
• I can also provide, upon request, complete detailed calculations with explanations for solutions to the problems worked on.
• I am quite skilled and adept in using multiple modernized educational platforms and software, including but not limited to: Brightspace MyStatLab D2L WebAssign Canvas MyMathLab Blackboard ALEKS
• Can format term papers and discussion posts in APA MLA Harvard Chicago Vancouver OSCOLA IEEE format.

I HAVE PAID ACCESS TO OVER 15 STUDY-HELP WEBSITES AND MATHEMATICAL SOFTWARE:

• I have multiple paid subscriptions to a wide range of academic tutoring resources, including Chegg, Quizlet, CourseHero, Brainly, Grammarly, Study. com, Bartleby, Slader, Transtutors, Slideshare, StudocU, Turnitin, Academia, SymboLab, WolframAlpha, and Scribd to help guide to solve exam & homework questions that I may not immediately know.
• However, I am smart enough not to blatantly plagiarize solutions online but instead write them in my own unique words, formatting, & mathematical terminology.
• I have access to a very sophisticated graphing calculator and various mathematical software that provides step-by-step solutions to complex mathematical problems within seconds, allowing me to provide exact solutions to the student in a timely manner.
• I have impeccable handwriting and a high-quality mobile scanner app that allows me to scan written solutions in very legible high-definition JPG, PNG, or PDF formats.

I ALWAYS ACCEPT CALLS:

• I have no problem speaking with potential clients on the phone.
• I have an authentic suburban upper-middle-class American accent, similar to the actor: Ben Stein.
• However, be wary of so-called “tutors” who refuse to accept any phone calls or have a strict “text / email only” policy.
• These “text-only” / “email-only” tutors are usually located outside the U.S. and are afraid their foreign accent will expose their true nationality.

I WRITE LIKE A PROFESSIONAL:

• Approximately 98% of the time, I write all my texts & emails in grammatically correct U.S. English with proper punctuation and occasional typo.
• Unlike some alleged “U.S.-based tutors,” I do NOT write using broken English or grammatically incorrect texting shorthand (example: "wut u need help wit??").
• I write my ad in proper American English, the same way I always text and email people.
• I can guide students on formatting & writing term papers, essays, and discussion posts in APA MLA Chicago Harvard format.
• If the tutor you’re checking out consistently writes using egregiously horrendous grammar, do you honestly think it’s a good idea to trust them to help you do well in your class?

MY EDUCATIONAL SOFTWARE OF EXPERTISE:

• I am very knowledgeable and well-versed in a wide range of educational software to tutor students in including but not limited to: Acellus ALEKS APEX Learning Aplia Blackboard Brightspace Canvas Cengage CengageNow Connect ConnectMath Connexus CPM D2L Discord Edmentum Eviews Examity Excel Hawkes Learning Honorlock Khan Academy Knewton LimeSpring Lumen Maple MasteringChemistry MasteringPhysics MathXL (XL) MATLAB McGraw-Hill Microsoft Word Minitab Moodle MyAccountingLab MyEconLab MyITLab MyLab My Lab MyMathLab My Math Lab MyOpenMath MyPsychLab MySocLab MyStatLab My Stat Lab NCSS Open Source Software Pearson PERT PlatoWeb PowerPoint Prezi R Respondus Lockdown Browser with Webcam Sapling SPSS Stata StraighterLine Straighter Line WebAssign Web Assign Webex (Cisco) WebWork Wiley WileyPlus Wonderlic Zoom

SCHOOLS FROM WHICH I'VE HELPED STUDENTS IN :
As of 2021, I have tutored and helped students enrolled at the following U.S. universities community colleges county & city colleges schools for-profit institutions listed below in alphabetical order:

• A - C: American Public University System (APUS) Arizona State Ashford Brigham Young Brown Broward California State (Fullerton) Capella Chamberlain (Illinois) Colorado Technical Columbia Columbia Southern Cornell
• D - K: Dallas College Dartmouth DeVry Excelsior College Florida International Florida State Full Sail Georgia State Grand Canyon Harvard Houston Community College Ivy Tech Community College Kaplan Kennesaw State Kent State
• L - T: Liberty Lone Star College System Kaplan Miami Dade Michigan State CUNY State University of New York (SUNY) Northern Virginia Ohio State University of Phoenix (UOP) Penn State Princeton Purdue (Davenport) San Diego State San Francisco State San Jose State Southern New Hampshire Southern Nevada Stanford St. Petersburg Strayer Texas Tech
• UNIVERSITY OF: Alabama Arizona California (UC) Central Florida Chicago Cincinnati Florida Houston Illinois (Urbana-Champaign) Iowa Maryland Minnesota Michigan North Texas Pennsylvania Southern Florida Texas Toronto
• U - Z: UCLA Extension Utah State Utah Valley Valencia Walden U Wake Technical Western Governors Wilmington Yale

I OFFER FLEXIBLE PAYMENT PLANS:

• I offer several unique payment plans, including a weekly plan, a discounted monthly plan, a discounted half-now / half-later plan, and highly discounted up-front rates.
• I can accept the following payment methods for my services: PayPal Debit Cards Square Cash Credit Cards Cash App Venmo.
• Only people located in North America have access to Venmo Cash App Zelle.
• This is an excellent way to determine if the person you're dealing with is from the United States.
• Within reason, I offer a partial or full money-Back guarantee if the student is very unsatisfied with my academic services.

HELP AVAILABLE FOR OTHER SUBJECTS:

• For other subjects, you can reach out to me, and I can connect you with one of my tutoring partners who can provide general academic assistance for the following subjects:
• Art & Design: Art History Design Film Studies
• Business: Accounting (Acc) Biz Courses Business Administration (Biz Admn) Business Calculus Business Law Business Statistics Corporate Finance Economics (Econ) Finance (Fin) Financial Accounting Intermediate Accounting Intermediate Microeconomics (Micro) Macroeconomics (Macro) Management (Mgmt) Managerial Accounting Marketing MBA
• Computer Science: C C++ Computer Programming (Comp) Java Python R (Introduction & Intermediate Level Only)
• Humanities: Communications (Comm) English Literature Essay & Term Paper Writing, Editing, Proofreading Essays History Papers Philosophy (Phil) Religious Studies Theology (Theo)
• Mathematics: A.P. Calculus AB & BC Psychology Statistics AP Statistics Bio statistics Calculus I (1) Calculus II (2) Calculus III (3) College Algebra Differential Equations Discrete Math Finite Math Functions General Math Geometry Liberal Arts Math Linear Algebra Multi-variable Calculus Partial Differential Equations Precalculus Probability Quantitative Reasoning Real Analysis Statistics Trigonometry (Trig) Vector Calculus
• Science & Medicine: Anatomy & Physiology (A & P) Biochemistry Biology (Bio) Biostatistics Earth Science Environmental Science General Chemistry (Chem) Healthcare Medicine Nursing Nutrition Organic Chemistry Physics (Phys)
• Social Sciences: Anthropology Economics (Econ) Geology Law & Justice Liberal Arts Liberal Studies Political Science Psychology Sociology

THE OBLIGATORY "IS THIS A SCAM?" QUESTION:
Considering the fact that you found my contact information online, it’s understandable to be skeptical regarding the legitimacy of my services. Therefore, I’m willing to do all of the following to help you feel more secure in trusting me with your academic needs:

• 1) Speak with you on the phone and answer any questions you may have so that you have the opportunity to assess and analyze my tone, articulation, accent, diction, dialect, regionalisms, pitch, vocabulary, word choice, intonations, and inflections.
• NOTE: I’m a New Jersey-born Irish/Italian-American, but I have been told that I speak in an erudite & articulate suburban American accent with a “professor style” voice somewhat resembling the voice of actor: Ben Stein.
• 2) Agree to do some homework questions of yours upfront with the work fully shown in real-time to prove my mastery of the course content.
• 3) Send you screenshots of at least five past scores I attained from completing exams & homework assignments for other students in the same type of class you need help with.
• 4) Send you full screenshots of written exam solutions I wrote up by hand for students in the past in the same course that you need help with so that you can see my neat handwriting.
• 5) Provide you with the contact information of students who have utilized my services in the past who would be more than willing to vouch for my skills.

HOW TO CONTACT ME:

• If you are interested in my services and would like to learn more info, please feel free to reach out to me.
• Text messages and email are the fastest and easiest ways to get in touch with me. However, I gladly accept phone calls.
• If I don't respond right away, I am most likely helping a student at the time and not currently available to speak on the phone. But I always make a solid effort to reply to texts, emails, and phone calls within an hour.

CONCLUSION:

• I take my work as a tutor very seriously, and I always aim to do my best to help my students excel in school. I have a solid and sincere passion for academic achievement, and with my help, I am positive that I can help students obtain very high grades with minimal stress and effort.
• Please feel free to contact me if you're interested in my services and would like to learn more. I'm available 24/7 via phone call, email, and text. Again, thank you for taking the time to read my Reddit tutoring ad, and I hope to hear from you soon!

OCT 2021 UPDATE: I am currently offering discount deals for requests for assistance with completing a student's entire course for the Fall 2024 semester (14 - 20 week courses acceptable), as well as discounts for students seeking help with multiple exams and/or multiple classes for Fall 2024. My availability for the Autumn 2024 / Fall 2024 semester will likely become limited very quickly as I receive more and more academic requests. Therefore it would be very advantageous to reach out to me for academic assistance before my schedule becomes too full.
MY CONTACT INFO:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Website: hiraedu. com
Email: [info@hiraedu](mailto:info@hiraedu). com

If you are unable to Handle your online Exam, Assignments and full courses, get paid help from Online Helpers at Hiraedu!
Contact Details for Hiraedu Helper:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Website: hiraedu. com
Email: info@hiraedu. com
ASSESSMENTS I CAN COMPLETE:

• Online Courses (1 - 20 Weeks Long)
• Homework Assignments
• Exams Quizzes Tests
• Excel Projects
• Discussion Forum Posts
• Research Papers Term Papers Essays
• Employment Assessments

MY MATH SUBJECTS OF EXPERTISE:
I am very knowledgeable and proficient in assisting students in a wide range of mathematics classes. I can help students complete their homework assignments and other projects get an A on quizzes, tests, and exams (including proctored assessments) answer online discussion posts write essays & papers in MLA APA Chicago format and provide general overall academic help in each math course listed below:

• Advanced Placement Honors High School Level Math
• AP Calculus AB A.P. Calculus BC
• AP Statistics
• Biostatistics Bio-Statistics
• College Algebra Intermediate Algebra
• Business Calculus
• Business Statistics
• Business Math
• Calculus I Calculus II Calculus III (Calc)
• Geometry
• International Baccalaureate (IB) Maths
• Liberal Arts Math
• Logic & Reasoning
• Multivariable Calculus Multi variable Calculus
• Precalculus Pre-calculus
• Probability & Statistics
• Psychology Statistics Psych Stats
• Quantitative Reasoning Quantitative Methods Quantitative Literacy (Quant)
• Statistics (Stats)
• Statistics for Social Sciences
• Trigonometry (Trig)

STATISTICS HELP (MY BEST SUBJECT):

• I have a master's degree in Applied Statistics from a university in New Jersey, USA. As a result, I am very proficient in helping students with various types of Statistics courses including Biostatistics Business Statistics Elementary Statistics Probability & Statistics Psychology Statistics.
• I have extensive knowledge and skill with helping students get through various statistical concepts including all of the following in alphabetical order:
• ANOVA Bar Graph, Boxplot, Dot Plot, Histogram, Pie Chart Bias Binomial, Exponential, Poisson, Gamma, Uniform Distribution Central Limit Theorem Chi-Square Test Coefficient of Determination (R^2) Conditional & Relative Probability Confidence Interval Correlation Coefficient (r) Critical Region Critical Value Descriptive & Inferential Statistics Effect Size Expected Value Experiment vs Observation Goodness of Fit Test Hypothesis Testing Interpolation & Extrapolation Interquartile Range (IQR) Kurtosis Left, Negative, Right, Positive Skewed Distribution Logistic Regression Mean, Median, Mode, Midrange Multiple Regression Nominal, Ordinal, Interval, Ratio I Population Parameter Normal, Symmetric & Bell Shaped Distribution Null & Alternate Hypothesis One & Two Sample T-Test One & Two Sample Z-Test Ordinary Least Squares Outliers P-Value Pooled Variance (Equal Variances) Proportion R^2 Range Regression Regression Line Reject & Fail to Reject Ho Relative & Cumulative Frequency Distributions Relativity & Reliability Right, Left, One, Two Tailed Tailed Hypothesis Test Sample Statistics Sampling Methods (Convenience, Stratified, Simple, Cluster, Systematic) Significance Level (1%, 5%, 10%) Skewness Standard Deviation& Variance T-Score Test Statistic Time Series Type I & Type II Errors Unbiased Estimators Z-Score

ALGEBRA HELP:

• I am well-versed in helping students do well in Algebra 1 & 2 College Algebra Intermediate Algebra Pre-Algebra and I am very knowledgeable and proficient in the following algebra topics in alphabetical order:
• Absolute Values Circle Equation Domain Exponents Graphing Horizontal & Vertical Asymptotes Inequalities, Equations & Functions Inverse Functions Linear, Exponential, Logarithmic, Quadratic Equations Logarithms Maximum & Minimum Values of a Graph Number Lines One-to-One Functions Parallel & Perpendicular Lines Plotting Points & Ordered Pairs Point-Slope Form Polynomial Division Polynomials Radicals Range Rational & Irrational Expressions Rational Functions Real Roots Real Zeros Relations & Functions Slope Slope-Intercept Form Square Roots Standard Form of a Line System of Equations System of Inequalities Variables X and Y Intercepts

CALCULUS HELP:

• I am well-versed in helping students do well in Calculus I, II & III, Calculus 1, 2 & 3, Business Calculus, Multivariable Calculus, Vector Calculus and I am very knowledgeable and proficient in the following calculus topics in alphabetical order:
• Absolute & Local Maximum and Minimum Antiderivative Area & Volume Chain Rule Concavity Continuity Convergence Test Critical Points Curvature Curve of Rotation Curve Sketching Derivatives Divergence Test First & Second Derivative Test Fourier Series Implicit Differentiation Increasing / Decreasing Functions Infinite Series Integrals Integration by Parts Jacobian Matrix Limits L’Hopital’s Rule Maclaurin Series Mean Value Theorem Partial Derivative Product & Quotient Rule Reiman Sum Related Rates Simpson’s Rule Solid of Revolution Substitution Rule Taylor Series

I CAN AID STUDENTS TAKING PROCTORED ASSESSMENTS:

• Proficient in CollegeBoard AP Calculus AB, AP Calculus BC & AP Statistics exams.
• Skilled with International Baccalaureate Math Exams: IB Maths HL & IB Maths SL
• Can intentionally answer a few problems incorrectly at the student's request.
• Can text solutions to the student while they are taking a proctored exam.
• Upon request, can purposely obtain grades below an A (ex: B+, B, C+, C-).
• I can stretch out the time to a plausible length for timed exams and assignments before submitting them.
• Have reliable software that can change my IP address to match the closest major city near the student.
• I have exceptional multiple-choice exam-taking skills. I have mastered the various techniques to make calculated guesses for the correct option in standardized exams such as the SAT & GRE.

I CAN VERIFY MY ACADEMIC KNOWLEDGE & SKILLS:

• I have no problem with requests to solve sample problems upfront to prove my knowledge & proficiency of the course concepts.
• I can provide glowing references & strong examples of work done for past clients to verify my academic skills.
• I can also provide, upon request, complete detailed calculations with explanations for solutions to the problems worked on.
• I am quite skilled and adept in using multiple modernized educational platforms and software, including but not limited to: Brightspace MyStatLab D2L WebAssign Canvas MyMathLab Blackboard ALEKS
• Can format term papers and discussion posts in APA MLA Harvard Chicago Vancouver OSCOLA IEEE format.

I HAVE PAID ACCESS TO OVER 15 STUDY-HELP WEBSITES AND MATHEMATICAL SOFTWARE:

• I have multiple paid subscriptions to a wide range of academic tutoring resources, including Chegg, Quizlet, CourseHero, Brainly, Grammarly, Study. com, Bartleby, Slader, Transtutors, Slideshare, StudocU, Turnitin, Academia, SymboLab, WolframAlpha, and Scribd to help guide to solve exam & homework questions that I may not immediately know.
• However, I am smart enough not to blatantly plagiarize solutions online but instead write them in my own unique words, formatting, & mathematical terminology.
• I have access to a very sophisticated graphing calculator and various mathematical software that provides step-by-step solutions to complex mathematical problems within seconds, allowing me to provide exact solutions to the student in a timely manner.
• I have impeccable handwriting and a high-quality mobile scanner app that allows me to scan written solutions in very legible high-definition JPG, PNG, or PDF formats.

MY AVAILABILITY & RELIABILITY:

• Depending on my availability, I can accommodate immediate tutoring requests, 1-24 hour, and 1-30-day deadlines.
• I can schedule live real-time online sessions and meet deadlines in an impressively timely fashion.
• I can provide quick notifications and updates of progress made in the student's class via email text phone calls.
• I can also be available to tutor students for Fall 2021 Spring 2022 Summer 2022 semesters.

MY EDUCATIONAL SOFTWARE OF EXPERTISE:

• I am very knowledgeable and well-versed in a wide range of educational software to tutor students in including but not limited to: Acellus ALEKS APEX Learning Aplia Blackboard Brightspace Canvas Cengage CengageNow Connect ConnectMath Connexus CPM D2L Discord Edmentum Eviews Examity Excel Hawkes Learning Honorlock Khan Academy Knewton LimeSpring Lumen Maple MasteringChemistry MasteringPhysics MathXL (XL) MATLAB McGraw-Hill Microsoft Word Minitab Moodle MyAccountingLab MyEconLab MyITLab MyLab My Lab MyMathLab My Math Lab MyOpenMath MyPsychLab MySocLab MyStatLab My Stat Lab NCSS Open Source Software Pearson PERT PlatoWeb PowerPoint Prezi R Respondus Lockdown Browser with Webcam Sapling SPSS Stata StraighterLine Straighter Line WebAssign Web Assign Webex (Cisco) WebWork Wiley WileyPlus Wonderlic Zoom

SCHOOLS FROM WHICH I'VE HELPED STUDENTS IN :
As of 2021, I have tutored and helped students enrolled at the following U.S. universities community colleges county & city colleges schools for-profit institutions listed below in alphabetical order:

• A - C: American Public University System (APUS) Arizona State Ashford Brigham Young Brown Broward California State (Fullerton) Capella Chamberlain (Illinois) Colorado Technical Columbia Columbia Southern Cornell
• D - K: Dallas College Dartmouth DeVry Excelsior College Florida International Florida State Full Sail Georgia State Grand Canyon Harvard Houston Community College Ivy Tech Community College Kaplan Kennesaw State Kent State
• L - T: Liberty Lone Star College System Kaplan Miami Dade Michigan State CUNY State University of New York (SUNY) Northern Virginia Ohio State University of Phoenix (UOP) Penn State Princeton Purdue (Davenport) San Diego State San Francisco State San Jose State Southern New Hampshire Southern Nevada Stanford St. Petersburg Strayer Texas Tech
• UNIVERSITY OF: Alabama Arizona California (UC) Central Florida Chicago Cincinnati Florida Houston Illinois (Urbana-Champaign) Iowa Maryland Minnesota Michigan North Texas Pennsylvania Southern Florida Texas Toronto
• U - Z: UCLA Extension Utah State Utah Valley Valencia Walden U Wake Technical Western Governors Wilmington Yale

I OFFER FLEXIBLE PAYMENT PLANS:

• I offer several unique payment plans, including a weekly plan, a discounted monthly plan, a discounted half-now / half-later plan, and highly discounted up-front rates.
• I can accept the following payment methods for my services: PayPal Debit Cards Square Cash Credit Cards Cash App Venmo.
• Only people located in North America have access to Venmo Cash App Zelle.
• This is an excellent way to determine if the person you're dealing with is from the United States.
• Within reason, I offer a partial or full money-Back guarantee if the student is very unsatisfied with my academic services.

TUTORING AVAILABLE FOR OTHER SUBJECTS:

• For other subjects, you can reach out to me, and I can connect you with one of my tutoring partners who can provide general academic assistance for the following subjects:
• Art & Design: Art History Design Film Studies
• Business: Accounting (Acc) Biz Courses Business Administration (Biz Admn) Business Calculus Business Law Business Statistics Corporate Finance Economics (Econ) Finance (Fin) Financial Accounting Intermediate Accounting Intermediate Microeconomics (Micro) Macroeconomics (Macro) Management (Mgmt) Managerial Accounting Marketing MBA
• Computer Science: C C++ Computer Programming (Comp) Java Python R (Introduction & Intermediate Level Only)
• Humanities: Communications (Comm) English Literature Essay & Term Paper Writing, Editing, Proofreading Essays History Papers Philosophy (Phil) Religious Studies Theology (Theo)
• Mathematics: A.P. Calculus AB & BC Psychology Statistics AP Statistics Bio statistics Calculus I (1) Calculus II (2) Calculus III (3) College Algebra Differential Equations Discrete Math Finite Math Functions General Math Geometry Liberal Arts Math Linear Algebra Multi-variable Calculus Partial Differential Equations Precalculus Probability Quantitative Reasoning Real Analysis Statistics Trigonometry (Trig) Vector Calculus
• Science & Medicine: Anatomy & Physiology (A & P) Biochemistry Biology (Bio) Biostatistics Earth Science Environmental Science General Chemistry (Chem) Healthcare Medicine Nursing Nutrition Organic Chemistry Physics (Phys)
• Social Sciences: Anthropology Economics (Econ) Geology Law & Justice Liberal Arts Liberal Studies Political Science Psychology Sociology

THE OBLIGATORY "IS THIS A SCAM?" QUESTION:
Considering the fact that you found my contact information online, it’s understandable to be skeptical regarding the legitimacy of my services. Therefore, I’m willing to do all of the following to help you feel more secure in trusting me with your academic needs:

• 1) Speak with you on the phone and answer any questions you may have so that you have the opportunity to assess and analyze my tone, articulation, accent, diction, dialect, regionalisms, pitch, vocabulary, word choice, intonations, and inflections.
• NOTE: I’m a New Jersey-born Irish/Italian-American, but I have been told that I speak in an erudite & articulate suburban American accent with a “professor style” voice somewhat resembling the voice of actor: Ben Stein.
• 2) Agree to do some homework questions of yours upfront with the work fully shown in real-time to prove my mastery of the course content.
• 3) Send you screenshots of at least five past scores I attained from completing exams & homework assignments for other students in the same type of class you need help with.
• 4) Send you full screenshots of written exam solutions I wrote up by hand for students in the past in the same course that you need help with so that you can see my neat handwriting.
• 5) Provide you with the contact information of students who have utilized my services in the past who would be more than willing to vouch for my skills.

MY TEAM'S CLASSES OF EXPERTISE:

• Statistics: AP Statistics Biostatistics Business Statistics Elementary Statistics Intro to Statistics Psychology Statistics Social Science Statistics Statistics & Probability Statistical Methods Statistical & Probability Models
• Math: Advanced Functions Algebra Calculus 1, 2, 3 (and 4 in some schools) Vector Calculus Differential Calculus Integral Calculus Multivariable Calculus Differential Equations Discrete Math Discrete Structures Finite Mathematics Functions Geometry Linear Algebra Precalculus Probability Real Analysis Statistics Trigonometry Quantitative Methods & Reasoning
• Science: Anatomy & Physiology Astronomy Biochemistry Biology Chemistry (General, Inorganic & Organic) Dental / Pre-Dental Earth Science Engineering (Almost All Types) Environmental Science Epidemiology Fluid & Mechanics Geology Geophysics Medicine / Pre-Med Microbiology Neuroscience Physics Physical Science
• Business: Accounting Auditing Banking Business Administration Business Law Corporate Finance Cost Accounting Econometrics Economics Finance Financial Institutions Financial Reporting Global Economics Governance International Economics Macroeconomics Management Marketing MBA Courses Mergers and Acquisitions Microeconomics Operations Management Principles of Accounting Real Estate Taxation
• English: Business Writing Creative Writing Critical Reading Digital Media Eastern Literature English Literature Essays Expository & Persuasive Writing Fiction Writing Greek and Roman Philosophy Grammar Poetry
• Humanities & Social Sciences: Architecture Anthropology Art History Communication Criminal Justice Forestry Ethnic Studies Film History Law Pre-Law Music Philosophy Political Science Psychology Psychiatry Religious Studies Sociology Theology Women Studies
• Computer Science & Programming: Android AWS Azure Blockchain Cryptocurrency Smart Contracts C C# C++ Cloud Computer Organization and Assembly Languages CSS Data Science Data Structures and Algorithms Deep Learning Design Patterns Game Design and Development iOS Java Javascript Machine Learning MATLAB MySQL Networking NoSQL Object Oriented Programming Operating Systems PHP Principles of Computer Science Programming for Virtual Reality Programming Languages Python R Robotics Ruby Software Engineering SQL Swift Web Development

MY EDUCATIONAL SOFTWARE OF EXPERTISE:

• Acellus ALEKS Aplia APEX Learning Badgr Blackboard Blink Learning Brightspace / D2L Canvas Cengage CengageNow Childsmath Cisco ConnectMath Connexus CPM Crowdmark EViews Edmentum Examity Excel Garch Google Classroom Google Education Gradescope Hawkes Learning Honorlock iClicker InQuizitive (Norton) Java Kaltura Khan Academy Knewton Kryterion LaunchPad MATLAB Maple MasteringChemistry MasteringPhysics MathXL Mathematica McGraw-Hill Connect MegaStat Microsoft Teams Microsoft Access, Word, Excel, PowerPoint Mindtap Minitab MonitorEDU Moodle MyAccountingLab MyEconLab MyFinanceLab MyITLab MyMathLab MyOpenMath MyPsychLab MySocLab MyStatLab NCSS Outlier Pearson MyLab and Mastering Piazza PlatoWeb Prezi Proctor360 Proctorio Proctortrack Python R Respondus Lockdown Browser with Webcam SAM Sapling SAS SPSS Socrative Stata StraighterLine Turnitin VoiceThread WebAssign WebEx WebWork Wiley WileyPlus Zoom

MY REBUTTAL TO THE OBLIGATORY “IS THIS A SCAM?” QUESTION:
At the risk of sounding arrogant, I consider myself to be at least marginally more intelligent (both academically & socially) than the average person. Therefore, if I ever decided to suddenly risk prison time, risk my reputation, and risk enduring the wrath of modern-day “cancel culture” by scamming people out of their money:

• I certainly wouldn’t do it for such paltry amounts of money. (i.e., anything less than $1,000 per victim.)
• I certainly wouldn’t choose high school & college students as my “target audience” to scam, considering that most people without college degrees have abysmally low annual incomes. Why choose low-income victims when it would be much more profitable to target high-income, high-net-worth individuals earning at least six figures a year? I have knowledge in business consulting, and I promise you that a business owner would be a MUCH more lucrative mark than a low-income college student.
• I wouldn’t choose such a time & energy-draining method of scamming people. Also, communicating back and forth with potential clients is an absurdly long time sink since only less than 10% of all potential clients who reach out to me actually become paying clients of mine. This means that 90% of my time communicating with potential clients ultimately proves to be a colossal waste of my irretrievable time & energy.
• If you pay me to provide academic services and I don’t deliver, you can always dispute the payment with the payment app and easily get your money refunded. If I were in the habit of swindling money from people, then all of my payment accounts would have been investigated and be completely shut down by now. And I would have been permanently banned from opening new accounts. Therefore, the fact that all my payment apps have been fully active for years should be sufficient proof that I haven’t had people consistently disputing payments sent to me.

HOW TO CONTACT ME:

• If you are interested in my services and would like to learn more info, please feel free to reach out to me.
• Text messages and email are the fastest and easiest ways to get in touch with me. However, I gladly accept phone calls.
• If I don't respond right away, I am most likely helping a student at the time and not currently available to speak on the phone. But I always make a solid effort to reply to texts, emails, and phone calls within an hour.

Contact Details for Hiraedu Helper:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Website: hiraedu. com
Email: info@hiraedu. com
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Before I continue I just want to make it clear that I don't support the murder of civilians in any way shape or form. As others have said, many of Israel's actions are grossly negligent at best, and absolutely vile at worst. I see people like queer for palestine argue things like "we can change their minds" or "I don't hate them just because they hate me" but the the way I (a representative of the B in LGBTQ) see it is that if you support the state as it has been, you're supporting our discrimination. People say things like "oh but kids are dying" well they kill gay kids. "Families are dying" lgbt couples are dying. And the fact of the matter is that most religious peoples minds can't be changed. People call what's going on in Gaza a genocide but no one acknowledges the systematic oppression and a lot of the time murder of us. And before anyone says it, i know there are gays in palestine. Im talking about the majority who support religion like that, as im under the belief that if you support a harmful religion in any way that youre part of the problem. I'm also aware of the US' transphobic and homophobic actions, but those are only representative of some people, not the views of the majority of a country or their people, and i dont stand for those americans either (obviously). Im not trying to be an a hole or anything, or combative or anything of the sort (i support palestine being a free country, just not a theological one like Iran), I'm just genuinely confused about why we support such blatant religious homophobia. Why do we extend sympathy to people that vehemently hate us, and people that will grow up to hate us. If I wanted to go to palestine with my bf, I couldn't. If I wanted to take us to Tel Aviv, I could. It's stuff like that that really irks me. Again, I'm not trying to be hateful, and truthfully i don't fully support either side because I'm humble enough to acknowledge that the conflict is too old and complicated for me (or many americans like me) to really understand and grasp, I'm just trying to understand one perspective that really really perplexes me. Thank you in advance. EDIT: here's something I didnt think of before but is a very good topic of discussion that I don't agree or disagree with necessarily: if palestine (as it is NOW) "wins" or gets "free" (quotes because I'm not sure as to the whole meaning of these terms in this context) then what does that mean exactly and what does it mean for the lgbt community? The main fighting force against Israel is hamas, so if palestine wins, doesn't that mean hamas takes over? And if Hamas takes over, then palestine further solidifies itself as a state run by Islamic law. I know that most palestine supporters don't WANT hamas, but with my limited knowledge I can't see any scenario where palestine "wins" without Hamas solidifying itself as its government and therefore further persecuting us. EDIT 2: damn this post blew up overnight. Thanks for the somewhat civilized comments, I'm pretty much done with this thread now. And to all the people saying I want a bunch of people murdered, read the first sentence of my post lol. And also watch vinland saga, I've heard it's great.

If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
ASSESSMENTS I CAN COMPLETE:

• Online Courses (1 - 20 Weeks Long)
• Homework Assignments
• Exams Quizzes Tests
• Excel Projects
• Discussion Forum Posts
• Research Papers Term Papers Essays
• Employment Assessments

MY MATH SUBJECTS OF EXPERTISE:
I am very knowledgeable and proficient in assisting students in a wide range of mathematics classes. I can help students complete their homework assignments and other projects get an A on quizzes, tests, and exams (including proctored assessments) answer online discussion posts write essays & papers in MLA APA Chicago format and provide general overall academic help in each math course listed below:

• Advanced Placement Honors High School Level Math
• AP Calculus AB A.P. Calculus BC
• AP Statistics
• Biostatistics Bio-Statistics
• College Algebra Intermediate Algebra
• Business Calculus
• Business Statistics
• Business Math
• Calculus I Calculus II Calculus III (Calc)
• Geometry
• International Baccalaureate (IB) Maths
• Liberal Arts Math
• Logic & Reasoning
• Multivariable Calculus Multi variable Calculus
• Precalculus Pre-calculus
• Probability & Statistics
• Psychology Statistics Psych Stats
• Quantitative Reasoning Quantitative Methods Quantitative Literacy (Quant)
• Statistics (Stats)
• Statistics for Social Sciences
• Trigonometry (Trig)

STATISTICS HELP (MY BEST SUBJECT):

• I have a master's degree in Applied Statistics from a university in New Jersey, USA. As a result, I am very proficient in helping students with various types of Statistics courses including Biostatistics Business Statistics Elementary Statistics Probability & Statistics Psychology Statistics.
• I have extensive knowledge and skill with helping students get through various statistical concepts including all of the following in alphabetical order:
• ANOVA Bar Graph, Boxplot, Dot Plot, Histogram, Pie Chart Bias Binomial, Exponential, Poisson, Gamma, Uniform Distribution Central Limit Theorem Chi-Square Test Coefficient of Determination (R^2) Conditional & Relative Probability Confidence Interval Correlation Coefficient (r) Critical Region Critical Value Descriptive & Inferential Statistics Effect Size Expected Value Experiment vs Observation Goodness of Fit Test Hypothesis Testing Interpolation & Extrapolation Interquartile Range (IQR) Kurtosis Left, Negative, Right, Positive Skewed Distribution Logistic Regression Mean, Median, Mode, Midrange Multiple Regression Nominal, Ordinal, Interval, Ratio I Population Parameter Normal, Symmetric & Bell Shaped Distribution Null & Alternate Hypothesis One & Two Sample T-Test One & Two Sample Z-Test Ordinary Least Squares Outliers P-Value Pooled Variance (Equal Variances) Proportion R^2 Range Regression Regression Line Reject & Fail to Reject Ho Relative & Cumulative Frequency Distributions Relativity & Reliability Right, Left, One, Two Tailed Tailed Hypothesis Test Sample Statistics Sampling Methods (Convenience, Stratified, Simple, Cluster, Systematic) Significance Level (1%, 5%, 10%) Skewness Standard Deviation& Variance T-Score Test Statistic Time Series Type I & Type II Errors Unbiased Estimators Z-Score

ALGEBRA HELP:

• I am well-versed in helping students do well in Algebra 1 & 2 College Algebra Intermediate Algebra Pre-Algebra and I am very knowledgeable and proficient in the following algebra topics in alphabetical order:
• Absolute Values Circle Equation Domain Exponents Graphing Horizontal & Vertical Asymptotes Inequalities, Equations & Functions Inverse Functions Linear, Exponential, Logarithmic, Quadratic Equations Logarithms Maximum & Minimum Values of a Graph Number Lines One-to-One Functions Parallel & Perpendicular Lines Plotting Points & Ordered Pairs Point-Slope Form Polynomial Division Polynomials Radicals Range Rational & Irrational Expressions Rational Functions Real Roots Real Zeros Relations & Functions Slope Slope-Intercept Form Square Roots Standard Form of a Line System of Equations System of Inequalities Variables X and Y Intercepts

CALCULUS HELP:

• I am well-versed in helping students do well in Calculus I, II & III, Calculus 1, 2 & 3, Business Calculus, Multivariable Calculus, Vector Calculus and I am very knowledgeable and proficient in the following calculus topics in alphabetical order:
• Absolute & Local Maximum and Minimum Antiderivative Area & Volume Chain Rule Concavity Continuity Convergence Test Critical Points Curvature Curve of Rotation Curve Sketching Derivatives Divergence Test First & Second Derivative Test Fourier Series Implicit Differentiation Increasing / Decreasing Functions Infinite Series Integrals Integration by Parts Jacobian Matrix Limits L’Hopital’s Rule Maclaurin Series Mean Value Theorem Partial Derivative Product & Quotient Rule Reiman Sum Related Rates Simpson’s Rule Solid of Revolution Substitution Rule Taylor Series

Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
ATTRIBUTES THAT SET ME APART FROM OTHER TUTORS:

• I firmly believe that I have many attributes and skills that set me apart from other tutors. Below is a list of qualities that makes me an ideal fit to help you master your coursework:

I CAN AID STUDENTS TAKING PROCTORED ASSESSMENTS:

• Proficient in CollegeBoard AP Calculus AB, AP Calculus BC & AP Statistics exams.
• Skilled with International Baccalaureate Math Exams: IB Maths HL & IB Maths SL
• Can intentionally answer a few problems incorrectly at the student's request.
• Can text solutions to the student while they are taking a proctored exam.
• Upon request, can purposely obtain grades below an A (ex: B+, B, C+, C-).
• I can stretch out the time to a plausible length for timed exams and assignments before submitting them.
• Have reliable software that can change my IP address to match the closest major city near the student.
• I have exceptional multiple-choice exam-taking skills. I have mastered the various techniques to make calculated guesses for the correct option in standardized exams such as the SAT & GRE.

I CAN VERIFY MY ACADEMIC KNOWLEDGE & SKILLS:

• I have no problem with requests to solve sample problems upfront to prove my knowledge & proficiency of the course concepts.
• I can provide glowing references & strong examples of work done for past clients to verify my academic skills.
• I can also provide, upon request, complete detailed calculations with explanations for solutions to the problems worked on.
• I am quite skilled and adept in using multiple modernized educational platforms and software, including but not limited to: Brightspace MyStatLab D2L WebAssign Canvas MyMathLab Blackboard ALEKS
• Can format term papers and discussion posts in APA MLA Harvard Chicago Vancouver OSCOLA IEEE format.

I HAVE PAID ACCESS TO OVER 15 STUDY-HELP WEBSITES AND MATHEMATICAL SOFTWARE:

• I have multiple paid subscriptions to a wide range of academic tutoring resources, including Chegg, Quizlet, CourseHero, Brainly, Grammarly, Study. com, Bartleby, Slader, Transtutors, Slideshare, StudocU, Turnitin, Academia, SymboLab, WolframAlpha, and Scribd to help guide to solve exam & homework questions that I may not immediately know.
• However, I am smart enough not to blatantly plagiarize solutions online but instead write them in my own unique words, formatting, & mathematical terminology.
• I have access to a very sophisticated graphing calculator and various mathematical software that provides step-by-step solutions to complex mathematical problems within seconds, allowing me to provide exact solutions to the student in a timely manner.
• I have impeccable handwriting and a high-quality mobile scanner app that allows me to scan written solutions in very legible high-definition JPG, PNG, or PDF formats.

MY AVAILABILITY & RELIABILITY:

• Depending on my availability, I can accommodate immediate tutoring requests, 1-24 hour, and 1-30-day deadlines.
• I can schedule live real-time online sessions and meet deadlines in an impressively timely fashion.
• I can provide quick notifications and updates of progress made in the student's class via email text phone calls.
• I can also be available to tutor students for Fall 2021 Spring 2022 Summer 2022 semesters.

MY EDUCATIONAL SOFTWARE OF EXPERTISE:

• I am very knowledgeable and well-versed in a wide range of educational software to tutor students in including but not limited to: Acellus ALEKS APEX Learning Aplia Blackboard Brightspace Canvas Cengage CengageNow Connect ConnectMath Connexus CPM D2L Discord Edmentum Eviews Examity Excel Hawkes Learning Honorlock Khan Academy Knewton LimeSpring Lumen Maple MasteringChemistry MasteringPhysics MathXL (XL) MATLAB McGraw-Hill Microsoft Word Minitab Moodle MyAccountingLab MyEconLab MyITLab MyLab My Lab MyMathLab My Math Lab MyOpenMath MyPsychLab MySocLab MyStatLab My Stat Lab NCSS Open Source Software Pearson PERT PlatoWeb PowerPoint Prezi R Respondus Lockdown Browser with Webcam Sapling SPSS Stata StraighterLine Straighter Line WebAssign Web Assign Webex (Cisco) WebWork Wiley WileyPlus Wonderlic Zoom

SCHOOLS FROM WHICH I'VE HELPED STUDENTS IN :
As of 2021, I have tutored and helped students enrolled at the following U.S. universities community colleges county & city colleges schools for-profit institutions listed below in alphabetical order:

• A - C: American Public University System (APUS) Arizona State Ashford Brigham Young Brown Broward California State (Fullerton) Capella Chamberlain (Illinois) Colorado Technical Columbia Columbia Southern Cornell
• D - K: Dallas College Dartmouth DeVry Excelsior College Florida International Florida State Full Sail Georgia State Grand Canyon Harvard Houston Community College Ivy Tech Community College Kaplan Kennesaw State Kent State
• L - T: Liberty Lone Star College System Kaplan Miami Dade Michigan State CUNY State University of New York (SUNY) Northern Virginia Ohio State University of Phoenix (UOP) Penn State Princeton Purdue (Davenport) San Diego State San Francisco State San Jose State Southern New Hampshire Southern Nevada Stanford St. Petersburg Strayer Texas Tech
• UNIVERSITY OF: Alabama Arizona California (UC) Central Florida Chicago Cincinnati Florida Houston Illinois (Urbana-Champaign) Iowa Maryland Minnesota Michigan North Texas Pennsylvania Southern Florida Texas Toronto
• U - Z: UCLA Extension Utah State Utah Valley Valencia Walden U Wake Technical Western Governors Wilmington Yale

Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
I OFFER FLEXIBLE PAYMENT PLANS:

• I offer several unique payment plans, including a weekly plan, a discounted monthly plan, a discounted half-now / half-later plan, and highly discounted up-front rates.
• I can accept the following payment methods for my services: PayPal Debit Cards Square Cash Credit Cards Cash App Venmo.
• Only people located in North America have access to Venmo Cash App Zelle.
• This is an excellent way to determine if the person you're dealing with is from the United States.
• Within reason, I offer a partial or full money-Back guarantee if the student is very unsatisfied with my academic services.

TUTORING AVAILABLE FOR OTHER SUBJECTS:

• For other subjects, you can reach out to me, and I can connect you with one of my tutoring partners who can provide general academic assistance for the following subjects:
• Art & Design: Art History Design Film Studies
• Business: Accounting (Acc) Biz Courses Business Administration (Biz Admn) Business Calculus Business Law Business Statistics Corporate Finance Economics (Econ) Finance (Fin) Financial Accounting Intermediate Accounting Intermediate Microeconomics (Micro) Macroeconomics (Macro) Management (Mgmt) Managerial Accounting Marketing MBA
• Computer Science: C C++ Computer Programming (Comp) Java Python R (Introduction & Intermediate Level Only)
• Humanities: Communications (Comm) English Literature Essay & Term Paper Writing, Editing, Proofreading Essays History Papers Philosophy (Phil) Religious Studies Theology (Theo)
• Mathematics: A.P. Calculus AB & BC Psychology Statistics AP Statistics Bio statistics Calculus I (1) Calculus II (2) Calculus III (3) College Algebra Differential Equations Discrete Math Finite Math Functions General Math Geometry Liberal Arts Math Linear Algebra Multi-variable Calculus Partial Differential Equations Precalculus Probability Quantitative Reasoning Real Analysis Statistics Trigonometry (Trig) Vector Calculus
• Science & Medicine: Anatomy & Physiology (A & P) Biochemistry Biology (Bio) Biostatistics Earth Science Environmental Science General Chemistry (Chem) Healthcare Medicine Nursing Nutrition Organic Chemistry Physics (Phys)
• Social Sciences: Anthropology Economics (Econ) Geology Law & Justice Liberal Arts Liberal Studies Political Science Psychology Sociology

THE OBLIGATORY "IS THIS A SCAM?" QUESTION:
Considering the fact that you found my contact information online, it’s understandable to be skeptical regarding the legitimacy of my services. Therefore, I’m willing to do all of the following to help you feel more secure in trusting me with your academic needs:

• 1) Speak with you on the phone and answer any questions you may have so that you have the opportunity to assess and analyze my tone, articulation, accent, diction, dialect, regionalisms, pitch, vocabulary, word choice, intonations, and inflections.
• NOTE: I’m a New Jersey-born Irish/Italian-American, but I have been told that I speak in an erudite & articulate suburban American accent with a “professor style” voice somewhat resembling the voice of actor: Ben Stein.
• 2) Agree to do some homework questions of yours upfront with the work fully shown in real-time to prove my mastery of the course content.
• 3) Send you screenshots of at least five past scores I attained from completing exams & homework assignments for other students in the same type of class you need help with.
• 4) Send you full screenshots of written exam solutions I wrote up by hand for students in the past in the same course that you need help with so that you can see my neat handwriting.
• 5) Provide you with the contact information of students who have utilized my services in the past who would be more than willing to vouch for my skills.

MY REBUTTAL TO THE OBLIGATORY “IS THIS A SCAM?” QUESTION:
At the risk of sounding arrogant, I consider myself to be at least marginally more intelligent (both academically & socially) than the average person. Therefore, if I ever decided to suddenly risk prison time, risk my reputation, and risk enduring the wrath of modern-day “cancel culture” by scamming people out of their money:

• I certainly wouldn’t do it for such paltry amounts of money. (i.e., anything less than $1,000 per victim.)
• I certainly wouldn’t choose high school & college students as my “target audience” to scam, considering that most people without college degrees have abysmally low annual incomes. Why choose low-income victims when it would be much more profitable to target high-income, high-net-worth individuals earning at least six figures a year? I have knowledge in business consulting, and I promise you that a business owner would be a MUCH more lucrative mark than a low-income college student.
• I wouldn’t choose such a time & energy-draining method of scamming people. Also, communicating back and forth with potential clients is an absurdly long time sink since only less than 10% of all potential clients who reach out to me actually become paying clients of mine. This means that 90% of my time communicating with potential clients ultimately proves to be a colossal waste of my irretrievable time & energy.
• If you pay me to provide academic services and I don’t deliver, you can always dispute the payment with the payment app and easily get your money refunded. If I were in the habit of swindling money from people, then all of my payment accounts would have been investigated and be completely shut down by now. And I would have been permanently banned from opening new accounts. Therefore, the fact that all my payment apps have been fully active for years should be sufficient proof that I haven’t had people consistently disputing payments sent to me.

HOW TO CONTACT ME:
Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641

• I take my work as a tutor very seriously, and I always aim to do my best to help my students excel in school. I have a solid and sincere passion for academic achievement, and with my help, I am positive that I can help students obtain very high grades with minimal stress and effort.
• Please feel free to contact me if you're interested in my services and would like to learn more. I'm available 24/7 via phone call, email, and text. Again, thank you for taking the time to read my Reddit tutoring ad, and I hope to hear from you soon!

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This is a question that many of you may have asked along this path: How was Christianity influenced by "Gnosticism"? How close are they? I guarantee that many people know who they are the Valentinians.
I recently came across a comment that made a comparison between classical Gnosticism and Eastern Orthodoxy, which in turn is "easier" to have been influenced by Gnosticism than Western Orthodoxy. However, I would really like to see a comparison between Valentinianism and Eastern Orthodoxy, after all perhaps there is a consensus among scholars that the Valentinians were the most successful as Elaine Pagels points out;
"Aside from the Church fathers, however, "the majority of Christians did not recognize the followers of Valentinus as heretics. Most could not tell the difference between Valentinian and orthodox teaching." - Pagels 1979, 32
"Valentinian Gnosticism was "the most influential and sophisticated form of Gnostic teaching, and by far the most threatening to the church." - Pagels 1979, 32
I'm bringing this information just to encourage the question and how interesting it is.
"Klaus Koschorke mentions an ancient author, Didymus the Blind (+389), who wrote that in Alexandria many followed the christological insights of the Gnostics. Athanasius as well as Chrysostomus knew of, among others, Valentinians in Antiochia in the second half of the fourth century. Athanasius describes the conditions on which repentant Valentinians may again be admitted to the Church, while Chrysostomus warns Christians against the alluring theses of the Valentinians. At the same time riots of Arians against Valentinians in Syria occurred to which the emperor, Julian the Apostate, reacted by seizing the assets of the Arian Church. In 388 a Valentinian church in Kallinikon on the Euphrates was reduced to ashes by fanatical monks.
In the fifth century the eastern emperor Theodosius II in an Imperial decree of 428 mentioned among heretics in Rome Valentinians; twenty years later a letter by bishop Theodoretus of Cyrus (near Antio- chia) testifies to their presence in Syria. Even much later, around 600, Timotheus, a presbyter in Constantinople, discusses how converted Valentinians might be readmitted to the Church. The very last mention of them that Koschorke delved up in patristic literature dates from 692, when the synod called 'Trullanum II', in Constantinople." - Fontaine 2023, 285
And also the colleague's answer u/chaosaswill: "The ancient Valentinians, unlike other gnostic sects, were raised closely within the early Christian community before there was any coherent theological identity. Hence our founder Valentinus was tasked with providing a systematic theology to be just that. Using the educative sources from Jews, Greeks, and fellow Christians results in a message that's mostly consistent with proto-orthodoxy in a lot of ways and even be a lot more influential in Christchendom than they would like to admit. Saved by Divine Grace from the curse of the Law? Guardian Angels? Knowing the Father through the Son? Mystical union being described with erotic language? Even perhaps a proto-Trinity view of the Godhead? You can thank the Valentinians."
And finally, the deleted user's comment:
" I'd say that the distance between Classical Gnosticism and Eastern Orthodoxy is shorter, yeah. Obvious and crucial differences aside,
• Both CG and EO are resolutely Platonist, unlike everyone else professing varieties of Aristotelianism (which makes EO really "otherworldly" in practice, just like GC was, and a much closer relation intellectually).
• Since the 1800s, EO is rediscovering Sophiology, and in bigger numbers with bigger significance than 1600s Protestant Sophiology or modern Catholic attempts.
• The EO doctrine of theosis is narratively different but functionally pretty similar to the CG idea of soul's rememberance and return to Pleroma.
• Origenism (with apokatastasis and allegorical, mystical readings of Scripture) keeps showing up here and there in EO, and that's a kind of theology that really borders on Gnosticism despite Origen's own criticisms.
• Not a major similarity, but EO and various Gnostic movements both were led by monastics, and essentially expected some form of monastic discipline also from the laity.
• EO has the optional idea (theologoumenon) of Toll-Houses, which frankly is just the good old Gnostic idea of post-mortem escape past the archons.
• The Platonist mysticism of noetic ascent defines both EO and GC, whereas it's really a minority option in Catholicism and Protestantism by pure numbers."
Now I would like to know your opinion about all this, if you have also noticed any similarity or several similarities or if even curiosity made you do a thorough research. Be welcome.

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ASSESSMENTS I CAN COMPLETE:

• Online Courses (1 - 20 Weeks Long)
• Homework Assignments
• Exams Quizzes Tests
• Excel Projects
• Discussion Forum Posts
• Research Papers Term Papers Essays
• Employment Assessments

MY MATH SUBJECTS OF EXPERTISE:
I am very knowledgeable and proficient in assisting students in a wide range of mathematics classes. I can help students complete their homework assignments and other projects get an A on quizzes, tests, and exams (including proctored assessments) answer online discussion posts write essays & papers in MLA APA Chicago format and provide general overall academic help in each math course listed below:

• Advanced Placement Honors High School Level Math
• AP Calculus AB A.P. Calculus BC
• AP Statistics
• Biostatistics Bio-Statistics
• College Algebra Intermediate Algebra
• Business Calculus
• Business Statistics
• Business Math
• Calculus I Calculus II Calculus III (Calc)
• Geometry
• International Baccalaureate (IB) Maths
• Liberal Arts Math
• Logic & Reasoning
• Multivariable Calculus Multi variable Calculus
• Precalculus Pre-calculus
• Probability & Statistics
• Psychology Statistics Psych Stats
• Quantitative Reasoning Quantitative Methods Quantitative Literacy (Quant)
• Statistics (Stats)
• Statistics for Social Sciences
• Trigonometry (Trig)

STATISTICS HELP (MY BEST SUBJECT):

• I have a master's degree in Applied Statistics from a university in New Jersey, USA. As a result, I am very proficient in helping students with various types of Statistics courses including Biostatistics Business Statistics Elementary Statistics Probability & Statistics Psychology Statistics.
• I have extensive knowledge and skill with helping students get through various statistical concepts including all of the following in alphabetical order:
• ANOVA Bar Graph, Boxplot, Dot Plot, Histogram, Pie Chart Bias Binomial, Exponential, Poisson, Gamma, Uniform Distribution Central Limit Theorem Chi-Square Test Coefficient of Determination (R^2) Conditional & Relative Probability Confidence Interval Correlation Coefficient (r) Critical Region Critical Value Descriptive & Inferential Statistics Effect Size Expected Value Experiment vs Observation Goodness of Fit Test Hypothesis Testing Interpolation & Extrapolation Interquartile Range (IQR) Kurtosis Left, Negative, Right, Positive Skewed Distribution Logistic Regression Mean, Median, Mode, Midrange Multiple Regression Nominal, Ordinal, Interval, Ratio I Population Parameter Normal, Symmetric & Bell Shaped Distribution Null & Alternate Hypothesis One & Two Sample T-Test One & Two Sample Z-Test Ordinary Least Squares Outliers P-Value Pooled Variance (Equal Variances) Proportion R^2 Range Regression Regression Line Reject & Fail to Reject Ho Relative & Cumulative Frequency Distributions Relativity & Reliability Right, Left, One, Two Tailed Tailed Hypothesis Test Sample Statistics Sampling Methods (Convenience, Stratified, Simple, Cluster, Systematic) Significance Level (1%, 5%, 10%) Skewness Standard Deviation& Variance T-Score Test Statistic Time Series Type I & Type II Errors Unbiased Estimators Z-Score

ALGEBRA HELP:

• I am well-versed in helping students do well in Algebra 1 & 2 College Algebra Intermediate Algebra Pre-Algebra and I am very knowledgeable and proficient in the following algebra topics in alphabetical order:
• Absolute Values Circle Equation Domain Exponents Graphing Horizontal & Vertical Asymptotes Inequalities, Equations & Functions Inverse Functions Linear, Exponential, Logarithmic, Quadratic Equations Logarithms Maximum & Minimum Values of a Graph Number Lines One-to-One Functions Parallel & Perpendicular Lines Plotting Points & Ordered Pairs Point-Slope Form Polynomial Division Polynomials Radicals Range Rational & Irrational Expressions Rational Functions Real Roots Real Zeros Relations & Functions Slope Slope-Intercept Form Square Roots Standard Form of a Line System of Equations System of Inequalities Variables X and Y Intercepts

CALCULUS HELP:

• I am well-versed in helping students do well in Calculus I, II & III, Calculus 1, 2 & 3, Business Calculus, Multivariable Calculus, Vector Calculus and I am very knowledgeable and proficient in the following calculus topics in alphabetical order:
• Absolute & Local Maximum and Minimum Antiderivative Area & Volume Chain Rule Concavity Continuity Convergence Test Critical Points Curvature Curve of Rotation Curve Sketching Derivatives Divergence Test First & Second Derivative Test Fourier Series Implicit Differentiation Increasing / Decreasing Functions Infinite Series Integrals Integration by Parts Jacobian Matrix Limits L’Hopital’s Rule Maclaurin Series Mean Value Theorem Partial Derivative Product & Quotient Rule Reiman Sum Related Rates Simpson’s Rule Solid of Revolution Substitution Rule Taylor Series

I CAN AID STUDENTS TAKING PROCTORED ASSESSMENTS:

• Proficient in CollegeBoard AP Calculus AB, AP Calculus BC & AP Statistics exams.
• Skilled with International Baccalaureate Math Exams: IB Maths HL & IB Maths SL
• Can intentionally answer a few problems incorrectly at the student's request.
• Can text solutions to the student while they are taking a proctored exam.
• Upon request, can purposely obtain grades below an A (ex: B+, B, C+, C-).
• I can stretch out the time to a plausible length for timed exams and assignments before submitting them.
• Have reliable software that can change my IP address to match the closest major city near the student.
• I have exceptional multiple-choice exam-taking skills. I have mastered the various techniques to make calculated guesses for the correct option in standardized exams such as the SAT & GRE.

I CAN VERIFY MY ACADEMIC KNOWLEDGE & SKILLS:

• I have no problem with requests to solve sample problems upfront to prove my knowledge & proficiency of the course concepts.
• I can provide glowing references & strong examples of work done for past clients to verify my academic skills.
• I can also provide, upon request, complete detailed calculations with explanations for solutions to the problems worked on.
• I am quite skilled and adept in using multiple modernized educational platforms and software, including but not limited to: Brightspace MyStatLab D2L WebAssign Canvas MyMathLab Blackboard ALEKS
• Can format term papers and discussion posts in APA MLA Harvard Chicago Vancouver OSCOLA IEEE format.

MY EDUCATIONAL SOFTWARE OF EXPERTISE:

• I am very knowledgeable and well-versed in a wide range of educational software to tutor students in including but not limited to: Acellus ALEKS APEX Learning Aplia Blackboard Brightspace Canvas Cengage CengageNow Connect ConnectMath Connexus CPM D2L Discord Edmentum Eviews Examity Excel Hawkes Learning Honorlock Khan Academy Knewton LimeSpring Lumen Maple MasteringChemistry MasteringPhysics MathXL (XL) MATLAB McGraw-Hill Microsoft Word Minitab Moodle MyAccountingLab MyEconLab MyITLab MyLab My Lab MyMathLab My Math Lab MyOpenMath MyPsychLab MySocLab MyStatLab My Stat Lab NCSS Open Source Software Pearson PERT PlatoWeb PowerPoint Prezi R Respondus Lockdown Browser with Webcam Sapling SPSS Stata StraighterLine Straighter Line WebAssign Web Assign Webex (Cisco) WebWork Wiley WileyPlus Wonderlic Zoom

SCHOOLS FROM WHICH I'VE HELPED STUDENTS IN :
As of 2021, I have tutored and helped students enrolled at the following U.S. universities community colleges county & city colleges schools for-profit institutions listed below in alphabetical order:

• A - C: American Public University System (APUS) Arizona State Ashford Brigham Young Brown Broward California State (Fullerton) Capella Chamberlain (Illinois) Colorado Technical Columbia Columbia Southern Cornell
• D - K: Dallas College Dartmouth DeVry Excelsior College Florida International Florida State Full Sail Georgia State Grand Canyon Harvard Houston Community College Ivy Tech Community College Kaplan Kennesaw State Kent State
• L - T: Liberty Lone Star College System Kaplan Miami Dade Michigan State CUNY State University of New York (SUNY) Northern Virginia Ohio State University of Phoenix (UOP) Penn State Princeton Purdue (Davenport) San Diego State San Francisco State San Jose State Southern New Hampshire Southern Nevada Stanford St. Petersburg Strayer Texas Tech
• UNIVERSITY OF: Alabama Arizona California (UC) Central Florida Chicago Cincinnati Florida Houston Illinois (Urbana-Champaign) Iowa Maryland Minnesota Michigan North Texas Pennsylvania Southern Florida Texas Toronto
• U - Z: UCLA Extension Utah State Utah Valley Valencia Walden U Wake Technical Western Governors Wilmington Yale

I OFFER FLEXIBLE PAYMENT PLANS:

• I offer several unique payment plans, including a weekly plan, a discounted monthly plan, a discounted half-now / half-later plan, and highly discounted up-front rates.
• I can accept the following payment methods for my services: PayPal Debit Cards Square Cash Credit Cards Cash App Venmo.
• Only people located in North America have access to Venmo Cash App Zelle.
• This is an excellent way to determine if the person you're dealing with is from the United States.
• Within reason, I offer a partial or full money-Back guarantee if the student is very unsatisfied with my academic services.

TUTORING AVAILABLE FOR OTHER SUBJECTS:

• For other subjects, you can reach out to me, and I can connect you with one of my tutoring partners who can provide general academic assistance for the following subjects:
• Art & Design: Art History Design Film Studies
• Business: Accounting (Acc) Biz Courses Business Administration (Biz Admn) Business Calculus Business Law Business Statistics Corporate Finance Economics (Econ) Finance (Fin) Financial Accounting Intermediate Accounting Intermediate Microeconomics (Micro) Macroeconomics (Macro) Management (Mgmt) Managerial Accounting Marketing MBA
• Computer Science: C C++ Computer Programming (Comp) Java Python R (Introduction & Intermediate Level Only)
• Humanities: Communications (Comm) English Literature Essay & Term Paper Writing, Editing, Proofreading Essays History Papers Philosophy (Phil) Religious Studies Theology (Theo)
• Mathematics: A.P. Calculus AB & BC Psychology Statistics AP Statistics Bio statistics Calculus I (1) Calculus II (2) Calculus III (3) College Algebra Differential Equations Discrete Math Finite Math Functions General Math Geometry Liberal Arts Math Linear Algebra Multi-variable Calculus Partial Differential Equations Precalculus Probability Quantitative Reasoning Real Analysis Statistics Trigonometry (Trig) Vector Calculus
• Science & Medicine: Anatomy & Physiology (A & P) Biochemistry Biology (Bio) Biostatistics Earth Science Environmental Science General Chemistry (Chem) Healthcare Medicine Nursing Nutrition Organic Chemistry Physics (Phys)
• Social Sciences: Anthropology Economics (Econ) Geology Law & Justice Liberal Arts Liberal Studies Political Science Psychology Sociology

THE OBLIGATORY "IS THIS A SCAM?" QUESTION:
Considering the fact that you found my contact information online, it’s understandable to be skeptical regarding the legitimacy of my services. Therefore, I’m willing to do all of the following to help you feel more secure in trusting me with your academic needs:

• 1) Speak with you on the phone and answer any questions you may have so that you have the opportunity to assess and analyze my tone, articulation, accent, diction, dialect, regionalisms, pitch, vocabulary, word choice, intonations, and inflections.
• NOTE: I’m a New Jersey-born Irish/Italian-American, but I have been told that I speak in an erudite & articulate suburban American accent with a “professor style” voice somewhat resembling the voice of actor: Ben Stein.
• 2) Agree to do some homework questions of yours upfront with the work fully shown in real-time to prove my mastery of the course content.
• 3) Send you screenshots of at least five past scores I attained from completing exams & homework assignments for other students in the same type of class you need help with.
• 4) Send you full screenshots of written exam solutions I wrote up by hand for students in the past in the same course that you need help with so that you can see my neat handwriting.
• 5) Provide you with the contact information of students who have utilized my services in the past who would be more than willing to vouch for my skills.

MY REBUTTAL TO THE OBLIGATORY “IS THIS A SCAM?” QUESTION:
At the risk of sounding arrogant, I consider myself to be at least marginally more intelligent (both academically & socially) than the average person. Therefore, if I ever decided to suddenly risk prison time, risk my reputation, and risk enduring the wrath of modern-day “cancel culture” by scamming people out of their money:

• I certainly wouldn’t do it for such paltry amounts of money. (i.e., anything less than $1,000 per victim.)
• I certainly wouldn’t choose high school & college students as my “target audience” to scam, considering that most people without college degrees have abysmally low annual incomes. Why choose low-income victims when it would be much more profitable to target high-income, high-net-worth individuals earning at least six figures a year? I have knowledge in business consulting, and I promise you that a business owner would be a MUCH more lucrative mark than a low-income college student.
• I wouldn’t choose such a time & energy-draining method of scamming people. Also, communicating back and forth with potential clients is an absurdly long time sink since only less than 10% of all potential clients who reach out to me actually become paying clients of mine. This means that 90% of my time communicating with potential clients ultimately proves to be a colossal waste of my irretrievable time & energy.
• If you pay me to provide academic services and I don’t deliver, you can always dispute the payment with the payment app and easily get your money refunded. If I were in the habit of swindling money from people, then all of my payment accounts would have been investigated and be completely shut down by now. And I would have been permanently banned from opening new accounts. Therefore, the fact that all my payment apps have been fully active for years should be sufficient proof that I haven’t had people consistently disputing payments sent to me.

If you are unable to Handle your Online Exam, Assignments, Homework and any other coursework tasks,get paid help from Online Helpers at Hiraedu!
You can get help for full online course where our expert will do complete course on your behalf!
Contact Details for Hiraedu Helper:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Website: hiraedu. com
Email: info@hiraedu. com

This page aims to showcase noteworthy content including subreddit posts, comments, videos, and tweets. The posts are organized by topic. Here, we aim to recreate the deprecated Reddit 'Collections' feature.

The Ahmadiyya Muslim Jama'at

• A response to Imam Iftekhar Ahmed's criticism of the HPD article on the Ahmadiyya community - A response to an Apologetic about cultish structures within the Jama'at
• Plausible deniability - A commentary on the balance between openness and rigid nonacceptance in Ahmadiyya.
• All the Ahmadiyya Sects

Engaging without being derogatory * Tweet - The reason why "Qadiani" and "mirzai" are considered derogatory terms.
Waqfe Nau Scheme

• Reddit Comment - The Jama'at has a systematic way of making people feel special.

Atheism

• Atheists have no morality or purpose - A discussion on atheism and morality.

Hadith

• Burning Eyes, Drinking Camel Urine and Ahmadiyya Islam

Homeopathy

• Thoughts on the recommended homeopathic remedy for Covid19 - A small break down of homeopathy, its flaws, and the specific flaw of the recommended medicine even within the realm of the pseudoscience of homeopathy.

Homosexuality

• The Ahmadiyya Muslim Community and Homosexuality [video] - what their PR friendly outreach doesn’t tell you about how they really feel, and what they teach their own.
• Mirza Masroor Ahmad thinks being gay is a curable illness and supports conversion therapy

On "Marrying Out": rules, logistics, resources, and experiences

• Administrative or theological : Marriage between Ahmadi Muslim Girl and nonAhmadi Muslim Boy
• My experience so far. I am posting this so people know they arent alone.
• KMV's letter: Why are Ahmadi women sometimes allowed to marry non-Muslims

Getting Permission to Marry Out * Have any Ahmadi girls been able to marry non-Ahmadi Muslims without getting kicked out? * To those with non-Ahmadi S/Os who got Huzur * Question! Woman from Ahmadi family marrying a non-Muslim.
Fake Conversions for Marriage Purposes * Marrying an Ex Ahmadi * Marriage to an ahmadi * Converting Process for Marriage * Question about partner's conversion
Resignation from the Jama'at and Marriage w/o Permission * Administrative Clarification on Marriage after a Formal Resignation from the Jama'at * To those who have a non-ahmadi SO/Partner, how did you parents/family react? To those who don’t intend to marry within the community, what’s your plan? * Has anyone here got married without the permission of Jamaat? Did your family ever forgive you? How does the jamaat punish? * Ahmadis Who Married Outside the Jamat and Weren't Kicked Out: What was your experience?
Ethical Questions to the Jama'at Concerning Marriage Matters * The issue of Compatibility in Marriage/Rishta Nata : Kafu * Patriarchal rules and Women subordination in respect to choosing a spouse in the Ahmadiyya community * Jamaat policies which limit the presence, influence, and agency of women * Can Sunnis and Ahmadis marry? * An Ahmadi man who does his Nikkah with a non-Ahmadi imam must be disciplined and he is no longer a member of the Ahmadiyya Muslim Community. * Controlling Marriage: Murabbi sb is NOT necessary for marriage
Legal Matters / Fiqah * Ahmadi marriages and Western legal systems * Nikah & Civil marriage process are both really necessary in western society * Wali: Ahmadi Fiqah vs idea of Ahmadi Apologist Tahir Nasser * Halala, marriage with non-ahmadis and jihad

Mirza Ghulam Ahmad

• Insects coming from thin air. MGA's misconception about insects - A scientific error by MGA
• The "great sign of the plague" misrepresented - A willful misrepresentation to paint a grander, more impressive picture of MGA
• Red Drops: A Miracle Attesting the Divinity of Mirza Ghulam Ahmad - A claim of a supernatural experience by MGA
• The purpose of Messiah and Mahdi: Protection of religion? - A reflection on whether Mirza Ghulam Ahmad has really contributed anything crucial to Islam
• The unrealistic standards of MGA - A compilation of quotes from the Promised Messiah's books outlining how a true believer is expected to live their life.

Prophecy: Muhammadi Begum * Muhammadi Begum was 13/14 years old when Mirza Sahib, aged 53, made a Prophecy of marrying her. - The Muhammadi Begum saga's outrageous aspect of age-difference.
Prophecy: The Plague * The Plague in India: Who benefited from this pandemic? - MGA using a natural disaster killing many innocent people unjustifiably as a sign for his success. * The "great sign of the plague" misrepresented - A juxtaposition of an article on alislam.org quoting a revelation from Tadhkirah and what the actual entry in Tadhkirah says. * Claim that MGA predicted the Plague 25 years prior to the event in Brahin-e-Ahmadiyya - A showcase of the Promised Messiah's modification to the interpretation of a revelation such that it appears as if he predicted the plague 25 years before it actually happened. * Religious opportunism during plagues - Noting the tendencies of religions to capitalize on periods of fear for their gain.

Personal Experiences

• Asking Questions in the Jama'at: Not Without its Consequences—Yelled at after an Ijtema Q&A - Exploring the culture to allow questioning within the Jama'at as long as the question are of a particular type. 1 which can easily be answered with the conclusion that islam is perfect.

The Qur'an

• The Jews who broke the Sabbath and God transformed them into Monkeys and Pigs - Hassan Radwan weighs in - A video analyzing the absence of logic of a mythological story within the Quran
• A Temporary Hell? Hassan Radwan weighs in. - Does the Quran support the idea of a temporary hell as a healing place? (video)
• The Quran was sent to "warn" and "remind" those Arabic-speaking inhabitants living in and around the "mother of cities" only - Challenging the narrative that the Quran was sent as a guidance for all mankind though the Quran itself.

Theology

Salvation * Difference of opinion between 2 khalifas Salvation - A difference of opinion between the 2nd Khalifa and the 4th Khalifa about 2:63. One implies that only muslims can get salvation, the other says that anyone sincere will, regardless of whether they are a muslim or not.
Coercion

• Original implementation of Khuddam-ul-Ahmadiyya - A translation of an Urdu passage from a book of the 2nd khalifa, explicitly saying that coercion should be used to force people to join Khuddam-ul-Ahmadiyya and that those that do not comply should be cut off from their family, shamed, and "like a dirty rag thrown out of their home".
• Second Ahmadiyya Caliph narrates a story refrencing that "Prophet Muhammad said that anyone who tries to spread differences in a Jammat that is under one Caliph should be killed, no matter who he is"

Scientific Implications

• Star collisions, astrophysics and Ahmadiyya - Quotes from the Promised Messiahs book "The philosophy of the teachings of Islam" describing stars as unchanging objects.

Why and How We Left

Here, we provide you with some of the most popular and/or most impactful threads in this sub's history. This is the best of Questioning Islam/Ahmadiyya. If you're a new subscriber, you'll want to explore some of the amazing discussions in our archive, starting with these

• Why and how we left Islam/Ahmadiyya: 2019
• Why and how we left Islam/Ahmadiyya: 2018
• I don't belong in ahmadiyyat and ahmadiyyat doesn't accept me
• To those who have left the community, what are your reasons and motivations for being here?
• Which did you question first? Islam (generally) or the unique aspects of Ahmadiyyat (specifically)?
• The Coming Out Process

Women

• Women have inferior mental powers and lack enough understanding to seek their own divorce: from the writings of Mirza Ghulam Ahmad
• Hijab in the Quran? - A closer look into whether to Quran commands women to cover their heads or not.
• Afghan Burka is the real Burqa (covering) as prescribed in the Holy Quran - Khalifa I
• Women who don't obey their husbands are cursed - An extract of the Promised Messiah's Tafsir (Qur'anic commentary).
• Reminder: The official Ahmadi position on Aisha's age of Nikkah is 9 and consummation is 12- 14 years old - Transcript of Mirza Masroor Ahmad explicitly saying that the marriage of Aisha happened at age 9 and consummation at 12.
• The western curse of working women - Exploring the dichotomy between the Jama'at’s internal and external messaging on women having careers.
• Jama'at policies which limit the presence, influence, and agency of women - A compilation of the systematic ways women are put to the side in the Ahmadiyya Muslim Community
• Ahmadi apologetics on the 'wife-beating' verse - A break down of the different justifications used in Ahmadiyya to explain why the Quran allows for women to be beaten by men( in some situations).
• Patriarchal rules and Women subordination in respect to choosing a spouse in the Ahmadiyya community
• The Murder of Lareeb Khan: A look into the court trial and the role of the Jama'at
  • Part 1 The testimony of the Murrabi counselling the family
  • Part 2 The testimony of the Murrabi counselling the family
  • Part 3 Final pleas, the verdict and the aftermath of the killing

Polygamy * The Promised Son (Mirza Basheer-ud-Din Mahmood Ahmad, Khalifa II): Polygamy & Underage Wives * Any woman who complains about her husband's second marriage becomes Kafir, Ahmadis should marry more than one wife to dispel myths about polygamy * MGA's views on sexual relationships - An ugly husband is ok but not an ugly wife/ Polygamy Roohani Khazain.
Prisoners of war * Up is down, black is white and Rape is not Rape - A response to the response by Maulana Farhan Iqbal on the issue of non-consensual marriage of prisoner of war in Islam as interpreted by the Ahmadiyya community. * The Ahmadi position on non-consensual marriage of prisoners of war - Analysis of the apologia surrounding the position of Ahmadiyyat around PoWs. * Having Sex with Slave girls after 4 Marriages is allowed ?

Megapost: A list of statements, press releases, and other sources reporting and expressing concern and criticism about Israel's war in Gaza and related aspects of the war. (Part 3)

Notes: This is a work that is currently in progress; please check back for updates. Titles have been edited to provide details.
Part 1 is here: https://www.reddit.com/Social_Democracy/comments/1clx1uc/megapost_a_list_of_statements_press_releases_and/
Part 2 is here: https://www.reddit.com/Social_Democracy/comments/1cmjhpk/megapost_a_list_of_statements_press_releases_and/
Part 4 is here: https://www.reddit.com/Social_Democracy/comments/1crvrde/megapost_a_list_of_statements_press_releases_and/
Ayanna Pressley, Interfaith Coalition Hold Vigil for Lives Lost in Gaza and Israel, Renew Calls for Ceasefire ["Joining Rep. Pressley at the vigil was Rev. Carrie Ballenger, University Lutheran and Lutheran Chaplain at Harvard; Rabbi Rebecca Hornstein, Boston Workers Circle Executive Director; Imam Ahmad Barry of the Islamic Institute of Boston; Reverend Darrell Hamilton of the First Baptist Church in Jamaica Plain; Hadar Ahuvia, Rabbinical Student at Hebrew College; Rev. Willie Bodrick, II of the Twelfth Baptist Church; Rabbi Becky Silverstein; Rev. Otto Concannon of First Parish Malden; Rev. Elizabeth Carrier-Ladd, First Parish Dorchester; and hundreds of faith leaders and community members from across Greater Boston."] (January 25, 2024): https://pressley.house.gov/2024/01/25/pressley-interfaith-coalition-hold-vigil-for-lives-lost-in-gaza-and-israel-renew-calls-for-ceasefire/
Euro-Mediterranean Human Rights Network (EuroMed Rights): A conditional ceasefire is not sufficient – The EU must call for an unconditional, immediate and permanent ceasefire (January 25, 2024): https://euromedrights.org/publication/a-conditional-ceasefire-is-not-sufficient-the-eu-must-call-for-an-unconditional-immediate-and-permanent-ceasefire/
Communications Workers of America Executive Board Statement on the War in Gaza (January 26, 2024): https://cwa-union.org/news/releases/communications-workers-america-executive-board-statement-war-gaza
Bernie Sanders: The US must act to end the Gaza disaster (January 27, 2024): https://www.sanders.senate.gov/op-eds/the-us-must-act-to-end-the-gaza-disaste
Black Pastors Pressure Biden to Call for a Cease-Fire in Gaza: Black congregants’ dismay at President Biden’s posture on the war could imperil his re-election bid. (January 28, 2024): https://www.nytimes.com/2024/01/28/us/politics/black-pastors-biden-gaza-israel.html
Right-wing Israeli ministers join thousands at event calling for the resettlement of Gaza: Several ministers within Prime Minister Benjamin Netanyahu’s right-wing government were among conference attendees, with two delivering keynote speeches. (January 28, 2024): https://www.nbcnews.com/news/world/right-wing-israeli-ministers-join-thousands-event-calling-countrys-res-rcna135863
Israel and Russia Have No Place in the 2024 Paris Olympics: The International Olympic Committee has declined to curtail Israel’s involvement in the 2024 games and has placed half-hearted limits on Russia. The IOC claims it opposes the politicization of sport — but the Olympics are a historically political institution. (January 29, 2024): https://jacobin.com/2024/01/israel-russia-war-invastion-olympics
Ajith Sunghay, head of the UN Human Rights Office in the Occupied Palestinian Territory: “Gaza is a massive human rights crisis and a humanitarian disaster” (January 30, 2024): https://www.ohchr.org/en/stories/2024/01/gaza-massive-human-rights-crisis-and-humanitarian-disaster
Texas AFL-CIO becomes first state labor federation to call for ceasefire in Gaza (January 30, 2024): https://www.tpr.org/government-politics/2024-01-30/texas-afl-cio-becomes-first-state-labor-federation-to-call-for-ceasefire-in-gaza
Former U.S. Representative Andy Levin: Military action won’t solve the Israeli-Palestinian conflict. It’s time for diplomacy. (February 1, 2024): https://www.stripes.com/opinion/2024-02-01/military-diplomacy-israel-palestinian-conflict-12863912.html
Evangelical Lutheran Church in Canada and Anglican Church of Canada: Church leaders urge Canadian government to support ICJ ruling (February 2, 2024): https://www.anglicanlutheran.ca/statements/church-leaders-urge-canadian-government-to-support-icj-ruling/
US city councils increasingly call for Israel-Gaza ceasefire, analysis shows (February 2, 2024): https://www.reuters.com/world/us/us-city-councils-increasingly-call-israel-gaza-ceasefire-analysis-shows-2024-01-31/
Sister Nabila's appeal from Gaza: ‘We want peace, respect for human rights’ (February 3, 2024): https://www.vaticannews.va/en/church/news/2024-02/sister-nabila-gaza-holy-family-parish-appeal-peace.html
CNN staff say network’s pro-Israel slant amounts to ‘journalistic malpractice’: Insiders say pressure from the top results in credulous reporting of Israeli claims and silencing of Palestinian perspectives (February 4, 2024): https://www.theguardian.com/media/2024/feb/04/cnn-staff-pro-israel-bias
Young Taiwanese go against the tide to amplify Palestinian voices (February 4, 2024): https://www.arabnews.com/node/2453726/world
Bosnian genocide researcher warns Israel repeating ‘same patterns’ in Gaza war: ‘We are seeing a genocide unfold before our very eyes,’ says genocide researcher and war survivor Arnesa Buljusmic-Kustura (February 6, 2023): https://www.aa.com.ten/europe/bosnian-genocide-researcher-warns-israel-repeating-same-patterns-in-gaza-wa3129741
American Federation of Labor and Congress of Industrial Organizations (AFL-CIO): Statement on the Situation in Israel and Gaza (February 8, 2024): https://aflcio.org/press/releases/afl-cio-statement-situation-israel-and-gaza
Green Left: Rojava revolutionary leader Salih Muslim warns escalation could lead to World War III [Salih Muslim "declared his support for the Palestinian people and condemned the genocide they were being subjected to in Gaza by Israel under Benjamin Netanyahu's regime."] (February 8, 2023): https://www.greenleft.org.au/content/rojava-revolutionary-leader-warns-escalation-could-lead-world-war-iii
Human Rights Watch: How to End America’s Hypocrisy on Gaza: The Biden Administration Must Assess Israel’s Conduct—and Hold It to Account (February 8, 2024): https://www.hrw.org/news/2024/02/08/how-end-americas-hypocrisy-gaza
Carter Center Calls on Israel to Halt its Plan to Force 1.3 Million Palestinians Out of Rafah (February 9, 2024): https://www.cartercenter.org/news/p2024/israel-020924.html
International Rescue Committee: The collapse of Gaza’s health system (February 9, 2024; Last updated: May 6, 2024): https://www.rescue.org/article/collapse-gazas-health-system
J Street’s Pro-War Stance Prompts Staff Departures (February 9, 2024): https://jewishcurrents.org/j-streets-pro-war-stance-prompts-staff-departures
Bishop William Barber on the “Moral Case for a Ceasefire” in Gaza (February 12, 2024): https://www.democracynow.org/2024/2/12/rev_william_barber_gaza
CHURCHES FOR MIDDLE EAST PEACE (CMEP) EXECUTIVE DIRECTOR JOINS 22 CHURCH-BASED DENOMINATIONAL LEADERS IN A LETTER TO PRESIDENT BIDEN [Signed by: Joyce Ajlouny, General Secretary, American Friends Service Committee (AFSC); Rev. Eddy Alemán, General Secretary, Reformed Church in America; Archbishop Vicken Aykazian, Ecumenical Director and Diocesan Legate Diocese of the Armenian Church of America (Eastern); The Rev. Dr. Sofía Betancourt, President, Unitarian Universalist Association; Rev. Bronwen Boswell, Acting Stated Clerk of the General Assembly, Presbyterian Church (U.S.A); Rev. Dr. Mae Elise Cannon, Executive Director, Churches for Middle East Peace (CMEP); Rev. Emmett L. Dunn, Executive Secretary-TreasureCEO, Lott Carey Baptist Foreign Mission Convention; Ann Graber Hershberger, Executive Director, Mennonite Central Committee U.S.; John Hill, Interim General Secretary, The United Methodist Church - General Board of Church and Society; Sr. Teresa Hougnon, M.M., President, Maryknoll Sisters of St. Dominic; Rev. Dr. Gina Jacobs-Strain, General Secretary, American Baptist Churches USA; Bridget Moix, General Secretary, Friends Committee on National Legislation (FCNL); Rev. Teresa Hord Owens, General Minister and President, Christian Church (Disciples of Christ) in the United States and Canada; The Rev. Dr. David Peoples, President, Progressive National Baptist Convention Inc.; Elvira Ramirez, Interim Executive Director, Maryknoll Lay Missioners; Richard Santos, President and CEO, Church World Service (CWS); Andrea Smith, Founder and Board Member, Evangelicals4Justice (E4J); Rev. David Steele, General Secretary, Church of the Brethren; Nikki Toyama-Szeto, Executive Director, Christians for Social Action (CSA); Rev. Dr. Karen Georgia Thompson, General Minister and President, United Church of Christ (UCC); Stephen M. Veazey, President, Community of Christ; Archpriest Thomas Zain, Vicar-General, Antiochian Orthodox Christian Archdiocese of North America; Reverend Elijah R. Zehyoue, Ph.D., Co-Director, Alliance of Baptists] (February 13, 2024): https://cmep.salsalabs.org/pr-feb152024
Senator Peter Welch: I cannot, in good conscience, support sending billions of additional American taxpayer dollars for Prime Minister Netanyahu’s military campaign in Gaza (February 13, 2024): https://www.welch.senate.gov/welch-i-cannot-in-good-conscience-support-sending-billions-of-additional-american-taxpayer-dollars-for-prime-minister-netanyahus-military-campaign-in-gaza/
Bishops of the Church in Wales support call for Gaza ceasefire and release of hostages (February 14, 2024): https://www.churchinwales.org.uk/en/news-and-events/bishops-endorse-call-for-gaza-ceasefire-and-release-of-hostages/
‘Lead or Lose!’ Young People Arrested at Biden’s Campaign Headquarters Call for Climate Action and a Ceasefire: The youth-led Sunrise Movement warns Biden that he’ll lose the votes of the young people he needs to win the presidency without decisive action on global warming and Gaza. (February 14, 2024): https://insideclimatenews.org/news/14022024/young-people-arrested-at-biden-campaign-headquarters-call-for-climate-action-and-ceasefire/
The Council of Bishops of the African Methodist Episcopal Church Calls for Immediate Withdrawal of Financial Support from Israel (February 14, 2024): https://mailchi.mp/6640b1d7ce56/council-of-bishops-calls-for-immediate-withdrawal-of-financial-support-from-israel
Unitarian Universalist Association: UUA Condemns Violence Against Gaza, Urges Immediate and Total Ceasefire (February 14, 2024): https://www.uua.org/pressroom/press-releases/uua-condemns-violence-urges-ceasefire
Evangelical Lutheran Church in Canada and Anglican Church of Canada: Call for a day of prayer and fasting for Israel/Gaza and Ukraine (February 16, 2024): https://www.anglicanlutheran.ca/statements/call-for-a-day-of-prayer-and-fasting-for-israel-gaza-and-ukraine/
Mandate Trade Union donates €5,000 to UNRWA (February 16, 2024): https://mandate.ie/2024/02/mandate-donate-e5000-to-unrwa/
New national labor network formed to “end the death and devastation” in the Israel-Hamas war. National Labor Network for Ceasefire aims to further expand unprecedented ceasefire support. (February 16, 2024): https://www.laborforceasefire.org/new-national-labor-network-formed-to-end-the-death-and-devastation-in-the-israel-hamas-wa
Unitarian Universalist Ministers Association: A letter from the UUMA Board of Trustees (February 19, 2024): https://uuma.org/latest-news/a-letter-from-the-uuma-board-of-trustees/
Open Letter: Humanity & Inclusion and 61 other non-governmental organisations urge MPs to support the motion for an immediate and permanent ceasefire in Gaza [Signed by: Action Against Hunger; Action For Humanity; ActionAid UK; Age International; Amnesty International UK; Amos Trust; Bond; Council for Arab-British Understanding (Caabu); CAFOD; CARE International UK; Christian Aid; Climate Action Network UK (CAN-UK); Convivencia Alliance; Development Initiatives; Elrha; Embrace the Middle East; European Centre for the Responsibility to Protect; Gender Action for Peace and Security (GAPS); Greenpeace UK; Humanity & Inclusion UK; Inminds Human Rights Group; International Alert; International Health Partners (IHP); International Planned Parenthood Federation (IPPF); International Rescue Committee UK; Islamic Relief UK; Jewish Network for Palestine; Lawyers for Palestinian Human Rights; Mercy Corps; Mines Advisory Group (MAG); Minority Rights Group; Muslim Aid; Muslim Community Helpline; Muslim Hands; Na’amod; Norwegian Refugee Council (NRC); Omega Research Foundation; Oxfam GB; Peace Direct; Peacemaker Trust; Penny Appeal; Plan International UK; Protection Approaches; Quakers in Britain; Resistance Kitchen; Sabeel-Kairos UK; Saferworld; Save the Children UK; Scottish Catholic International Aid Fund (SCIAF); Scotland’s International Development Alliance; Stamp Out Poverty; Tearfund; Trócaire; The UK Committee for UNICEF (UNICEF UK); UK-Palestine Mental Health Network; United Nations Association - UK (UNA-UK); War Child; War on Want; Welfare Association; Womankind Worldwide; Women for Women International; Women’s Platform] (February 20, 2024): https://www.humanity-inclusion.org.uk/en/open-letter-hi-and-61-other-ngos-urge-mps-to-support-the-motion-for-an-immediate-and-permanent-ceasefire-in-Gaza
Presbyterian Church USA: Calling for a stop to the destruction of Gaza (February 20, 2024): https://www.pcusa.org/news/2024/2/20/calling-for-a-stop-to-the-destruction-of-gaza/
Stand Against Genocide and Imperialism, from Palestine to Ukraine: Statement of the Ukraine Solidarity Network on the Second Anniversary of Russia’s Full-scale Invasion of Ukraine (February 20, 2024): https://newpol.org/stand-against-genocide-and-imperialism-from-palestine-to-ukraine/
National Priorities Project: United We Dream and Allies Demand Permanent Ceasefire and Immigrant Protections (February 21, 2024): https://www.nationalpriorities.org/blog/2024/02/21/united-we-dream-and-allies-demand-permanent-ceasefire-and-immigrant-protections/
The Animation Guild / IATSE Local 839: In the struggle for human rights and the protection of innocent lives, The Animation Guild stands for justice across the globe, and officially calls for a ceasefire in Israel and Palestine. (February 21, 2024): https://twitter.com/animationguild/status/1760448111611097419
‘We will not be complicit in this’: Hill staffers challenge their bosses on Gaza (February 21, 2024): https://rollcall.com/2024/02/21/we-will-not-be-complicit-in-this-hill-staffers-challenge-their-bosses-on-gaza/
Australian Catholic Bishops Conference's Office for Social Justice: End the Violence in Gaza (February 23, 2024): https://socialjustice.catholic.org.au/2024/02/23/end-the-violence-in-gaza/
Beto O’Rourke supports uncommitted campaign in Michigan’s Tuesday presidential primary (February 24, 2024): https://michiganadvance.com/2024/02/24/beto-orourke-supports-uncommitted-campaign-in-michigans-tuesday-presidential-primary/
Hindus for Human Rights: Indians For Palestine: A Call to Action for Peace (February 26, 2024): https://www.hindusforhumanrights.org/en/blog/indians-for-palestine-a-public-meeting-on-the-icj-ruling-for-palestine
‘Stop the massacre’: Hong Kong activists call for ceasefires in Russia-Ukraine, Israel-Hamas wars: Demonstrators read out a statement calling for Russia to withdraw its forces from Ukraine, and for Israel to order a ceasefire and end its blockade of Gaza. (February 26, 2024): https://hongkongfp.com/2024/02/26/stop-the-massacre-hong-kong-activists-call-for-ceasefires-in-russia-ukraine-israel-hamas-wars/
Waiting for ‘pro-life’ legislators in Kansas to call for a ceasefire in Gaza (February 26, 2024): https://kansasreflector.com/2024/02/26/waiting-for-pro-life-legislators-in-kansas-to-call-for-a-ceasefire-in-gaza/
67 Vermont lawmakers sign letter calling for Gaza cease-fire (February 27, 2024): https://www.vermontpublic.org/local-news/2024-02-27/65-vermont-lawmakers-sign-letter-calling-for-gaza-cease-fire & https://npr.brightspotcdn.com/05/b8/3d1901af417499640d96288a716a/final-draft-of-letter.pdf
Liberal Jews for Justice in Israel/Palestine: As British Jews, we call for an immediate ceasefire in Gaza (February 27, 2024): https://www.theguardian.com/world/2024/feb/27/as-british-jews-we-call-for-an-immediate-ceasefire-in-gaza
Progressive Alliance of Socialists and Democrats (S&Ds): Palestinian lives matter! We call for an immediate and unconditional ceasefire in Gaza (February 27, 2024): https://www.socialistsanddemocrats.eu/newsroom/sds-palestinian-lives-matter-we-call-immediate-and-unconditional-ceasefire-gaza
IBEW Local 48: Resolution Against the War in Gaza (February 28, 2024): https://www.ibew48.com/sites/default/files/files/gaza_resolution.pdf
It is time for US Catholics to take significant risks for Gaza (February 29, 2024): https://www.ncronline.org/opinion/guest-voices/it-time-us-catholics-take-significant-risks-gaza
Japanese student urges Gaza cease-fire as U.S. universities quiet dissent (February 29, 2024): https://english.kyodonews.net/news/2024/02/0db05a4f79ab-japan-student-urges-gaza-ceasefire-as-us-universities-quiet-dissent.html
Malala Yousafzai: "It's heartbreaking that this school — a place for children in Gaza to learn and dream — is now home to thousands of people fleeing Israel's attacks. Every Palestinian child deserves to live in peace and be back in their schools as students. We cannot wait another day for a ceasefire." (February 29, 2024): https://twitter.com/Malala/status/1763265614985003421
Senator Jeff Merkley: U.S. “Complicit in Starvation and Humanitarian Catastrophe” in Gaza (February 29, 2024): https://www.democracynow.org/2024/2/29/jeff_merkley_gaza_ceasefire
Young Center for Immigrant Children’s Rights Calls for Immediate Ceasefire to Safeguard Children in Gaza (February 29, 2024): https://www.theyoungcenter.org/stories/2024/2/29/young-center-for-immigrant-childrens-rights-calls-for-immediate-ceasefire-to-safeguard-children-in-gaza
A Statement from Jewish Americans Opposing AIPAC’s Intervention in Democratic Party Politics (March 2024): https://usjewsopposingaipac.org
European Trade Union Confederation: Grave and worsening humanitarian situation in Gaza calls for more urgent EU response (March 2, 2024): https://www.etuc.org/en/node/24119
Evangelical Lutheran Church in America (ELCA) Conference of Bishops calls for permanent bilateral cease-fire in Gaza (March 3, 2024): https://www.elca.org/News-and-Events/8217
Israel/Palestine Conflict: Over 100 Americans in Taiwan Send Letter to American Institute in Taiwan: Urgent Appeal for Ceasefire and End to Occupation in Palestine (May 3, 2024): https://newbloommag.net/2024/05/03/ait-gaza-lette
Die Linke (The Left party) MP Nicole Gohlke: Germany Should Be Supporting a Cease-Fire, Not Israel’s War (March 4, 2024): https://jacobin.com/2024/03/germany-die-linke-cease-fire-gaza
Some Black and Latino voters to back Democratic candidates who want a permanent cease-fire in Gaza: They say their solidarity with Palestinians reflects the struggles they experience every day. (March 4, 2023): https://www.nbcnews.com/news/us-news/black-latino-voters-back-democratic-candidates-want-permanent-cease-fi-rcna141241
Brazilian Trade Union Confederation (Central Única dos Trabalhadores; CUT) demands an end to Brazil's military cooperation with Israel (March 5, 2024): https://www.workersinpalestine.org/news/brazilian-trade-union-confederation-demands
Irish Catholic Bishops' Conference: ‘Let us all say: enough … Stop the War!’ (March 5, 2024): https://www.catholicbishops.ie/2024/03/05/let-us-all-say-enough-stop-the-war-irish-bishops/
Pizzaballa, Latin Patriarch of Jerusalem: Gaza ceasefire more urgent than ever (March 5, 2024): https://www.vaticannews.va/en/church/news/2024-03/patriarch-pizzaballa-gaza-ceasefire-christians-church-peace.html
PREPARED REMARKS: Senator Bernie Sanders Calls Out the Absurdity and Hypocrisy of Continued U.S. Support for Netanyahu’s Horrific War (March 6, 2024): https://www.sanders.senate.gov/press-releases/prepared-remarks-bernie-sanders-calls-out-the-absurdity-and-hypocrisy-of-continued-u-s-support-for-netanyahus-horrific-wa
‘We can no longer be silent’: New York’s Latino faith leaders call for cease-fire in Gaza (March 6, 2024): https://religionnews.com/2024/03/06/we-can-no-longer-be-silent-new-yorks-latino-faith-leaders-call-for-cease-fire-in-gaza/
Democratic former senator Patrick Leahy warns US is violating aid conditions law known as the Leahy Law by sending money to Israel (March 7, 2024): https://www.independent.co.uk/news/world/americas/us-politics/patrick-leahy-israel-gaza-aid-b2509035.html
Protesters outside American Institute in Taiwan say US aiding genocide in Gaza (March 7, 2024): https://www.taiwannews.com.tw/news/5109362
Artists Call for Ceasefire Now [Including: Bryan Adams; Ben Affleck; Eric André; Christine Baranski; Jon Batiste; Cate Blanchett; Billy Bragg; Priyanka Chopra; Bradley Cooper; Brian Cox; David Cross; Alfonso Cuarón; John Cusack; Rosario Dawson; Diplo; Drake; Brian Eno; Francesca Fiorentini; Judah Friedlander; Liz Garbus; Andrew Garfield; Richard Gere; Lily Gladstone; Selena Gomez; Amanda Gorman; Tom Hardy; Simon Helberg; Oscar Isaac; Tony Kushner; Padma Lakshmi; Cindi Leive; Simu Liu; Jennifer Lopez; Macklemore; Zayn Malik; Miriam Margolyes; Ewan McGregor; Adam McKay; Alyssa Milano; Hasan Minhaj; Michael Moore; Viggo Mortensen; Ebon Moss-Bachrach; Cynthia Nixon; Frank Ocean; Rosie O'Donnell; Sandra Oh; David Oyelowo; Mandy Patinkin; Jordan Peele; Kal Penn; Joaquin Phoenix; Boots Riley; Mark Ruffalo; Susan Sarandon; Jean Smart; Noam Shuster-Eliassi; Jon Stewart; Kristen Stewart; Jeremy Strong; Wanda Sykes; Channing Tatum; Michelle Wolf; et al.] (Updated as of March 8, 2024): https://www.artists4ceasefire.org
T'ruah, the Rabbinic Call for Human Rights: U.S. Rabbis and Cantors Call on President Biden to End War in Gaza [+450 signatures] (March 8, 2024): https://truah.org/press/north-american-rabbis-and-cantors-call-on-president-biden-to-push-for-end-of-war-in-gaza/
Middle East Studies Association Board Joint Statement with Committee on Academic Freedom regarding the ongoing genocidal violence against the Palestinian people and their cultural heritage in Gaza (March 11, 2024): https://mesana.org/advocacy/letters-from-the-board/2024/03/11/mesa-board-joint-statement-with-caf-regarding-the-ongoing-genocidal-violence-against-the-palestinian-people-and-their-cultural-heritage-in-gaza
Writers Guild of America members criticize union for silence on Gaza: Some WGA members signed on to an anonymous letter criticizing the union for its silence on Israel’s genocide in Gaza (March 11, 2024): https://prismreports.org/2024/03/11/wga-members-criticize-union-silence-gaza/
Amnesty International: NGOs sue the Danish state to stop arms exports to Israel ["The organisations involved in the lawsuit are Amnesty International Denmark, Oxfam Denmark, Mellemfolkeligt Samvirke (Action Aid Denmark) and the Palestinian human rights organization Al-Haq are suing the Danish National Police and the Ministry of Foreign Affairs to stop Danish arms exports to Israel."] (March 12, 2024): https://www.amnesty.org/en/latest/news/2024/03/denmark-ngos-sue-the-danish-state-to-stop-arms-exports-to-israel/
Gaza medics tell BBC that Israeli troops beat and humiliated them after hospital raid (March 12, 2024): https://www.bbc.com/news/world-middle-east-68513408
Euro-Mediterranean Human Rights Network (EuroMed Rights): Annihilation of education: 100 European academics sign Euro-Med Monitor petition against systematic Israeli destruction of Gaza Strip’s educational system (March 12, 2024): https://euromedmonitor.org/en/article/6220/Annihilation-of-education:-100-European-academics-sign-Euro-Med-Monitor-petition-against-systematic-Israeli-destruction-of-Gaza-Strip’s-educational-system
NEWS: Senators Bernie Sanders, Chris Van Hollen, Jeff Merkley, Mazie Hirono, Peter Welch, Tina Smith, Elizabeth Warren, and Ben Ray Luján Urge President Biden to Enforce U.S. Law with Netanyahu (March 12, 2024): https://www.sanders.senate.gov/press-releases/news-sanders-van-hollen-merkley-and-five-colleagues-urge-president-biden-to-enforce-u-s-law-with-netanyahu/
Rabbis for Palestinian Rights Counter 'Warmongering' AIPAC in DC: "We refuse to be bystanders as the Israeli government wages a genocidal campaign in our name," one rabbi said. (March 13, 2024): https://www.commondreams.org/news/rabbis-dc-lobby-aipac
United Methodist Church Council of Bishops calling for ceasefire in Gaza (March 13, 2024): https://www.unitedmethodistbishops.org/newsdetail/united-methodist-bishops-call-for-ceasefire-in-gaza-18303396
Vermont progressive Senator Peter Welch warns Biden Israel-Gaza will be election issue: ‘Young people are just horrified’ (March 14, 2024): https://www.welch.senate.gov/vermont-progressive-senator-warns-biden-israel-gaza-will-be-election-issue-young-people-are-just-horrified/
Anita Nikaj: Voices in Solidarity with Palestine from Prishtina, Kosovo (March 15, 2024): https://kosovotwopointzero.com/en/voices-in-solidarity-with-palestine-from-prishtina/
Great Irish Famine historians issue St. Patrick's Day statement on Gaza: A group of historians is urging Irish Americans to use their influence to avert a Famine in Gaza as severe as the one faced by their Irish ancestors. (March 15, 2024): https://www.irishcentral.com/opinion/others/irish-american-famine-gaza
Thirteen Town Meetings in Vermont Call for Ceasefire in Gaza, No More Weapons to Israel (March 16, 2024): https://www.rakevt.org/2024/03/16/thirteen-town-meetings-call-for-ceasefire-in-gaza-no-more-weapons-to-israel/
International Labour Organization: Palestinian unemployment rate set to soar to 57 per cent during first quarter of 2024 (March 18, 2024): https://www.ilo.org/resource/news/palestinian-unemployment-rate-set-soar-57-cent-during-first-quarter-2024
Israeli Assurances to Use US Arms Legally Are Not Credible: Oxfam and Human Rights Watch provide evidence of Israel's violations of international humanitarian law in Gaza, undermining credibility of assurances for President Biden's NSM-20 arms policy (March 19, 2024): https://www.hrw.org/news/2024/03/19/israeli-assurances-use-us-arms-legally-are-not-credible
Irish National Teachers' Organisation statement on Palestine – critical action vital to prevent famine (March 20, 2024): https://www.into.ie/2024/03/20/into-statement-on-palestine-critical-action-vital-to-prevent-famine/
Right-wing media have spent months disparaging liberal and anti-Zionist Jews to undercut support for Palestinians: Trump channeled and echoed a long-running trend in conservative media when he said Jews who vote for Democrats “hate” their religion (March 20, 2024): https://www.mediamatters.org/middle-east/right-wing-media-have-spent-months-disparaging-liberal-and-anti-zionist-jews-undercut
Humanists UK: Call for ceasefire in Gaza (March 21, 2024): https://humanists.uk/2024/03/21/call-for-ceasefire-in-gaza/
Gaza Strip in maps: How life has changed (March 22, 2024): https://www.bbc.com/news/world-middle-east-20415675
Association of Legal Aid Attorneys: CONGRESSIONAL SUBPOENA OVER PRO-PALESTINIAN SPEECH VIOLATES FREE SPEECH, ALLEGES ATTORNEYS' AND LEGAL WORKERS' UNION IN ITS RESPONSE (March 25, 2024): https://www.alaa.org/media-releases/congressional-subpoena-over-pro-palestinian-speech-violates-free-speech-alleges-attorneys-and-legal-workers-union-in-its-response
Franciscan Action Network: 12 Christian leaders arrested in Senate calling for ceasefire in Gaza ["The endorsing organizations include Christians for a Free Palestine; Churches for Middle East Peace; Church of the Brethren, Office of Peacebuilding and Policy; Congregation of Our Lady of Charity of the Good Shepherd, U.S. Provinces; Dorothy Day Catholic Worker; Fellowship of Reconciliation; Festival Center; Franciscan Action Network; Friends of Sabeel North America (FOSNA); Georgetown University Medical Students for Palestine, Maryknoll Office for Global Concerns; National Advocacy Center of the Sisters of the Good Shepherd; National Council of Churches, USA; Palestinian Christian Alliance for Peace; Pax Christi USA; Quixote Center; Sisters of Mercy of the Americas – Justice Team; Sojourners; United Church of Christ; The United Methodist Church — General Board of Church and Society; US Federation of the Sisters of St. Joseph; and the Women’s Alliance for Theology, Ethics, and Ritual (WATER)."] (March 25, 2024): https://franciscanaction.org/12-christian-leaders-arrested-in-senate-calling-for-ceasefire-in-gaza/
NEWS: Bernie Sanders on State Department’s Statement that Israel Has Not Restricted Humanitarian Aid to Gaza (March 25, 2024): https://www.sanders.senate.gov/press-releases/news-sanders-on-state-departments-statement-that-israel-has-not-restricted-humanitarian-aid-to-gaza/
Russian actions in Ukraine to pave way for Gaza war crimes case in ICC: Lawyer leading investigation draws parallels between crises facing Ukrainians and Palestinians (March 25, 2024): https://www.thenationalnews.com/world/europe/2024/03/25/russian-actions-in-ukraine-to-pave-way-for-gaza-war-crimes-case-in-icc/
United Nations Office of the High Commissioner for Human Rights: A/HRC/55/73: Report of the Special Rapporteur on the situation of human rights in the Palestinian territories occupied since 1967 - Advance unedited version ["After five months of military operations, Israel has destroyed Gaza. Over 30,000 Palestinians have been killed, including more than 13,000 children. Over 12,000 are presumed dead and 71,000 injured, many with life-changing mutilations. Seventy percent of residential areas have been destroyed. Eighty percent of the whole population has been forcibly displaced. Thousands of families have lost loved ones or have been wiped out. Many could not bury and mourn their relatives, forced instead to leave their bodies decomposing in homes, in the street or under the rubble. Thousands have been detained and systematically subjected to inhuman and degrading treatment. The incalculable collective trauma will be experienced for generations to come. By analysing the patterns of violence and Israel’s policies in its onslaught on Gaza, this report concludes that there are reasonable grounds to believe that the threshold indicating Israel’s commission of genocide is met. One of the key findings is that Israel's executive and military leadership and soldiers have intentionally distorted jus in bello principles, subverting their protective functions, in an attempt to legitimize genocidal violence against the Palestinian people."] (March 25, 2024): https://www.ohchr.org/en/documents/country-reports/ahrc5573-report-special-rapporteur-situation-human-rights-palestinian
In New Letter, 140+ Global Christian Leaders Call for Permanent Gaza Ceasefire, Halt of Arms Sales to Israel (March 26, 2024): https://cmep.salsalabs.org/ps-mar262024letter
Over 1,000 People Join 22-Mile Interfaith Gaza Ceasefire Pilgrimage (March 26, 2024): https://oaklandvoices.us/2024/03/26/over-1000-people-join-22-mile-interfaith-gaza-ceasefire-pilgrimage/
Former State Department official Annelle Sheline: Why I’m resigning from the State Department (March 28, 2024): https://www.cnn.com/2024/03/27/opinions/gaza-israel-resigning-state-department-sheline/index.html
I Could Not Stay Silent: Annelle Sheline Resigns from State Dept. over U.S. Gaza Policy (March 28, 2024): https://www.democracynow.org/2024/3/28/annelle_sheline
‘We cannot be silent’: A statement from the Jesuits on Gaza (March 28, 2024): https://www.americamagazine.org/politics-society/2024/03/28/jesuits-gaza-israel-ceasefire-247605
'I kept on saying goodbye': Gaza hospital reports rise in stillbirths and neonatal deaths: Doctors in Gaza are reporting an increase in adverse pregnancy outcomes, with staff members at a Rafah hospital saying they no longer see "normal-sized babies." (April 2, 2024): https://www.nbcnews.com/news/world/gaza-hospital-stillbirths-neonatal-deaths-rcna145582
Rosa Luxemburg Foundation: The Unprecedented Destruction of Gaza Demands an Unprecedented Response (April 2, 2024): https://rosalux.nyc/the-unprecedented-destruction-of-gaza-demands-an-unprecedented-response/
'Unprecedented In Modern History': U.S. Aid Experts Warn Gaza Likely Already Experiencing Famine: The officials made the comments in a government cable sent within the Biden administration on Tuesday and obtained by HuffPost. (April 2, 2024): https://www.huffpost.com/entry/gaza-collapse-famine_n_660c96aae4b0328a72be47f5
A Former State Department Staffer on Why She Publicly Resigned Over Gaza: “There are people working very hard inside State to try to hold Israel accountable, but none of that will actually go into effect unless Biden wants it to,” says Annelle Sheline. (April 3, 2024): https://www.motherjones.com/politics/2024/04/former-state-department-official-regisns-joe-biden-gaza-israel-palestine-annelle-sheline/
The Independent: It’s time to stop: Editorial: The seven aid workers killed by an Israeli air strike have become symbolic of the lawless, reckless manner in which Benjamin Netanyahu has prosecuted this war. The moment has come to do whatever it takes to force the government of Israel to end it (April 3, 2024): https://www.independent.co.uk/voices/editorials/aid-workers-gaza-israel-killed-air-strike-b2522745.html
UK Judges’ and Lawyers’ Open Letter Concerning Gaza [1000+ signatures] (April 3, 2024): https://lawyersletter.uk
Former officials speak out against Biden’s Israel support after aid worker killings: ‘No one can change his mind’ (April 4, 2024): https://www.independent.co.uk/news/world/americas/us-politics/joe-biden-israel-arms-gaza-b2523435.html
Trócaire: The people of Gaza are Starving; for Food and for Justice (April 4, 2024): https://www.trocaire.org/news/the-people-of-gaza-are-starving-for-food-and-for-justice/
Elizabeth Warren says she believes Israel’s war in Gaza will legally be considered a genocide: “If you want to do it as an application of law, I believe that they’ll find that it is genocide, and they have ample evidence to do so,” Warren said of the case before the ICJ. (April 8, 2024): https://www.politico.com/news/2024/04/08/israel-gaza-war-elizabeth-warren-00151120
Letter to the Editor: Don’t downplay the realities in Gaza (April 8, 2024): https://baptistnews.com/article/letter-to-the-editor-dont-downplay-the-realities-in-gaza/
DENMARK: ‘Many are eager to see tangible action to address the situation in Gaza’ ["CIVICUS speaks with Vibe Klarup, Secretary General of Amnesty International Denmark, about the joint civil society lawsuit brought against the Danish state to stop Danish arms exports to Israel."] (April 9, 2024): https://www.civicus.org/index.php/media-resources/news/interviews/6954-denmark-many-are-eager-to-see-tangible-action-to-address-the-situation-in-gaza
Labour Party of Ireland Deputy Aodhán Ó Ríordáin: Words on Gaza must be matched with action (April 9, 2024): https://labour.ie/news/2024/04/09/words-on-gaza-must-be-matched-with-action/
Ex-Obama aides become Biden critics on Gaza (April 10, 2024): https://thehill.com/homenews/campaign/4583525-obama-allies-expose-dem-rift-over-bidens-israel-hamas-war-strategy/
Israeli strikes killed 7 humanitarian workers with World Central Kitchen. Right-wing media responded by attacking founder José Andrés. Conservative media figures have accused the WCK founder of “blood libel” and called him “self-aggrandizing,” a "swamp favorite,” and a “political radical” (April 10, 2024): https://www.mediamatters.org/middle-east/israeli-strikes-killed-7-humanitarian-workers-world-central-kitchen-right-wing-media
Los Angeles County Federation of Labor joins labor groups calling for cease-fire in Gaza (April 10, 2024): https://www.latimes.com/business/story/2024-04-10/l-a-county-fed-joins-labor-groups-calling-for-a-ceasefire
Young European Socialists (YES) calls for an immediate ceasefire in Gaza. More than 30.000 civilians have been killed in Gaza following Israel military actions. We recall that the protection of civilian lives is a fundamental principle of international law. (April 10, 2024): https://twitter.com/YESocialists/status/1777993174654275791
Euro-Mediterranean Human Rights Network (EuroMed Rights): 13,000 Palestinians reportedly missing in the Gaza Strip (April 11, 2024): https://euromedmonitor.org/en/article/6264/13,000-Palestinians-reportedly-missing-in-the-Gaza-Strip
Feroze Sidhwa and Mark Perlmutter: As Surgeons, We Have Never Seen Cruelty Like Israel’s Genocide in Gaza: We urge anyone who reads this to publicly oppose sending weapons to Israel as long as this onslaught continues. (April 11, 2024): https://www.commondreams.org/opinion/surgeons-cruelty-israel-gaza
Former State Department official Annelle Sheline explains resignation over US support of Israel (April 11, 2024): https://abcnews.go.com/Politics/former-state-department-official-explains-resignation-us-support/story?id=109083137
Democratic Coalition Sends Biden a Demand on Military Aid to Israel: In a letter, a dozen groups and labor unions called on the president to enforce a law that bars military support from going to any nation that restricts the delivery of humanitarian aid. (April 12, 2024): https://www.nytimes.com/2024/04/12/us/politics/letter-biden-israel-gaza.html
Meeting between Norwegian Prime Minister Støre and Spanish President Sánchez on the war in Gaza (April 12, 2024): https://www.regjeringen.no/en/aktuelt/meeting-between-prime-minister-store-and-president-sanchez-on-the-war-in-gaza/id3033979/
Senator Bernie Sanders Statement on the Escalation in the Middle East (April 15, 2024): https://www.sanders.senate.gov/press-releases/news-sanders-statement-on-the-escalation-in-the-middle-east/
Churches Together in Britain and Ireland: Prayers and statements on violence in Israel and Gaza (April 16, 2024): https://ctbi.org.uk/prayers-and-statements-on-violence-in-israel-and-gaza/
Amos Goldberg, professor at the Hebrew University of Jerusalem: Yes, it is genocide (April 18, 2024): https://thepalestineproject.medium.com/yes-it-is-genocide-634a07ea27d4
Georgetown University Faculty and Staff for Justice in Palestine hold second vigil for Gazan academics killed by Israel (April 18, 2024): https://georgetownvoice.com/2024/04/18/faculty-hold-second-vigil-for-gazan-academics-killed-by-israel/
New Hampshire Jews say “Not in My Name” [67 signatures] (April 20, 2024): https://www.nhgazette.com/2024/04/20/n-h-jews-say-not-in-my-name/
Statement from U.S. Representatives Pramila Jayapal, Joaquin Castro, Nydia Velázquez, Lloyd Doggett, Ro Khanna, Alexandria Ocasio-Cortez, Becca Balint, Greg Casar, Mark Takano, Jim McGovern, Barbara Lee, Earl Blumenauer, Judy Chu, Hank Johnson, André Carson, Bonnie Watson Coleman, Jesús “Chuy” García, Jonathan Jackson, and Jill Tokuda on the Israel Security Supplemental (April 20, 2024): https://jayapal.house.gov/2024/04/20/statement-from-jayapal-castro-velazquez-doggett-khanna-ocasio-cortez-balint-casar-takano-mcgovern-barbara-lee-blumenauer-chu-johnson-carson-watson-coleman-jesus-chuy/

Hey all, so for several years I have had internal conflict and questions regarding the morality of fighting sports, especially wrestling (I don't really watch UFC or boxing.) I do enjoy watching wrestling (though I hate the filth like bad words, people saying omg etc.) But I wanted to know if the wrestling itself as sports combat was sinful intrinsically. I recently, by God's providence, found several Catholic sources which touch on this topic (they often call it prize-fighting.) I figured I'd share this info here for any other men (I don't really think women should watch combat sports or God forbid even fight in them themselves) whose consciences this information can help like it has been helping mine.
I may make a video about this on my YouTube channel in the future for anyone interested in that: https://youtube.com/@theundergroundcatholicpodcast
Catholic Sources Speaking About the Morality of Prize-Fighting (combat sports like boxing, UFC & wrestling)
1) Moral Briefs: A Concise Exposition of Catholic Morals (Fr. J. H. Stapleton) (1904 A.D.)
“ALL injury done to another in order to repair an insult is criminal, and if said injury result in death, it is murder. …
Duelling is a form of murder and suicide combined, for which there can possibly be no justification. The code of honor that requires the reparation of an insult at the point of the sword or the muzzle of a pistol has no existence outside the befogged intelligence of godless men. The duel repairs nothing and aggravates the evil it seeks to remedy. The justice it appeals to is a creature dependent on skill and luck ; such justice is not only blind, but crazy as well.
That is why the Church anathematizes duelling. The duel she condemns is a hand-to-hand combat prearranged as to weapons, time and place, and it is immaterial whether it be to the death or only to the letting of first blood. She fulminates her major excommunication against duellists, even in the event of their failing to keep their agreement. Her sentence affects seconds and all those who advise or favor or abet, and even those whose simple presence is an incentive and encouragement. She refuses Christian burial to the one who falls, unless before dying he shows certain dispositions of repentance.
Prize fighting, however brutal and degrading, must not be put in the category of duelling. Its object is not to wipe out an insult, but to furnish sport and to reap the incidental profits. In normal conditions there is no danger to life or limb. Sharkey might stop with the point of his chin a blow that would send many another into kingdom come ; but so long as Sharkey does the stopping the danger remains non-existent. If, however, hate instead of lucre bring the men together, that motive would be sufficient to make the game one of blood if not of death.
2) A Manual of Moral Theology (Fr. Thomas Slater) (1925 A.D.)
“Canon 140 forbids clerics to be present at spectacles, dances, and pageants which do not become them, or when their presence would cause scandal, especially in public theatres.
" The word spectacula" says Fr. Ayrinhac, " comprises all theatrical representations and likewise such exhibitions as horse-races, bull-fights, prize-fights, etc., at least if it be taken in its most general sense." Dom Augustine gives a similar definition of the term.”
3) A Handbook of Moral Theology (Anton Koch) (1926 A.D.)
“Systematic bodily exercise not only benefits health, but also occupies the mind in a useful manner, and hence the various forms of wholesome sport, e. g., walking, riding, swimming, hunting, fencing, boxing, sleighing, skating, etc., are in themselves morally licit and often exert a whole some influence upon the mind. They become reprehensible only when they exceed the right measure or are made the object of sinful desire or the occasion of sensual excitement, effeminacy, or dissoluteness, or are indulged in to the detriment of vocational duties or of health. A sports man who is not satisfied with amusing himself and benefitting his health, but wishes to triumph and be admired at any price, may easily fall into sin. …
The early Christians condemned and avoided the dissolute diversions of their pagan contemporaries and followed the advice of the Apostle, "Rejoice in the Lord always; again I say, rejoice." This did not, however, prevent them from indulging in suitable recreations. Clement of Alexandria admonishes his hearers to hunt or fish, to play ball, and to try their hand at boxing, and adds : "To exert one's strength in the right way and for the benefit of one's health, is commendable and manly."
“Bull-fights are a favorite diversion of Spaniards and Latin Americans. The Church authorities formerly condemned these exhibitions,92 but the prohibition is no longer in force. The modern bull-fight, as described by Father Ramon Ruiz Amado, S.J., in the "Catholic Encyclopedia," 93 as a rule does not involve the shedding of human blood, and is no more, in fact is less brutal than our prize-fights.94 In consequence most present-day moralists, following the famous "Doctor Navarrus," Martin de Azpilcueta, who stood alone in his day,95 now hold that bull-fights, as held in Spain, are not forbidden by the natural law.96 But clergymen and religious may not attend them.97 …"
4) Moral Theology: A Complete Course Based on St. Thomas Aquinas and the Best Modern Authorities (J. A. McHugh, C. J. Callan) (1958 A.D.)
“1428. Fighting.--Fighting is an angry conflict between two or more persons carried on by means of physical violence.
(a) Thus, it is an angry conflict, and so differs from contests of strength or skill made for the sake of sport, amusement, recreation, health, exercise and training. Hence, wrestling and boxing matches, football games, fencing and similar athletic contests, in which fair play and a sportsmanlike spirit prevail, are not fighting as here understood. Similarly, the tournaments of the medieval knights were sports or spectacles, rather than fights.”
“1870. Other Bodily Punishments.--Other bodily harms (wounds, blows, restraint) may not be inflicted except under the following conditions: …
It is not wrong, however, to inflict moderate bodily hurts, if the other person is not unwilling and there is a reasonable purpose, such as exercise, training in the art of boxing or wrestling, recreation, or mortification;...”

In the preface to his Institutes of Elenctic Theology, Turretin describes his work in a way that can strike fear in the hearts of systematic theologians:

Let no one think that a full and accurate system of theology is delivered here. For this was not indeed the design proposed to me, but only to explain the importance of the principal controversies which lie between us and our adversaries (ancient and modern) and supply to the young the thread of Ariadne, by the help of which they may more easily extricate themselves from their labyrinth.

Despite this restrained description, Turretin's design in the Institutes does offer a full and accurate system of something--if not theology per se, then perhaps contemporary theological disputation, or irenic polemics.
Turretin divides the Institutes into twenty topics, with each topic subdivided into a series of questions and answers concerning "the principal controversies which lie between us and our adversaries," i.e. the serious differences of theology that separate the Reformed churches from their opponents (since he speaks on behalf of the Reformed churches, Turretin gives his answers in the first person plural). The answers are comprehensive, often stating the question more fully, drawing distinctions to clarify an objection, opening Scripture to resolve a problem, recounting the history of a question, representing the Reformed consensus, and so on.
Most of the questions in the Institutes receive an affirmation or denial at the outset, and most of these initial answers are directed against specific opponents. For example, the first five questions of the Institutes are:

FIRST TOPIC: THEOLOGY

Question I. Should the word "theology" be used in the Christian schools, and in how many ways can it be understood?
II. Whether there is a theology and its divisions.
III. Whether natural theology may be granted.
IV. Is natural theology sufficient for salvation; or is there a common religion by which all promiscuously may be saved? We deny against the Socinians and Remonstrants.

THE OBJECT OF THEOLOGY

V. Are God and divine things the objects of theology? We affirm.

A quick, low-effort, back-of-the-dust-jacket count tells me that Turretin poses 328 questions in the 20 topics of the Institutes, and that, of these 328 questions, 146 answers are directed against adversaries (one answer can be directed against multiple adversaries, as in Question IV above). The adversaries of the 146 answers are given in the following table (listed by order of first appearance in the Institutes).

against	count
Socinians	38
Remonstrants	20
Papists	33
Anabaptists	6
Atheists	1
Heathen	1
Tritheists	1
Socinus	6
Vorstius	3
Jesuits	4
Arminians	4
Lutherans	8
Astrologers	1
Planetarians	1
Preadamites	1
Pelagians	2
Scholastics	1
Romanists	56
Jews	4
Nestorius	1
Eutyches	1
Stancar	1
Synergists, all	1
others who favor the apostasy of the saints	1
Fanatics	1
Enthusiasts	1
Erastus	1
followers [of Erastus]	1

Grouping opponents according to broader categories gives the following (listed by descending count).

against	count
Papalism	93
Socinianism	44
Arminianism	27
Misc. (adversaries counted only once)	10
Fanaticism	8
Lutheranism	8
Judaism	4
Astrology	2
Erastianism	2
Pelagianism	2

Introduction

One of the biggest issues brought up with the Bible is the Mosaic Law, within the Old Testament.
Why would God command certain forms of capital punishment for minor offenses?:

"Six days shall work be done, but on the seventh day there shall be to you an holy day, a sabbath of rest to the Lord: whosoever doeth work therein shall be put to death."-Exodus 35:2
"For every one that curseth his father or his mother shall be surely put to death: he hath cursed his father or his mother; his blood shall be upon him."-Leviticus 20:9

Why does the Law contain odd commands that rarely apply?:

"When men strive together one with another, and the wife of the one draweth near for to deliver her husband out of the hand of him that smiteth him, and putteth forth her hand, and taketh him by the secrets: Then thou shalt cut off her hand, thine eye shall not pity her."-Deuteronomy 25:11-12
"Thou shalt not have in thy bag divers weights, a great and a small."-Deuteronomy 25:13

Does this reflect God's moral character, and reveal His insecurity?
Well, the problem is we're trying to understand the Mosaic Law with our cultural context in mind. The Torah was not assembled in our modern western culture, but with the cultural mindset of the ancient Near East, and therefore, God's intentions and the Torah must be understood with that cultural world in mind.

Legal Collections

The first thing we must note is when we read through the Torah and the Pentateuch, we assume we're reading a Law code, which is why we refer to it as the Mosaic Law. But scholars routinely note we're not really sure if this is the case. In fact, many scholars believe this was not the purpose of the Torah.
Christine Hayes summarizes the issue:
"We would do better to under understand these materials as legal collections and not codes. I know the word 'code' gets thrown around a lot. 'Code of Hammurabi' and so on. But they really aren't codes. Codes are generally systematic and exhaustive and they tend to be used by courts. We have no evidence about how these texts were used. In fact, we think it's not likely that they were really used by courts, but they were part of a learned tradition, and scribes copied them over and over and so on. They are also certainly not systematic and exhaustive. So for example, in the code of Hammurabi, we don't even have a case of intentional homicide. We only have a case of accidental homicide, so we really don't even know what the law would be in a case of intentional homicide. We can't really make that comparison with the Biblical law." (Professor at Yale University)
Similarly, John Walton refers to ancient Near Eastern legal collections as "treatises on judicial wisdom" (The Lost World of Scripture: Ancient Literary Culture and Biblical Authority, pg. 218). What we have here is not an attempt to necessarily lay down universal moral laws to follow, or national legislation, but to teach one how to understand justice and to reason through judicial wisdom.
Essentially, when we look at ancient Near Eastern legal collections like the Mosaic collection, we find that they are more didactic (as opposed to prescriptive), meaning they are trying to teach judicial lessons and expressing the importance of order and justice. There is no indication ancient Near Eastern legal collections were prescriptive or understood as national legislation.
Delbert Hiller says:
"There is no evidence that any collection of Near Eastern laws function as a written code that was applied by a strict method of exegesis to individual cases. As far as we can tell, these bodies of laws served educational purposes and gave expression to what was regarded as just in typical cases, but they left considerable latitude to local courts for determining the right in individual suits. They aided local courts without controlling them." (Covenant: The History of a Biblical Idea, pg. 88)

The Code of Hammurabi

Let's spend some time taking a look at how other ancient Near Eastern legal collections functioned. Because our culture is so far removed from the ancient world, it will take some time to fully understand what is going on with these legal collections, like the Torah.
Jean Bottéro has studied the code of Hammurabi extensively, an old Babylonian law code that predates Moses. However, it is erroneous to even call it a law code. The king did not set laws, he gave decrees. Bottéro notes:
"It was the Greeks who have taken us further, to the universal concepts, the absolute formulations, that allow us the clear perception and the distinct expression of the principles and the laws in all their abstraction." (Mesopotamia, pg. 178)
But prior to this in the ancient Near East, they didn't really have the concept of universal legislation:
"...a fundamental distinction can be discerned between essentially legislative (e.g. classical Athens) and essentially non-legislative (e.g. the cuneiform writings) law writings." (Collections, Codes, and Torah: The Re-characterization of Israel's Written Law, pg. 22-30)
Michael LeFebvre refers to the cultures of the ancient Near East as non-legislative societies. So the code of Hammurabi is not prescribing laws, and a word for 'law' doesn't even exist in their language, so no one read this inscription and assumed it was an attempt to enact universal legislation for all people who lived under Hammurabi. This is not to say there were no laws as we understand them, but Botérro notes they were "unformulated," just like they had a folk understanding of the "principles of science," even though they "remained unformulated" and unspoken (Mesopotamia, pg. 181). What mattered and what everything centered around was order, and the king's job was to establish and maintain order. How ever the king could establish and maintain order through his decrees is what his subjects had to follow.
So the concept of justice was a means to an end. They didn't care about justice for justice's sake or ethics for the sake of doing good. They cared about establishing and maintaining order. All else was a means to that end. For example, in today's world, we would rather forsake order for equality under the law if the president was guilty of murder. We would rather him go on trial and suffer the consequences of the law. Such a process would create disorder as the nation would go into turmoil. In the ancient Near East, order was the highest good. They would consider such a modern process a disaster because of the disorder it created. It would be better for the leader of the nation to get away with a crime than to go to prison because of the disorder it would cause. Again, there was no sense of justice for ethical means. Justice was a way to promote and keep order. It was more of a sin for a prostitute to leave the brothel and find honest work because that disrupted the order of things and her place in society, whereas today we would consider this a good thing, even if it disrupted societal order. This is why the Babylonians use two words to express justice (kittu u mêšaru), which combined would most likely mean "to establish firmly, to be in order."
The king made decrees to keep order because the gods demanded it, and so ancient Near Eastern legal collections are not really prescribing legislation for the people to follow. Botérro says "the 'Code' of Hammurabi is essentially a self-glorification of the king" (Mesopotamia, pg. 178-183). His subjects would have read it as descriptive, not prescriptive. It was meant to display his wisdom by explaining what justice looked like through what are most likely hypothetical cases or "models" to be considered in the spirit of analogy.
Some scholars have suggested the laws came from actual cases and actual decisions that were made instead of merely being hypothetical cases. This is plausible, but this also doesn't mean they establish universal laws for future cases, but merely served as models for future judges to learn from. Walton says:
"[Legal treatises] serve as manuals that are compiled to teach principles to practitioners through paradigms. They instruct by circumscribing the field of knowledge with examples." (Ancient Near Eastern Thought and the Old Testament: Introducing the Conceptual World of the Hebrew Bible, pg. 271)
It might best be explained by comparing it to elementary school math questions. When we were children and learned math, it would be taught to us through hypothetical cases like, "If Jim has 12 apples and sells 4 to Sally and 5 to Jake, how many does he have left?" Such a question in a math textbook is not trying to teach you economics, or prescribing actions. It is not even a story about a real event. It is teaching and describing mathematics through hypothetical cases.
Another and more similar example to ancient legal collections would be a collection of modern wisdom sayings, like:

• "Do not count your chickens before they hatch"
  
• "A bird in the hand is worth two in the bush"
  
• "Do not keep all your eggs in one basket"
  

If these things were collected and put into a book, we would not look at them as prescriptions or laws to follow. They are wisdom sayings to get you to think. If you saw a person with all their eggs in one basket instead of separated into two baskets, we would not think they broke a modern law or committed an ethical violation. This saying is not meant to prescribe an action, even if it's formatted like one. It is meant to teach one how to be wise. The code of Hammurabi functions more like this and not like modern legislation. It was meant to inspire someone on how to think about justice and what justice looked like.
Botérro says:
"A law applies to details; a model inspires— which is entirely different. In conclusion, we have here not a law code, nor a charter of a legal reform, but above all in its own way a treatise, with examples, on the exercise of judicial powers."(Mesopotamia, pg. 167)

The Torah

When it comes to the Torah, it most likely functioned in a similar way. We translate 'Torah' as law, but this is not what Torah means. It refers to 'instruction' or 'teaching.'
Walter Kaiser says:
"...[Torah] is much more than mere law. Even the word itself does not indicate static requirements that govern the whole of human experience. The meaning of [Torah] then is directional teaching or guidance for walking on the path of life." (Five Views on Law and Gospel, pg. 192-193)
So it's more about guidance given to Israel on how to be holy and orderly, not prescribing actions or consequences. John and J. Harvey Walton argue it is better to understand the Torah like we understand the book of Proverbs. Proverbs is not necessarily prescribing actions, it's teaching us how to be wise and how to think about morality. One of the most famous proverbs is in chapter 26:4-5:

"Answer not a fool according to his folly, lest thou also be like unto him." (vs. 4)
"Answer a fool according to his folly, lest he be wise in his own conceit." (vs. 5)

These two sayings are obviously contradictory, but neither is a prescription on how to deal with a fool. This saying is teaching about the nature of a fool, and a wise man will know you cannot win with a foolish person. A person who is truly wise will know what to do in circumstances where one has to deal with a fool.
Proverbs 13 is also a place where people assume prescriptions are in play but this is not necessarily the case. Verse 22 reads:

"A good man leaveth an inheritance to his children's children: and the wealth of the sinner is laid up for the just."

This does not mean you have failed if you cannot leave an inheritance for your grandchildren. For some parents, it might be better to will their inheritances to charities, especially if their children are corrupt or better off than they were. It is merely a wisdom saying that cannot apply to all real-life cases, nor is it prescribed to all people. Likewise, a few verses later it reads:

"He that spareth his rod hateth his son: but he that loveth him chasteneth him betimes." (vs. 24)

This is not prescribing that you beat your son with a rod. It is metaphorically teaching that if you're wise, you will discipline your children in the proper way. The surrounding context should show this, as it contains numerous verses that are metaphorical. The very next verse is:

"The righteous eateth to the satisfying of his soul: but the belly of the wicked shall want." (vs. 25)

This is not teaching that sinful people are always hungry, but metaphorically teaching it is better to be content with what you have than to be greedy and constantly chasing after the next best thing.
So Proverbs is not necessarily prescribing actions. Instead, Proverbs is teaching one how to think and how to understand morality and wisdom. We are meant to understand Proverbs holistically. You cannot take select sayings out of Proverbs and only apply those. You are meant to apply the whole book to understand how to be wise. Circumstances will always factor as you apply the wisdom of Proverbs to your life. Likewise, given the ancient Near Eastern cultural context, the Torah is teaching what justice looks like, not prescribing actions. It is a description of what justice and order looks like for Israel in their cultural context, and like Proverbs, it's also supposed to be understood holistically, meaning the author did not intend for you to pick certain sections out. You cannot understand the sections on slavery without reading them in the light of loving the stranger and caring for the poor and underprivileged. Israel was meant to understand the Torah in whole, not as individual sections.
Skeptics will often note there are sayings in the Torah that contradict, but this is not an issue if the stipulations are not prescriptive but didactic. For example, Leviticus 23:22 says that when you harvest a field to not harvest it all, but leave the edges for the poor and the foreigner to harvest. But in Deuteronomy 24:19, it implies you should harvest your whole field and leave some of the collected bundles for the foreigner, the fatherless, and the widow, but it doesn't mention the poor. However, neither of these are really prescriptions on how to harvest, so they don't contradict. Both verses are just trying to teach a general way to live, namely to find ways to make sure the less fortunate are fed.
This is the mentality you should have when reading the Torah, not looking for specific laws on what Israelites were to do in specific circumstances. Just like Jean Bottéro notes the code of Hammurabi was didactic, the Torah was also most likely understood as didactic, meaning the sayings within it expressed the moral importance of something (Mesopotamia, pg. 177). These sayings were not necessarily prescriptive in how to act when a certain incident mentioned in the Torah arose. Walton concurs:
"...One can propose that these are not laws (i.e., legislation) but selected samples that can serve the intended didactic function. It is in this sense that they offer model justice ... They offer sample wisdom; they do not prescribe laws." (Ancient Near Eastern Thought and the Old Testament: Introducing the Conceptual World of the Hebrew Bible, pg. 273)
So for example, Exodus 35:2 is not necessarily prescribing the death penalty for anyone who works on the Sabbath. It lists the maximal punishment that could be applied and it also is expressing the importance of the Sabbath to God and what justice would look like if Israel were to break it, but it is descriptive of justice. It describes how the Sabbath should be treated to Israelites in covenant with God. It does not intend to mean Sabbath breakers are to be killed left and right. It intends to describe how important the Sabbath should be treated by the Israelites. Remember, as Hillers notes, these legal collections gave "considerable latitude to local courts for determining the right in individual suits. They aided local courts without controlling them" (Covenant: The History of a Biblical Idea, pg. 88).

The Word 'Obey'

This is all supported by a Hebrew word we have often mistranslated.

"Now therefore, if ye will obey my voice indeed, and keep my covenant, then ye shall be a peculiar treasure unto me above all people: for all the earth is mine:"-Exodus 19:5

The word 'obey' is used in our english translations, but the Hebrew word more likely refers to 'hear' and "take heed." The one being instructed is repeatedly enjoined to heed the wisdom that is being conveyed. Much like Proverbs gives guidance on how to live a moral life, Torah is also laying down guidance, not laws. In other words, "in order to live in covenant with God, take heed this wisdom and ignore it at your own peril." The expected response to the Torah is far different from a response to legislation. Legislation carries a sense of "you ought," instruction carries a sense of "you will know."
Now, this does not mean one was never supposed to feel as though the Torah never prescribed rules of conduct, or punishments were never applied. That would be taking things too far in the opposite direction and imposing a simplistic view in that setting.
One could obtain prescriptions for proper conduct from Proverbs, but once you understand the whole wisdom of Proverbs, you know how and when to apply it properly. Likewise, one should apply the wisdom of the Torah and know how to act properly in each circumstance, especially if certain commands were to contradict.
One could see the law as setting an ideal standard, but that comes with the understanding that the ideal can hardly ever be realized. For example, the Bible notes God was slow to anger instead of enacting punishment on Israel immediately, as He would have had the right to do (Exo. 34:6, Neh. 9:17, Nah. 1:3). Allowing a period for Israel to repent suggests that it was possible that the punishments were not always carried out when they could have been. So in other words, Exodus 35:2 as part of the Torah is trying to say, "take heed and listen, the Sabbath is so important that to break it is worthy of death." But that doesn't carry the prescription to always kill Sabbath-breakers, even though the maximal punishment listed could be applied if the judge felt it necessary for those specific circumstances. Instead, it mostly expresses the moral importance, so Israel would understand how important it was to God within their covenant with Him, but that ideal did not always play out in reality.

Later Interpretations

We can also see this reasoning in action in a later narrative. In 2nd Samuel 12, when king David commits adultery with Bathsheba and has Uriah killed, he isn't prescribed the death penalty, even though the authors demonstrate knowledge of the Torah and that is what is taught in the Torah as the proper punishment for murder and adultery:

"And he shall restore the lamb fourfold, because he did this thing, and because he had no pity."-2 Samuel 12:6
"If a man shall steal an ox, or a sheep, and kill it, or sell it; he shall restore five oxen for an ox, and four sheep for a sheep."-Exodus 22:1

So it doesn't appear later Israelites understood the punishments of the Torah as universal laws or necessarily prescriptive.
This understanding of the Torah is also supported by the teachings of Jesus. He also appears to have understood that, at times, the laws could not always have applied because of circumstances. It was the Pharisees of his day that interpreted the Torah as unbreakable legislation, but Jesus understood that at some times certain aspects were more important than others.
In Matthew 12, Jesus allows his disciples to go through grain fields to gather food on the Sabbath. The Pharisees, believing Jesus has broken an unbendable law, state, "Behold, thy disciples do that which is not lawful to do upon the sabbath day" (vs. 2). But jesus replies by quoting narrative passages outside of the Pentateuch on how early Israelites understood the teachings about the Sabbath. He said to them:

"Have ye not read what David did, when he was an hungred, and they that were with him; How he entered into the house of God, and did eat the shewbread, which was not lawful for him to eat, neither for them which were with him, but only for the priests? Or have ye not read in the law, how that on the sabbath days the priests in the temple profane the sabbath, and are blameless? But I say unto you, That in this place is one greater than the temple. But if ye had known what this meaneth, I will have mercy, and not sacrifice, ye would not have condemned the guiltless. For the Son of man is Lord even of the sabbath day." (vss. 3b-8)

There are two important points we can see here from Christ's teaching.
The first is that he didn't understand the Torah as prescribing unbreakable laws regarding the Sabbath that always required capital punishment. He seems to have understood it as providing wisdom or guidance which was meant to point to something more important, like living properly with God. It was about drawing the proper principles from the Torah, not laws. As J. Daniel Hays remarked, "In essence, the Pharisees criticized [h]im with the details of the Law, but Jesus answered them with principles drawn from narrative" (Applying the Old Testament Law Today, Bibliotheca Sacra, 158). Craig Keener adds:
"Jesus appeals instead to inspired narrative to show how god expected the legal statements to be qualified in practice, 'a precedent for allowing hunger to override the law' (Sanders 1990:20)... Jesus challenges not merely their interpretation of the Sabbath but their entire method of legal interpretation." (The Gospel of Matthew: A Socio-Rhetorical Commentary, pg. 355)
Second, Jesus reminds the Pharisees the need to remember mercy when applying the Torah. The torah was merely descriptive of what justice and holiness looked like, but justice was not always supposed to be applied. God reminds us that we ought to apply mercy whenever able, not assume that Torah demanded endless justice through unbreakable laws. Keener says:
"Not merely human life but human need in general takes precedent over regulations. Kindness towards others genuine need — for example, that of hungry disciples — precedes rules whose purpose was to please the God who values such kindness more highly (12:7; 9:13; cf. 4:2)." (The Gospel of Matthew: A Socio-Rhetorical Commentary, pg. 357)
Israel was meant to read the wisdom of the Torah to understand what justice and holiness look like, but Jesus reminds us God desired Israel to apply mercy and understanding when able to, and not assume the Torah demanded endless punishments to be doled out. Again, the Torah expressed the moral importance of something so Israel would understand how important it was to God within their covenant with Him.

The Suzerain Treaty

The key to understanding the Torah is to understand it was about being in covenant with God. What we read are covenant stipulations, not the establishment of a moral code for all people in all times and all places. It contains things we can say are moral, but they are only there to aid Israel in holding to the covenant between them and God.
Unlike other ancient Near Eastern legal collections, the Torah is part of what we would call a "Suzerain Treaty." Delbert Hillers notes that in the Pentateuch, it teaches that Israel had become the vassal of God (Covenant: The History of a Biblical Idea, pg. 46-71). A Suzerain Treaty is where a king would take on another nation as a vassal. The Suzerain or Lord would establish what the vassal would now need to do to please their new overlord in the form of stipulations; which would then be followed by the sections where the stipulations were met, what blessings they would receive, and what repercussions would ensue if they did not keep the stipulations.
However, like with wisdom literature, treaty stipulations do not legislate. They provide instructions in the wisdom on how to be a loyal vassal. Suzerains took on vassals to glorify themselves and to make their name great. Vassals were seen as extensions of him, and what they did reflected the character of the Suzerain. When the Suzerain imposed his stipulations, he was not asserting law. He was extending his identity and realm through the vassal, and so the stipulations were instructions in how to reflect his character. The stipulations were not extensive and exhaustive in order to cover all aspects of life. They were designed to get the new subjects to understand how to be loyal vassals in all ways by giving certain examples. But a vassal's loyalty was meant to extend beyond what was stated.
It is like if i'm going to teach you martial arts, I would teach you how to properly kick, punch and block. But i'm not attempting to teach you specific motions or only things you can do if you're attacked, and i'm also not teaching you that you have to go out and start fighting. I would be trying to teach you how to think about fighting if a potential fight arose.I would want as your instructor for you to know how to act, whether to defend or call the authorities. I would not be prescribing fighting, but teaching you how to think about fighting.
Likewise, to be a loyal vassal extended beyond the stipulations. It was about teaching one how to think and how to understand what it meant to be loyal. The Torah was mostly trying to describe and teach skills, namely the skills on how to be a holy people, and how to properly represent the Lord before the nations of the ancient Near East. God expected them to do certain things, but also have the knowledge on how to properly apply these skills. And by becoming a vassal, Israel became an extension of God and they were meant to enhance and make the name of the Lord great to the surrounding nations. And the Torah was the instructions on how to exemplify the character of the Lord to those surrounding nations of that time period. It's not a moral code for all times and all people. It was not given as an ideal system. It is a culturally situated system. It was meant to bring enhancement to the reputation of the Lord among the nations of the ancient Near East.
In other words, the Torah was meant to teach Israel how to enhance the character of the Lord within the cultural world of their day, not our modern culture; what could they do so the other nations would see how great the Lord was. The Torah doesn't address issues like if slavery is wrong because it's not attempting to create the perfect moral code, and it was not written to our modern sensibilities. Issues like this were not being addressed in the world yet.
Remember, to the world outside of Israel in that time period, order, not ethical laws, were what the ancient culture is focused on. So the Torah is how to be a light to those nations of that time period, about what would get their attention so God could eventually bring them back into the kingdom. In other words, it is working within the culture to enhance the name of the Lord. It is not trying to set up an ideal system for all people at all times in all places.
So essentially that means Torah is how Israel is to order itself so they can live in God's presence in the land of Canaan. It provides hypothetical cases which describe, not prescribe, what an orderly and holy way of living would look like for Israel as God's vassal (Lev. 20:26).
"If the Torah gives illustrations of ways that order can be maintained in the society of ancient Israel—covenant order defined by preserving the sanctity of sacred space as God's—it is all culturally relative."(The Lost World of the Torah: Law as Covenant and Wisdom in Ancient Context, John H. Walton, pg. 100)

The Imperfect Mosaic Law

If you read through the Torah, you will find some verses that appear pretty awful. Israelites are allowed to keep slaves and women are not on an equal level with men. Skeptics often bring up these verses to show there are horrible things permitted in the Bible, so the word of God contains some pretty immoral ideas. Most believers will retort that these passages can simply be explained by looking at the cultural context or what the original Hebrew meant, but then skeptics often reply that it is the believer who is misunderstanding what the passages are saying. So as a believer myself I propose a compromise: let's just say the skeptics are right. The Torah does contain numerous passages that contain immoral ideas, but also God admits the Torah was never meant to be the ideal.
As now revealed, the Torah was not a prescriptive law code or legislation. It was more akin to didactic wisdom literature and was set up as a Suzerain Treaty. But why would God still allow the Torah to contain verses that appear to be okay with slavery, or treating women as second-class citizens? Well we need to remember the Bible implies in many places that the Torah was not a perfect moral code from God. It contained concessions for stiff necked Israel, and the Bible even admits this.
First, in Matthew 19, the Pharisees come and attempt to trick Jesus by asking him a question about the law of divorce. They ask why moses allowed them to give a certificate of divorce and send their wives away (vs 7). But Jesus replies:

"Moses because of the hardness of your hearts suffered you to put away your wives: but from the beginning it was not so." (vs. 8b)

This is a very important point made by Jesus. The law of divorce only existed because the hearts of the ancient Israelites were hard. God only allowed this for the time being because Israel was not at a point yet where they could be given more ethical marriage guidelines. Considering scholars note the Torah was to be understood holistically and not as individual sections, this implies some of what is in the Torah was included due to a compromise between God and Israel, and this can be seen in other places as well.
In 1st Samuel 8, the people approach Samuel and demand that Israel be allowed to have a king instead of being led by God directly. God warns that this is a bad idea but allows it anyway, and gives Israel a king besides God Himself. Again, remember that the Torah functions as stipulations of a Suzerain Treaty where God was seen as their king and ruler. By allowing an earthly king to mediate between Him and Israel, God allowed the covenant to be modified between Israel and Himself, but based on input from Israel. So although God was in charge, the stipulations of the covenant were not entirely from God. If He approved, He allowed the people of Israel to modify the covenant, even if God preferred another way (vs. 9).
Likewise, in Numbers 27 we see members of Israel offering changes to the Torah and getting them approved. The daughters of Zelophehad point out their father had no male heir and do not want the inheritance taken away from them and given to one of his brothers. They bring this issue to Moses and God allows this teaching to go into the Torah. So not everything we see in the Torah was directly given by God. He allowed Israel to include teachings they saw fit, with His permission. Additionally, God implicitly admits the failure of the existing law among the Israelites. It was not providing justice for these daughters, so God suggests the need for the rules and the wisdom of the Torah to be updated when justice was not being obtained for the people of Israel (vs. 7). This is the most explicit passage when it comes to an example of updating the Torah but we can see it in other places.
For example, Richard Averbeck draws attention to Deuteronomy 15:12-18 which updates and revises stipulations found in Exodus 21:2-11 concerning the treatment of slaves. He says:
"It simply adds a feature to the law that is in keeping with the theology of Deuteronomy. Yes, there is revision here, but not subversion." (Exploring the Composition of the Pentateuch, pg. 40)
So the evidence suggests the stipulations of the Torah could be revised and expanded upon when justice was not being achieved. So from these passages, we get the implication the Torah was not a perfect moral law given by God. It was put together as a compromise with a stubborn people. It could be modified in ways that God did not initially want, or could be modified for just reasons. And some of the passages come from requests by israelites.
Now, because Israel was a high-context society, it is not always stated if God approved of each passage or if He was allowing something to be included to compromise with Israel; but the passages I highlighted imply the Torah as a whole contained concessions for Israel, included things God didn't want, and was put together with input from Israel, which essentially means the Biblical texts admit the Torah was never meant to establish God's ideal moral system. The Torah was a temporary guardian meant to provide wisdom from God on how to properly live and represent God to the cultural world of the ancient Near East. It was supposed to teach Israel to trust and depend on the Lord, what it would look like to be a holy people within their cultural background, and some things that would be pleasing to a holy God. It was not laying down a universal moral code. Humanity was not ready for such a revelation yet, so God established the Torah to be our guardian for the time and to point to a need for something greater to come.
Notice, we're not saying that because the Torah was not a perfect moral code that it was necessarily bad. We are simply noting that Torah was not meant to be universal moral legislation, and it was cultural wisdom for that time and place. In other words, it was 'perfect' for where the people were spiritually in that time and place within that culture (Psa. 119:7), but not meant to be moral wisdom or rules for all people or all cultures.

"But before faith came, we were kept under the law, shut up unto the faith which should afterwards be revealed. Wherefore the law was our schoolmaster to bring us unto Christ, that we might be justified by faith. But after that faith is come, we are no longer under a schoolmaster."-Galatians 3:23-25

Now the question might arise as to why God couldn't just make Israel better by giving them an ideal moral code right away. Well, probably for the same reason we wouldn't expect a sociopath to be able to run an orphanage unless we somehow removed his free will. People and societies need time to progress towards a more virtuous way of thinking. If you expect too much at first from a morally depraved mind, you're actually more likely to hinder them instead of helping them progress to a better place. The implication in the Bible is the cultures of the ancient Near East had become so corrupt that comprehending an ideal moral code would have been practically impossible. Israel was selected to be a light to these nations to hopefully help in bringing them a step closer to God. Israel herself also is not ready to fully represent the ideal life God desired, however God could offer a culturally situated system to be the first stepping stone in bringing humanity back towards Him.
This would be analogous to a parent working with their young child. You may want your kid to eat all their vegetables and watch less tv, but as a parent you might understand kids just aren't mature enough for this yet. So we compromise, let them have something they like in exchange for their cooperation in eating something good for them. Attempting to force too many strict rules and high expectations will only result in utter misery and little to no results. In fact, often when parents are too strict and demanding, it can often make their kids worse off instead of helping them. Likewise, Israel and most of humanity was simply not ready for a perfect moral law from God. So God used the Torah as a stepping stone in revealing Himself to humanity without removing significant human freedom. So we don't need to defend the Torah as if God intended for it to be an ideal moral system.
Jesus was constantly trying to explain how the Pharisees had misunderstood the purpose of the Torah. It was not meant to be prescriptive law or the rules for God's ideal system. It was meant to demonstrate how sinful humanity was, and to point to the need for something greater to come. As Jesus said in John 5:39:

"Search the scriptures; for in them ye think ye have eternal life: and they are they which testify of me."

In the Sermon on the Mount, Jesus points out righteousness goes beyond just keeping certain laws but having your heart in the right place (Matt. 5). Jesus demonstrates how just following the prescriptions of the Torah fall from the righteousness that God actually demands. So for Christians, the Torah was meant to be fulfilled in something greater, not be an ideal moral system.
So the Torah was not prescriptive law for Christians. Paul and Jesus point out what Christians were commanded to do is to believe in Jesus (John 14:1 ), love God (Luke 10:27), and love others (John 15:12). The New Testament teaches that Torah served the purpose of preparing humanity for the new covenant established by Christ. It does not teach the Torah was God's ideal moral system but merely a stepping stone pointing to something better to come, demonstrating the moral depravity humanity had fallen into. Paul even says the purpose of the Torah was to increase sin (Rom. 5:20).
The point was to teach us that we needed to be saved from our sins through the grace of God. The Torah demonstrated humanity cannot be holy through our actions and ways of thinking, and in trying to properly live the life Torah laid out, we would fail and sin even more. God provided a covenant which was a compromise and Israel could not even properly live by it. Instead, the Torah demonstrated how sinful humanity was and how incapable we are living in a way that would have pleased God.
So the Torah served its purpose in showing that Israel could not live in accordance with it, in the need for a better covenant based on grace to take its place. The Torah was merely our guardian, laying the groundwork for something better, not an ideal system that got established. So we don't need to pretend everything in the Torah is necessarily morally good. The Biblical texts do not state this, and instead teach that it was culturally situated and would be fulfilled one day. So when confronted by verses in the Torah that seem unethical, there is no need to try to rationalize them to make them sound better. Instead, it should simply be pointed out what the Torah was and that God never intended for it to be an ideal moral code

Conclusion

So the Torah itself is culturally dependent and descriptive wisdom on how to live as God's vassal. We should not wonder why it doesn't address certain moral questions that we have today. That was never its intent, as its intent was to teach Israel how to properly represent the Lord before the ancient nations of the Near East who were not asking the same moral questions we are asking today. It was not intended to be prescriptive, but more akin to Proverbs in teaching them how to act and think of justice, and how they can maintain order in God's presence. And most importantly, it's not a law code or legislation. What we have here is a treatise on judicial wisdom for Israel's ancient cultural context. It taught them what it meant to be God's representative to the ancient Near East and what an orderly and holy people looked like.
So once we understand the main purpose of the Torah, we can better grasp how it fits in the overall Biblical narrative. It was never an ideal moral code or intended for all people of all times. It was culturally situated and must be read with that context in mind.

MY CONTACT INFO:

• Email: [info@hiraedu](mailto:info@hiraedu). com
• WhatsApp: +1 (213) 594-5657
• Call: +1 727 456 9641
• Important: Please contact me via text or call to get the fastest response possible. I don't check Reddit Messenger very often.

ASSESSMENTS I CAN COMPLETE:

• Online Courses (1 - 20 Weeks Long)
• Homework Assignments
• Exams Quizzes Tests
• Excel Projects
• Discussion Forum Posts
• Research Papers Term Papers Essays
• Employment Assessments

MY MATH SUBJECTS OF EXPERTISE:
I am very knowledgeable and proficient in assisting students in a wide range of mathematics classes. I can help students complete their homework assignments and other projects get an A on quizzes, tests, and exams (including proctored assessments) answer online discussion posts write essays & papers in MLA APA Chicago format and provide general overall academic help in each math course listed below:

• Advanced Placement Honors High School Level Math
• AP Calculus AB A.P. Calculus BC
• AP Statistics
• Biostatistics Bio-Statistics
• College Algebra Intermediate Algebra
• Business Calculus
• Business Statistics
• Business Math
• Calculus I Calculus II Calculus III (Calc)
• Geometry
• International Baccalaureate (IB) Maths
• Liberal Arts Math
• Logic & Reasoning
• Multivariable Calculus Multi variable Calculus
• Precalculus Pre-calculus
• Probability & Statistics
• Psychology Statistics Psych Stats
• Quantitative Reasoning Quantitative Methods Quantitative Literacy (Quant)
• Statistics (Stats)
• Statistics for Social Sciences
• Trigonometry (Trig)

STATISTICS HELP (MY BEST SUBJECT):

• I have a master's degree in Applied Statistics from a university in New Jersey, USA. As a result, I am very proficient in helping students with various types of Statistics courses including Biostatistics Business Statistics Elementary Statistics Probability & Statistics Psychology Statistics.
• I have extensive knowledge and skill with helping students get through various statistical concepts including all of the following in alphabetical order:
• ANOVA Bar Graph, Boxplot, Dot Plot, Histogram, Pie Chart Bias Binomial, Exponential, Poisson, Gamma, Uniform Distribution Central Limit Theorem Chi-Square Test Coefficient of Determination (R^2) Conditional & Relative Probability Confidence Interval Correlation Coefficient (r) Critical Region Critical Value Descriptive & Inferential Statistics Effect Size Expected Value Experiment vs Observation Goodness of Fit Test Hypothesis Testing Interpolation & Extrapolation Interquartile Range (IQR) Kurtosis Left, Negative, Right, Positive Skewed Distribution Logistic Regression Mean, Median, Mode, Midrange Multiple Regression Nominal, Ordinal, Interval, Ratio I Population Parameter Normal, Symmetric & Bell Shaped Distribution Null & Alternate Hypothesis One & Two Sample T-Test One & Two Sample Z-Test Ordinary Least Squares Outliers P-Value Pooled Variance (Equal Variances) Proportion R^2 Range Regression Regression Line Reject & Fail to Reject Ho Relative & Cumulative Frequency Distributions Relativity & Reliability Right, Left, One, Two Tailed Tailed Hypothesis Test Sample Statistics Sampling Methods (Convenience, Stratified, Simple, Cluster, Systematic) Significance Level (1%, 5%, 10%) Skewness Standard Deviation& Variance T-Score Test Statistic Time Series Type I & Type II Errors Unbiased Estimators Z-Score

ALGEBRA HELP:

• I am well-versed in helping students do well in Algebra 1 & 2 College Algebra Intermediate Algebra Pre-Algebra and I am very knowledgeable and proficient in the following algebra topics in alphabetical order:
• Absolute Values Circle Equation Domain Exponents Graphing Horizontal & Vertical Asymptotes Inequalities, Equations & Functions Inverse Functions Linear, Exponential, Logarithmic, Quadratic Equations Logarithms Maximum & Minimum Values of a Graph Number Lines One-to-One Functions Parallel & Perpendicular Lines Plotting Points & Ordered Pairs Point-Slope Form Polynomial Division Polynomials Radicals Range Rational & Irrational Expressions Rational Functions Real Roots Real Zeros Relations & Functions Slope Slope-Intercept Form Square Roots Standard Form of a Line System of Equations System of Inequalities Variables X and Y Intercepts

CALCULUS HELP:

• I am well-versed in helping students do well in Calculus I, II & III, Calculus 1, 2 & 3, Business Calculus, Multivariable Calculus, Vector Calculus and I am very knowledgeable and proficient in the following calculus topics in alphabetical order:
• Absolute & Local Maximum and Minimum Antiderivative Area & Volume Chain Rule Concavity Continuity Convergence Test Critical Points Curvature Curve of Rotation Curve Sketching Derivatives Divergence Test First & Second Derivative Test Fourier Series Implicit Differentiation Increasing / Decreasing Functions Infinite Series Integrals Integration by Parts Jacobian Matrix Limits L’Hopital’s Rule Maclaurin Series Mean Value Theorem Partial Derivative Product & Quotient Rule Reiman Sum Related Rates Simpson’s Rule Solid of Revolution Substitution Rule Taylor Series

ATTRIBUTES THAT SET ME APART FROM OTHER TUTORS:

• I firmly believe that I have many attributes and skills that set me apart from other tutors. Below is a list of qualities that makes me an ideal fit to help you master your coursework:

I CAN AID STUDENTS TAKING PROCTORED ASSESSMENTS:

• Proficient in CollegeBoard AP Calculus AB, AP Calculus BC & AP Statistics exams.
• Skilled with International Baccalaureate Math Exams: IB Maths HL & IB Maths SL
• Can intentionally answer a few problems incorrectly at the student's request.
• Can text solutions to the student while they are taking a proctored exam.
• Upon request, can purposely obtain grades below an A (ex: B+, B, C+, C-).
• I can stretch out the time to a plausible length for timed exams and assignments before submitting them.
• Have reliable software that can change my IP address to match the closest major city near the student.
• I have exceptional multiple-choice exam-taking skills. I have mastered the various techniques to make calculated guesses for the correct option in standardized exams such as the SAT & GRE.

I CAN VERIFY MY ACADEMIC KNOWLEDGE & SKILLS:

• I have no problem with requests to solve sample problems upfront to prove my knowledge & proficiency of the course concepts.
• I can provide glowing references & strong examples of work done for past clients to verify my academic skills.
• I can also provide, upon request, complete detailed calculations with explanations for solutions to the problems worked on.
• I am quite skilled and adept in using multiple modernized educational platforms and software, including but not limited to: Brightspace MyStatLab D2L WebAssign Canvas MyMathLab Blackboard ALEKS
• Can format term papers and discussion posts in APA MLA Harvard Chicago Vancouver OSCOLA IEEE format.

I HAVE PAID ACCESS TO OVER 15 STUDY-HELP WEBSITES AND MATHEMATICAL SOFTWARE:

• I have multiple paid subscriptions to a wide range of academic tutoring resources, including Chegg, Quizlet, CourseHero, Brainly, Grammarly, Bartleby, Slader, Transtutors, Slideshare, StudocU, Turnitin, Academia, SymboLab, WolframAlpha, and Scribd to help guide to solve exam & homework questions that I may not immediately know.
• However, I am smart enough not to blatantly plagiarize solutions online but instead write them in my own unique words, formatting, & mathematical terminology.
• I have access to a very sophisticated graphing calculator and various mathematical software that provides step-by-step solutions to complex mathematical problems within seconds, allowing me to provide exact solutions to the student in a timely manner.
• I have impeccable handwriting and a high-quality mobile scanner app that allows me to scan written solutions in very legible high-definition JPG, PNG, or PDF formats.

MY CONTACT INFO:

• Email: [info@hiraedu](mailto:info@hiraedu). com
• WhatsApp: +1 (213) 594-5657
• Call: +1 727 456 9641
• Important: Please contact me via text or call to get the fastest response possible. I don't check Reddit Messenger very often.

I AM A BORN & RAISED UNITED STATES CITIZEN:

• Unlike some tutors advertising on Reddit, I am a native-born and raised American citizen with an authentic natural U.S. American accent.
• I am half Irish, half Italian, but 100% American.
• I have received a complete American education from an NJ Elementary School, an NJ middle school, an NJ high school, and 2 NJ universities.

I ALWAYS ACCEPT CALLS:

• I have no problem speaking with potential clients on the phone.
• I have an authentic suburban upper-middle-class American accent, similar to the actor: Ben Stein.
• However, be wary of so-called “tutors” who refuse to accept any phone calls or have a strict “text / email only” policy.
• These “text-only” / “email-only” tutors are usually located outside the U.S. and are afraid their foreign accent will expose their true nationality.

I WRITE LIKE A PROFESSIONAL:

• Approximately 98% of the time, I write all my texts & emails in grammatically correct U.S. English with proper punctuation and occasional typo.
• Unlike some alleged “U.S.-based tutors,” I do NOT write using broken English or grammatically incorrect texting shorthand (example: "wut u need help wit??").
• I write my ad in proper American English, the same way I always text and email people.
• I can guide students on formatting & writing term papers, essays, and discussion posts in APA MLA Chicago Harvard format.
• If the tutor you’re checking out consistently writes using egregiously horrendous grammar, do you honestly think it’s a good idea to trust them to help you do well in your class?

I SPEAK LIKE A GENTLEMAN:

• I have absolutely no reservations with allowing interested students the opportunity to analyze & assess my intonations & inflections my erudite diction my unique vocabulary & word choice suburban upper-middle-class American accent my tone & pitch my articulation to get a better idea of the way I present myself.

I HAVE A UNIQUE VOICEMAIL GREETING:

• If you call my phone number and I don't pick up the phone in time, my voicemail recording will play.
• I recorded my voicemail message in my own voice introducing myself as Jim O'Hara and explaining my services.
• A professional tutor running a serious business should have a unique voicemail greeting regarding their services.

I’M POLITE & WELL-MANNERED:

• I consider myself to be a very well-mannered and polite person.
• I always try to speak & text in a clean proper matter without using any obscenities or R-rated language.
• Please be wary of anyone using inappropriate R-rated language (example: f-bombs, C U Next Tuesday, sh*t).
• A professional tutor should carry themselves with dignity and class.

MY AVAILABILITY & RELIABILITY:

• Depending on my availability, I can accommodate immediate tutoring requests, 1-24 hour, and 1-30-day deadlines.
• I can schedule live real-time online sessions and meet deadlines in an impressively timely fashion.
• I can provide quick notifications and updates of progress made in the student's class via email text phone calls.
• I can also be available to tutor students for Fall 2021 Spring 2022 Summer 2022 semesters.

MY EDUCATIONAL SOFTWARE OF EXPERTISE:

• I am very knowledgeable and well-versed in a wide range of educational software to tutor students in including but not limited to: Acellus ALEKS APEX Learning Aplia Blackboard Brightspace Canvas Cengage CengageNow Connect ConnectMath Connexus CPM D2L Discord Edmentum Eviews Examity Excel Hawkes Learning Honorlock Khan Academy Knewton LimeSpring Lumen Maple MasteringChemistry MasteringPhysics MathXL (XL) MATLAB McGraw-Hill Microsoft Word Minitab Moodle MyAccountingLab MyEconLab MyITLab MyLab My Lab MyMathLab My Math Lab MyOpenMath MyPsychLab MySocLab MyStatLab My Stat Lab NCSS Open Source Software Pearson PERT PlatoWeb PowerPoint Prezi R Respondus Lockdown Browser with Webcam Sapling SPSS Stata StraighterLine Straighter Line WebAssign Web Assign Webex (Cisco) WebWork Wiley WileyPlus Wonderlic Zoom

SCHOOLS FROM WHICH I'VE HELPED STUDENTS IN :
As of 2021, I have tutored and helped students enrolled at the following U.S. universities community colleges county & city colleges schools for-profit institutions listed below in alphabetical order:

• A - C: American Public University System (APUS) Arizona State Ashford Brigham Young Brown Broward California State (Fullerton) Capella Chamberlain (Illinois) Colorado Technical Columbia Columbia Southern Cornell
• D - K: Dallas College Dartmouth DeVry Excelsior College Florida International Florida State Full Sail Georgia State Grand Canyon Harvard Houston Community College Ivy Tech Community College Kaplan Kennesaw State Kent State
• L - T: Liberty Lone Star College System Kaplan Miami Dade Michigan State CUNY State University of New York (SUNY) Northern Virginia Ohio State University of Phoenix (UOP) Penn State Princeton Purdue (Davenport) San Diego State San Francisco State San Jose State Southern New Hampshire Southern Nevada Stanford St. Petersburg Strayer Texas Tech
• UNIVERSITY OF: Alabama Arizona California (UC) Central Florida Chicago Cincinnati Florida Houston Illinois (Urbana-Champaign) Iowa Maryland Minnesota Michigan North Texas Pennsylvania Southern Florida Texas Toronto
• U - Z: UCLA Extension Utah State Utah Valley Valencia Walden U Wake Technical Western Governors Wilmington Yale

I OFFER FLEXIBLE PAYMENT PLANS:

• I offer several unique payment plans, including a weekly plan, a discounted monthly plan, a discounted half-now / half-later plan, and highly discounted up-front rates.
• I can accept the following payment methods for my services: PayPal Debit Cards Square Cash Credit Cards Cash App Venmo.
• Only people located in North America have access to Venmo Cash App Zelle.
• This is an excellent way to determine if the person you're dealing with is from the United States.
• Within reason, I offer a partial or full money-Back guarantee if the student is very unsatisfied with my academic services.

TUTORING AVAILABLE FOR OTHER SUBJECTS:

• For other subjects, you can reach out to me, and I can connect you with one of my tutoring partners who can provide general academic assistance for the following subjects:
• Art & Design: Art History Design Film Studies
• Business: Accounting (Acc) Biz Courses Business Administration (Biz Admn) Business Calculus Business Law Business Statistics Corporate Finance Economics (Econ) Finance (Fin) Financial Accounting Intermediate Accounting Intermediate Microeconomics (Micro) Macroeconomics (Macro) Management (Mgmt) Managerial Accounting Marketing MBA
• Computer Science: C C++ Computer Programming (Comp) Java Python R (Introduction & Intermediate Level Only)
• Humanities: Communications (Comm) English Literature Essay & Term Paper Writing, Editing, Proofreading Essays History Papers Philosophy (Phil) Religious Studies Theology (Theo)
• Mathematics: A.P. Calculus AB & BC Psychology Statistics AP Statistics Bio statistics Calculus I (1) Calculus II (2) Calculus III (3) College Algebra Differential Equations Discrete Math Finite Math Functions General Math Geometry Liberal Arts Math Linear Algebra Multi-variable Calculus Partial Differential Equations Precalculus Probability Quantitative Reasoning Real Analysis Statistics Trigonometry (Trig) Vector Calculus
• Science & Medicine: Anatomy & Physiology (A & P) Biochemistry Biology (Bio) Biostatistics Earth Science Environmental Science General Chemistry (Chem) Healthcare Medicine Nursing Nutrition Organic Chemistry Physics (Phys)
• Social Sciences: Anthropology Economics (Econ) Geology Law & Justice Liberal Arts Liberal Studies Political Science Psychology Sociology

THE OBLIGATORY "IS THIS A SCAM?" QUESTION:
Considering the fact that you found my contact information online, it’s understandable to be skeptical regarding the legitimacy of my services. Therefore, I’m willing to do all of the following to help you feel more secure in trusting me with your academic needs:

• 1) Speak with you on the phone and answer any questions you may have so that you have the opportunity to assess and analyze my tone, articulation, accent, diction, dialect, regionalisms, pitch, vocabulary, word choice, intonations, and inflections.
• NOTE: I’m a New Jersey-born Irish/Italian-American, but I have been told that I speak in an erudite & articulate suburban American accent with a “professor style” voice somewhat resembling the voice of actor: Ben Stein.
• 2) Agree to do some homework questions of yours upfront with the work fully shown in real-time to prove my mastery of the course content.
• 3) Send you screenshots of at least five past scores I attained from completing exams & homework assignments for other students in the same type of class you need help with.
• 4) Send you full screenshots of written exam solutions I wrote up by hand for students in the past in the same course that you need help with so that you can see my neat handwriting.
• 5) Provide you with the contact information of students who have utilized my services in the past who would be more than willing to vouch for my skills.

MY REBUTTAL TO THE OBLIGATORY “IS THIS A SCAM?” QUESTION:
At the risk of sounding arrogant, I consider myself to be at least marginally more intelligent (both academically & socially) than the average person. Therefore, if I ever decided to suddenly risk prison time, risk my reputation, and risk enduring the wrath of modern-day “cancel culture” by scamming people out of their money:

• I certainly wouldn’t do it for such paltry amounts of money. (i.e., anything less than $1,000 per victim.)
• I certainly wouldn’t choose high school & college students as my “target audience” to scam, considering that most people without college degrees have abysmally low annual incomes. Why choose low-income victims when it would be much more profitable to target high-income, high-net-worth individuals earning at least six figures a year? I have knowledge in business consulting, and I promise you that a business owner would be a MUCH more lucrative mark than a low-income college student.
• I wouldn’t choose such a time & energy-draining method of scamming people. Also, communicating back and forth with potential clients is an absurdly long time sink since only less than 10% of all potential clients who reach out to me actually become paying clients of mine. This means that 90% of my time communicating with potential clients ultimately proves to be a colossal waste of my irretrievable time & energy.
• If you pay me to provide academic services and I don’t deliver, you can always dispute the payment with the payment app and easily get your money refunded. If I were in the habit of swindling money from people, then all of my payment accounts would have been investigated and be completely shut down by now. And I would have been permanently banned from opening new accounts. Therefore, the fact that all my payment apps have been fully active for years should be sufficient proof that I haven’t had people consistently disputing payments sent to me.

HOW TO CONTACT ME:

• If you are interested in my services and would like to learn more info, please feel free to reach out to me.
• Text messages and email are the fastest and easiest ways to get in touch with me. However, I gladly accept phone calls.
• If I don't respond right away, I am most likely helping a student at the time and not currently available to speak on the phone. But I always make a solid effort to reply to texts, emails, and phone calls within an hour.
• I take my work as a tutor very seriously, and I always aim to do my best to help my students excel in school. I have a solid and sincere passion for academic achievement, and with my help, I am positive that I can help students obtain very high grades with minimal stress and effort.
• Please feel free to contact me if you're interested in my services and would like to learn more. I'm available 24/7 via phone call, email, and text. Again, thank you for taking the time to read my Reddit tutoring ad, and I hope to hear from you soon!

OCT 2021 UPDATE: I am currently offering discount deals for requests for assistance with completing a student's entire course for the Fall 2021 semester (14 - 20 week courses acceptable), as well as discounts for students seeking help with multiple exams and/or multiple classes for Fall 2021. My availability for the Autumn 2021 / Fall 2021 semester will likely become limited very quickly as I receive more and more academic requests. Therefore it would be very advantageous to reach out to me for academic assistance before my schedule becomes too full.
MY CONTACT INFO:

• Email: [info@hiraedu](mailto:info@hiraedu). com
• WhatsApp: +1 (213) 594-5657
• Call: +1 727 456 9641
• Important: Please contact me via text or call to get the fastest response possible. I don't check Reddit Messenger very often.

IMPORTANT: When reaching out, please try to include the following information in the initial text message or email so that I can have all the important details necessary to determine the rate for my services:

• Name You Prefer to Be Called
• Name of the Class You Need Help With
• Type of Assessment Help Needed: (Entire Course, Exams Only, HW Assignment, Essay, etc.)

MY CONTACT INFO:

• Email: [info@hiraedu](mailto:info@hiraedu). com
• WhatsApp: +1 (213) 594-5657
• Call: +1 727 456 9641
• Important: Please contact me via text or call to get the fastest response possible. I don't check Reddit Messenger very often.

ASSESSMENTS I CAN COMPLETE:

• Online Courses (1 - 20 Weeks Long)
• Homework Assignments
• Exams Quizzes Tests
• Excel Projects
• Discussion Forum Posts
• Research Papers Term Papers Essays
• Employment Assessments

MY MATH SUBJECTS OF EXPERTISE:
I am very knowledgeable and proficient in assisting students in a wide range of mathematics classes. I can help students complete their homework assignments and other projects get an A on quizzes, tests, and exams (including proctored assessments) answer online discussion posts write essays & papers in MLA APA Chicago format and provide general overall academic help in each math course listed below:

• Advanced Placement Honors High School Level Math
• AP Calculus AB A.P. Calculus BC
• AP Statistics
• Biostatistics Bio-Statistics
• College Algebra Intermediate Algebra
• Business Calculus
• Business Statistics
• Business Math
• Calculus I Calculus II Calculus III (Calc)
• Geometry
• International Baccalaureate (IB) Maths
• Liberal Arts Math
• Logic & Reasoning
• Multivariable Calculus Multi variable Calculus
• Precalculus Pre-calculus
• Probability & Statistics
• Psychology Statistics Psych Stats
• Quantitative Reasoning Quantitative Methods Quantitative Literacy (Quant)
• Statistics (Stats)
• Statistics for Social Sciences
• Trigonometry (Trig)

STATISTICS HELP (MY BEST SUBJECT):

• I have a master's degree in Applied Statistics from a university in New Jersey, USA. As a result, I am very proficient in helping students with various types of Statistics courses including Biostatistics Business Statistics Elementary Statistics Probability & Statistics Psychology Statistics.
• I have extensive knowledge and skill with helping students get through various statistical concepts including all of the following in alphabetical order:
• ANOVA Bar Graph, Boxplot, Dot Plot, Histogram, Pie Chart Bias Binomial, Exponential, Poisson, Gamma, Uniform Distribution Central Limit Theorem Chi-Square Test Coefficient of Determination (R^2) Conditional & Relative Probability Confidence Interval Correlation Coefficient (r) Critical Region Critical Value Descriptive & Inferential Statistics Effect Size Expected Value Experiment vs Observation Goodness of Fit Test Hypothesis Testing Interpolation & Extrapolation Interquartile Range (IQR) Kurtosis Left, Negative, Right, Positive Skewed Distribution Logistic Regression Mean, Median, Mode, Midrange Multiple Regression Nominal, Ordinal, Interval, Ratio I Population Parameter Normal, Symmetric & Bell Shaped Distribution Null & Alternate Hypothesis One & Two Sample T-Test One & Two Sample Z-Test Ordinary Least Squares Outliers P-Value Pooled Variance (Equal Variances) Proportion R^2 Range Regression Regression Line Reject & Fail to Reject Ho Relative & Cumulative Frequency Distributions Relativity & Reliability Right, Left, One, Two Tailed Tailed Hypothesis Test Sample Statistics Sampling Methods (Convenience, Stratified, Simple, Cluster, Systematic) Significance Level (1%, 5%, 10%) Skewness Standard Deviation& Variance T-Score Test Statistic Time Series Type I & Type II Errors Unbiased Estimators Z-Score

ALGEBRA HELP:

• I am well-versed in helping students do well in Algebra 1 & 2 College Algebra Intermediate Algebra Pre-Algebra and I am very knowledgeable and proficient in the following algebra topics in alphabetical order:
• Absolute Values Circle Equation Domain Exponents Graphing Horizontal & Vertical Asymptotes Inequalities, Equations & Functions Inverse Functions Linear, Exponential, Logarithmic, Quadratic Equations Logarithms Maximum & Minimum Values of a Graph Number Lines One-to-One Functions Parallel & Perpendicular Lines Plotting Points & Ordered Pairs Point-Slope Form Polynomial Division Polynomials Radicals Range Rational & Irrational Expressions Rational Functions Real Roots Real Zeros Relations & Functions Slope Slope-Intercept Form Square Roots Standard Form of a Line System of Equations System of Inequalities Variables X and Y Intercepts

CALCULUS HELP:

• I am well-versed in helping students do well in Calculus I, II & III, Calculus 1, 2 & 3, Business Calculus, Multivariable Calculus, Vector Calculus and I am very knowledgeable and proficient in the following calculus topics in alphabetical order:
• Absolute & Local Maximum and Minimum Antiderivative Area & Volume Chain Rule Concavity Continuity Convergence Test Critical Points Curvature Curve of Rotation Curve Sketching Derivatives Divergence Test First & Second Derivative Test Fourier Series Implicit Differentiation Increasing / Decreasing Functions Infinite Series Integrals Integration by Parts Jacobian Matrix Limits L’Hopital’s Rule Maclaurin Series Mean Value Theorem Partial Derivative Product & Quotient Rule Reiman Sum Related Rates Simpson’s Rule Solid of Revolution Substitution Rule Taylor Series

ATTRIBUTES THAT SET ME APART FROM OTHER TUTORS:

• I firmly believe that I have many attributes and skills that set me apart from other tutors. Below is a list of qualities that makes me an ideal fit to help you master your coursework:

I CAN AID STUDENTS TAKING PROCTORED ASSESSMENTS:

• Proficient in CollegeBoard AP Calculus AB, AP Calculus BC & AP Statistics exams.
• Skilled with International Baccalaureate Math Exams: IB Maths HL & IB Maths SL
• Can intentionally answer a few problems incorrectly at the student's request.
• Can text solutions to the student while they are taking a proctored exam.
• Upon request, can purposely obtain grades below an A (ex: B+, B, C+, C-).
• I can stretch out the time to a plausible length for timed exams and assignments before submitting them.
• Have reliable software that can change my IP address to match the closest major city near the student.
• I have exceptional multiple-choice exam-taking skills. I have mastered the various techniques to make calculated guesses for the correct option in standardized exams such as the SAT & GRE.

I CAN VERIFY MY ACADEMIC KNOWLEDGE & SKILLS:

• I have no problem with requests to solve sample problems upfront to prove my knowledge & proficiency of the course concepts.
• I can provide glowing references & strong examples of work done for past clients to verify my academic skills.
• I can also provide, upon request, complete detailed calculations with explanations for solutions to the problems worked on.
• I am quite skilled and adept in using multiple modernized educational platforms and software, including but not limited to: Brightspace MyStatLab D2L WebAssign Canvas MyMathLab Blackboard ALEKS
• Can format term papers and discussion posts in APA MLA Harvard Chicago Vancouver OSCOLA IEEE format.

I HAVE PAID ACCESS TO OVER 15 STUDY-HELP WEBSITES AND MATHEMATICAL SOFTWARE:

• I have multiple paid subscriptions to a wide range of academic tutoring resources, including Chegg, Quizlet, CourseHero, Brainly, Grammarly, Bartleby, Slader, Transtutors, Slideshare, StudocU, Turnitin, Academia, SymboLab, WolframAlpha, and Scribd to help guide to solve exam & homework questions that I may not immediately know.
• However, I am smart enough not to blatantly plagiarize solutions online but instead write them in my own unique words, formatting, & mathematical terminology.
• I have access to a very sophisticated graphing calculator and various mathematical software that provides step-by-step solutions to complex mathematical problems within seconds, allowing me to provide exact solutions to the student in a timely manner.
• I have impeccable handwriting and a high-quality mobile scanner app that allows me to scan written solutions in very legible high-definition JPG, PNG, or PDF formats.

MY CONTACT INFO:

• Email: [info@hiraedu](mailto:info@hiraedu). com
• WhatsApp: +1 (213) 594-5657
• Call: +1 727 456 9641
• Important: Please contact me via text or call to get the fastest response possible. I don't check Reddit Messenger very often.

I AM A BORN & RAISED UNITED STATES CITIZEN:

• Unlike some tutors advertising on Reddit, I am a native-born and raised American citizen with an authentic natural U.S. American accent.
• I am half Irish, half Italian, but 100% American.
• I have received a complete American education from an NJ Elementary School, an NJ middle school, an NJ high school, and 2 NJ universities.

I ALWAYS ACCEPT CALLS:

• I have no problem speaking with potential clients on the phone.
• I have an authentic suburban upper-middle-class American accent, similar to the actor: Ben Stein.
• However, be wary of so-called “tutors” who refuse to accept any phone calls or have a strict “text / email only” policy.
• These “text-only” / “email-only” tutors are usually located outside the U.S. and are afraid their foreign accent will expose their true nationality.

I WRITE LIKE A PROFESSIONAL:

• Approximately 98% of the time, I write all my texts & emails in grammatically correct U.S. English with proper punctuation and occasional typo.
• Unlike some alleged “U.S.-based tutors,” I do NOT write using broken English or grammatically incorrect texting shorthand (example: "wut u need help wit??").
• I write my ad in proper American English, the same way I always text and email people.
• I can guide students on formatting & writing term papers, essays, and discussion posts in APA MLA Chicago Harvard format.
• If the tutor you’re checking out consistently writes using egregiously horrendous grammar, do you honestly think it’s a good idea to trust them to help you do well in your class?

I SPEAK LIKE A GENTLEMAN:

• I have absolutely no reservations with allowing interested students the opportunity to analyze & assess my intonations & inflections my erudite diction my unique vocabulary & word choice suburban upper-middle-class American accent my tone & pitch my articulation to get a better idea of the way I present myself.

I HAVE A UNIQUE VOICEMAIL GREETING:

• If you call my phone number and I don't pick up the phone in time, my voicemail recording will play.
• I recorded my voicemail message in my own voice introducing myself as Jim O'Hara and explaining my services.
• A professional tutor running a serious business should have a unique voicemail greeting regarding their services.

I’M POLITE & WELL-MANNERED:

• I consider myself to be a very well-mannered and polite person.
• I always try to speak & text in a clean proper matter without using any obscenities or R-rated language.
• Please be wary of anyone using inappropriate R-rated language (example: f-bombs, C U Next Tuesday, sh*t).
• A professional tutor should carry themselves with dignity and class.

MY AVAILABILITY & RELIABILITY:

• Depending on my availability, I can accommodate immediate tutoring requests, 1-24 hour, and 1-30-day deadlines.
• I can schedule live real-time online sessions and meet deadlines in an impressively timely fashion.
• I can provide quick notifications and updates of progress made in the student's class via email text phone calls.
• I can also be available to tutor students for Fall 2021 Spring 2022 Summer 2022 semesters.

MY EDUCATIONAL SOFTWARE OF EXPERTISE:

• I am very knowledgeable and well-versed in a wide range of educational software to tutor students in including but not limited to: Acellus ALEKS APEX Learning Aplia Blackboard Brightspace Canvas Cengage CengageNow Connect ConnectMath Connexus CPM D2L Discord Edmentum Eviews Examity Excel Hawkes Learning Honorlock Khan Academy Knewton LimeSpring Lumen Maple MasteringChemistry MasteringPhysics MathXL (XL) MATLAB McGraw-Hill Microsoft Word Minitab Moodle MyAccountingLab MyEconLab MyITLab MyLab My Lab MyMathLab My Math Lab MyOpenMath MyPsychLab MySocLab MyStatLab My Stat Lab NCSS Open Source Software Pearson PERT PlatoWeb PowerPoint Prezi R Respondus Lockdown Browser with Webcam Sapling SPSS Stata StraighterLine Straighter Line WebAssign Web Assign Webex (Cisco) WebWork Wiley WileyPlus Wonderlic Zoom

SCHOOLS FROM WHICH I'VE HELPED STUDENTS IN :
As of 2021, I have tutored and helped students enrolled at the following U.S. universities community colleges county & city colleges schools for-profit institutions listed below in alphabetical order:

• A - C: American Public University System (APUS) Arizona State Ashford Brigham Young Brown Broward California State (Fullerton) Capella Chamberlain (Illinois) Colorado Technical Columbia Columbia Southern Cornell
• D - K: Dallas College Dartmouth DeVry Excelsior College Florida International Florida State Full Sail Georgia State Grand Canyon Harvard Houston Community College Ivy Tech Community College Kaplan Kennesaw State Kent State
• L - T: Liberty Lone Star College System Kaplan Miami Dade Michigan State CUNY State University of New York (SUNY) Northern Virginia Ohio State University of Phoenix (UOP) Penn State Princeton Purdue (Davenport) San Diego State San Francisco State San Jose State Southern New Hampshire Southern Nevada Stanford St. Petersburg Strayer Texas Tech
• UNIVERSITY OF: Alabama Arizona California (UC) Central Florida Chicago Cincinnati Florida Houston Illinois (Urbana-Champaign) Iowa Maryland Minnesota Michigan North Texas Pennsylvania Southern Florida Texas Toronto
• U - Z: UCLA Extension Utah State Utah Valley Valencia Walden U Wake Technical Western Governors Wilmington Yale

I OFFER FLEXIBLE PAYMENT PLANS:

• I offer several unique payment plans, including a weekly plan, a discounted monthly plan, a discounted half-now / half-later plan, and highly discounted up-front rates.
• I can accept the following payment methods for my services: PayPal Debit Cards Square Cash Credit Cards Cash App Venmo.
• Only people located in North America have access to Venmo Cash App Zelle.
• This is an excellent way to determine if the person you're dealing with is from the United States.
• Within reason, I offer a partial or full money-Back guarantee if the student is very unsatisfied with my academic services.

TUTORING AVAILABLE FOR OTHER SUBJECTS:

• For other subjects, you can reach out to me, and I can connect you with one of my tutoring partners who can provide general academic assistance for the following subjects:
• Art & Design: Art History Design Film Studies
• Business: Accounting (Acc) Biz Courses Business Administration (Biz Admn) Business Calculus Business Law Business Statistics Corporate Finance Economics (Econ) Finance (Fin) Financial Accounting Intermediate Accounting Intermediate Microeconomics (Micro) Macroeconomics (Macro) Management (Mgmt) Managerial Accounting Marketing MBA
• Computer Science: C C++ Computer Programming (Comp) Java Python R (Introduction & Intermediate Level Only)
• Humanities: Communications (Comm) English Literature Essay & Term Paper Writing, Editing, Proofreading Essays History Papers Philosophy (Phil) Religious Studies Theology (Theo)
• Mathematics: A.P. Calculus AB & BC Psychology Statistics AP Statistics Bio statistics Calculus I (1) Calculus II (2) Calculus III (3) College Algebra Differential Equations Discrete Math Finite Math Functions General Math Geometry Liberal Arts Math Linear Algebra Multi-variable Calculus Partial Differential Equations Precalculus Probability Quantitative Reasoning Real Analysis Statistics Trigonometry (Trig) Vector Calculus
• Science & Medicine: Anatomy & Physiology (A & P) Biochemistry Biology (Bio) Biostatistics Earth Science Environmental Science General Chemistry (Chem) Healthcare Medicine Nursing Nutrition Organic Chemistry Physics (Phys)
• Social Sciences: Anthropology Economics (Econ) Geology Law & Justice Liberal Arts Liberal Studies Political Science Psychology Sociology

THE OBLIGATORY "IS THIS A SCAM?" QUESTION:
Considering the fact that you found my contact information online, it’s understandable to be skeptical regarding the legitimacy of my services. Therefore, I’m willing to do all of the following to help you feel more secure in trusting me with your academic needs:

• 1) Speak with you on the phone and answer any questions you may have so that you have the opportunity to assess and analyze my tone, articulation, accent, diction, dialect, regionalisms, pitch, vocabulary, word choice, intonations, and inflections.
• NOTE: I’m a New Jersey-born Irish/Italian-American, but I have been told that I speak in an erudite & articulate suburban American accent with a “professor style” voice somewhat resembling the voice of actor: Ben Stein.
• 2) Agree to do some homework questions of yours upfront with the work fully shown in real-time to prove my mastery of the course content.
• 3) Send you screenshots of at least five past scores I attained from completing exams & homework assignments for other students in the same type of class you need help with.
• 4) Send you full screenshots of written exam solutions I wrote up by hand for students in the past in the same course that you need help with so that you can see my neat handwriting.
• 5) Provide you with the contact information of students who have utilized my services in the past who would be more than willing to vouch for my skills.

MY REBUTTAL TO THE OBLIGATORY “IS THIS A SCAM?” QUESTION:
At the risk of sounding arrogant, I consider myself to be at least marginally more intelligent (both academically & socially) than the average person. Therefore, if I ever decided to suddenly risk prison time, risk my reputation, and risk enduring the wrath of modern-day “cancel culture” by scamming people out of their money:

• I certainly wouldn’t do it for such paltry amounts of money. (i.e., anything less than $1,000 per victim.)
• I certainly wouldn’t choose high school & college students as my “target audience” to scam, considering that most people without college degrees have abysmally low annual incomes. Why choose low-income victims when it would be much more profitable to target high-income, high-net-worth individuals earning at least six figures a year? I have knowledge in business consulting, and I promise you that a business owner would be a MUCH more lucrative mark than a low-income college student.
• I wouldn’t choose such a time & energy-draining method of scamming people. Also, communicating back and forth with potential clients is an absurdly long time sink since only less than 10% of all potential clients who reach out to me actually become paying clients of mine. This means that 90% of my time communicating with potential clients ultimately proves to be a colossal waste of my irretrievable time & energy.
• If you pay me to provide academic services and I don’t deliver, you can always dispute the payment with the payment app and easily get your money refunded. If I were in the habit of swindling money from people, then all of my payment accounts would have been investigated and be completely shut down by now. And I would have been permanently banned from opening new accounts. Therefore, the fact that all my payment apps have been fully active for years should be sufficient proof that I haven’t had people consistently disputing payments sent to me.

HOW TO CONTACT ME:

• If you are interested in my services and would like to learn more info, please feel free to reach out to me.
• Text messages and email are the fastest and easiest ways to get in touch with me. However, I gladly accept phone calls.
• If I don't respond right away, I am most likely helping a student at the time and not currently available to speak on the phone. But I always make a solid effort to reply to texts, emails, and phone calls within an hour.
• I take my work as a tutor very seriously, and I always aim to do my best to help my students excel in school. I have a solid and sincere passion for academic achievement, and with my help, I am positive that I can help students obtain very high grades with minimal stress and effort.
• Please feel free to contact me if you're interested in my services and would like to learn more. I'm available 24/7 via phone call, email, and text. Again, thank you for taking the time to read my Reddit tutoring ad, and I hope to hear from you soon!

OCT 2021 UPDATE: I am currently offering discount deals for requests for assistance with completing a student's entire course for the Fall 2021 semester (14 - 20 week courses acceptable), as well as discounts for students seeking help with multiple exams and/or multiple classes for Fall 2021. My availability for the Autumn 2021 / Fall 2021 semester will likely become limited very quickly as I receive more and more academic requests. Therefore it would be very advantageous to reach out to me for academic assistance before my schedule becomes too full.
MY CONTACT INFO:

• Email: [info@hiraedu](mailto:info@hiraedu). com
• WhatsApp: +1 (213) 594-5657
• Call: +1 727 456 9641
• Important: Please contact me via text or call to get the fastest response possible. I don't check Reddit Messenger very often.

IMPORTANT: When reaching out, please try to include the following information in the initial text message or email so that I can have all the important details necessary to determine the rate for my services:

• Name You Prefer to Be Called
• Name of the Class You Need Help With
• Type of Assessment Help Needed: (Entire Course, Exams Only, HW Assignment, Essay, etc.)

MY CONTACT INFO:

• Email: info@hiraedu. com
• WhatsApp: +1 (213) 594-5657
• Call: +1 727 456 9641
• Important: Please contact me via text or call to get the fastest response possible. I don't check Reddit Messenger very often.

ASSESSMENTS I CAN COMPLETE:

• Online Courses (1 - 20 Weeks Long)
• Homework Assignments
• Exams Quizzes Tests
• Excel Projects
• Discussion Forum Posts
• Research Papers Term Papers Essays
• Employment Assessments

MY MATH SUBJECTS OF EXPERTISE:
I am very knowledgeable and proficient in assisting students in a wide range of mathematics classes. I can help students complete their homework assignments and other projects get an A on quizzes, tests, and exams (including proctored assessments) answer online discussion posts write essays & papers in MLA APA Chicago format and provide general overall academic help in each math course listed below:

• Advanced Placement Honors High School Level Math
• AP Calculus AB A.P. Calculus BC
• AP Statistics
• Biostatistics Bio-Statistics
• College Algebra Intermediate Algebra
• Business Calculus
• Business Statistics
• Business Math
• Calculus I Calculus II Calculus III (Calc)
• Geometry
• International Baccalaureate (IB) Maths
• Liberal Arts Math
• Logic & Reasoning
• Multivariable Calculus Multi variable Calculus
• Precalculus Pre-calculus
• Probability & Statistics
• Psychology Statistics Psych Stats
• Quantitative Reasoning Quantitative Methods Quantitative Literacy (Quant)
• Statistics (Stats)
• Statistics for Social Sciences
• Trigonometry (Trig)

STATISTICS HELP (MY BEST SUBJECT):

• I have a master's degree in Applied Statistics from a university in New Jersey, USA. As a result, I am very proficient in helping students with various types of Statistics courses including Biostatistics Business Statistics Elementary Statistics Probability & Statistics Psychology Statistics.
• I have extensive knowledge and skill with helping students get through various statistical concepts including all of the following in alphabetical order:
• ANOVA Bar Graph, Boxplot, Dot Plot, Histogram, Pie Chart Bias Binomial, Exponential, Poisson, Gamma, Uniform Distribution Central Limit Theorem Chi-Square Test Coefficient of Determination (R^2) Conditional & Relative Probability Confidence Interval Correlation Coefficient (r) Critical Region Critical Value Descriptive & Inferential Statistics Effect Size Expected Value Experiment vs Observation Goodness of Fit Test Hypothesis Testing Interpolation & Extrapolation Interquartile Range (IQR) Kurtosis Left, Negative, Right, Positive Skewed Distribution Logistic Regression Mean, Median, Mode, Midrange Multiple Regression Nominal, Ordinal, Interval, Ratio I Population Parameter Normal, Symmetric & Bell Shaped Distribution Null & Alternate Hypothesis One & Two Sample T-Test One & Two Sample Z-Test Ordinary Least Squares Outliers P-Value Pooled Variance (Equal Variances) Proportion R^2 Range Regression Regression Line Reject & Fail to Reject Ho Relative & Cumulative Frequency Distributions Relativity & Reliability Right, Left, One, Two Tailed Tailed Hypothesis Test Sample Statistics Sampling Methods (Convenience, Stratified, Simple, Cluster, Systematic) Significance Level (1%, 5%, 10%) Skewness Standard Deviation& Variance T-Score Test Statistic Time Series Type I & Type II Errors Unbiased Estimators Z-Score

ALGEBRA HELP:

• I am well-versed in helping students do well in Algebra 1 & 2 College Algebra Intermediate Algebra Pre-Algebra and I am very knowledgeable and proficient in the following algebra topics in alphabetical order:
• Absolute Values Circle Equation Domain Exponents Graphing Horizontal & Vertical Asymptotes Inequalities, Equations & Functions Inverse Functions Linear, Exponential, Logarithmic, Quadratic Equations Logarithms Maximum & Minimum Values of a Graph Number Lines One-to-One Functions Parallel & Perpendicular Lines Plotting Points & Ordered Pairs Point-Slope Form Polynomial Division Polynomials Radicals Range Rational & Irrational Expressions Rational Functions Real Roots Real Zeros Relations & Functions Slope Slope-Intercept Form Square Roots Standard Form of a Line System of Equations System of Inequalities Variables X and Y Intercepts

CALCULUS HELP:

• I am well-versed in helping students do well in Calculus I, II & III, Calculus 1, 2 & 3, Business Calculus, Multivariable Calculus, Vector Calculus and I am very knowledgeable and proficient in the following calculus topics in alphabetical order:
• Absolute & Local Maximum and Minimum Antiderivative Area & Volume Chain Rule Concavity Continuity Convergence Test Critical Points Curvature Curve of Rotation Curve Sketching Derivatives Divergence Test First & Second Derivative Test Fourier Series Implicit Differentiation Increasing / Decreasing Functions Infinite Series Integrals Integration by Parts Jacobian Matrix Limits L’Hopital’s Rule Maclaurin Series Mean Value Theorem Partial Derivative Product & Quotient Rule Reiman Sum Related Rates Simpson’s Rule Solid of Revolution Substitution Rule Taylor Series

ATTRIBUTES THAT SET ME APART FROM OTHER TUTORS:

• I firmly believe that I have many attributes and skills that set me apart from other tutors. Below is a list of qualities that makes me an ideal fit to help you master your coursework:

I CAN AID STUDENTS TAKING PROCTORED ASSESSMENTS:

• Proficient in CollegeBoard AP Calculus AB, AP Calculus BC & AP Statistics exams.
• Skilled with International Baccalaureate Math Exams: IB Maths HL & IB Maths SL
• Can intentionally answer a few problems incorrectly at the student's request.
• Can text solutions to the student while they are taking a proctored exam.
• Upon request, can purposely obtain grades below an A (ex: B+, B, C+, C-).
• I can stretch out the time to a plausible length for timed exams and assignments before submitting them.
• Have reliable software that can change my IP address to match the closest major city near the student.
• I have exceptional multiple-choice exam-taking skills. I have mastered the various techniques to make calculated guesses for the correct option in standardized exams such as the SAT & GRE.

I CAN VERIFY MY ACADEMIC KNOWLEDGE & SKILLS:

• I have no problem with requests to solve sample problems upfront to prove my knowledge & proficiency of the course concepts.
• I can provide glowing references & strong examples of work done for past clients to verify my academic skills.
• I can also provide, upon request, complete detailed calculations with explanations for solutions to the problems worked on.
• I am quite skilled and adept in using multiple modernized educational platforms and software, including but not limited to: Brightspace MyStatLab D2L WebAssign Canvas MyMathLab Blackboard ALEKS
• Can format term papers and discussion posts in APA MLA Harvard Chicago Vancouver OSCOLA IEEE format.

I HAVE PAID ACCESS TO OVER 15 STUDY-HELP WEBSITES AND MATHEMATICAL SOFTWARE:

• I have multiple paid subscriptions to a wide range of academic tutoring resources, including Chegg, Quizlet, CourseHero, Brainly, Grammarly, Bartleby, Slader, Transtutors, Slideshare, StudocU, Turnitin, Academia, SymboLab, WolframAlpha, and Scribd to help guide to solve exam & homework questions that I may not immediately know.
• However, I am smart enough not to blatantly plagiarize solutions online but instead write them in my own unique words, formatting, & mathematical terminology.
• I have access to a very sophisticated graphing calculator and various mathematical software that provides step-by-step solutions to complex mathematical problems within seconds, allowing me to provide exact solutions to the student in a timely manner.
• I have impeccable handwriting and a high-quality mobile scanner app that allows me to scan written solutions in very legible high-definition JPG, PNG, or PDF formats.

MY CONTACT INFO:

• Email: info@hiraedu. com
• WhatsApp: +1 (213) 594-5657
• Call: +1 727 456 9641
• Important: Please contact me via text or call to get the fastest response possible. I don't check Reddit Messenger very often.

I AM A BORN & RAISED UNITED STATES CITIZEN:

• Unlike some tutors advertising on Reddit, I am a native-born and raised American citizen with an authentic natural U.S. American accent.
• I am half Irish, half Italian, but 100% American.
• I have received a complete American education from an NJ Elementary School, an NJ middle school, an NJ high school, and 2 NJ universities.

I ALWAYS ACCEPT CALLS:

• I have no problem speaking with potential clients on the phone.
• I have an authentic suburban upper-middle-class American accent, similar to the actor: Ben Stein.
• However, be wary of so-called “tutors” who refuse to accept any phone calls or have a strict “text / email only” policy.
• These “text-only” / “email-only” tutors are usually located outside the U.S. and are afraid their foreign accent will expose their true nationality.

I WRITE LIKE A PROFESSIONAL:

• Approximately 98% of the time, I write all my texts & emails in grammatically correct U.S. English with proper punctuation and occasional typo.
• Unlike some alleged “U.S.-based tutors,” I do NOT write using broken English or grammatically incorrect texting shorthand (example: "wut u need help wit??").
• I write my ad in proper American English, the same way I always text and email people.
• I can guide students on formatting & writing term papers, essays, and discussion posts in APA MLA Chicago Harvard format.
• If the tutor you’re checking out consistently writes using egregiously horrendous grammar, do you honestly think it’s a good idea to trust them to help you do well in your class?

I SPEAK LIKE A GENTLEMAN:

• I have absolutely no reservations with allowing interested students the opportunity to analyze & assess my intonations & inflections my erudite diction my unique vocabulary & word choice suburban upper-middle-class American accent my tone & pitch my articulation to get a better idea of the way I present myself.

I HAVE A UNIQUE VOICEMAIL GREETING:

• If you call my phone number and I don't pick up the phone in time, my voicemail recording will play.
• I recorded my voicemail message in my own voice introducing myself as Jim O'Hara and explaining my services.
• A professional tutor running a serious business should have a unique voicemail greeting regarding their services.

I’M POLITE & WELL-MANNERED:

• I consider myself to be a very well-mannered and polite person.
• I always try to speak & text in a clean proper matter without using any obscenities or R-rated language.
• Please be wary of anyone using inappropriate R-rated language (example: f-bombs, C U Next Tuesday, sh*t).
• A professional tutor should carry themselves with dignity and class.

MY AVAILABILITY & RELIABILITY:

• Depending on my availability, I can accommodate immediate tutoring requests, 1-24 hour, and 1-30-day deadlines.
• I can schedule live real-time online sessions and meet deadlines in an impressively timely fashion.
• I can provide quick notifications and updates of progress made in the student's class via email text phone calls.
• I can also be available to tutor students for Fall 2021 Spring 2022 Summer 2022 semesters.

MY EDUCATIONAL SOFTWARE OF EXPERTISE:

• I am very knowledgeable and well-versed in a wide range of educational software to tutor students in including but not limited to: Acellus ALEKS APEX Learning Aplia Blackboard Brightspace Canvas Cengage CengageNow Connect ConnectMath Connexus CPM D2L Discord Edmentum Eviews Examity Excel Hawkes Learning Honorlock Khan Academy Knewton LimeSpring Lumen Maple MasteringChemistry MasteringPhysics MathXL (XL) MATLAB McGraw-Hill Microsoft Word Minitab Moodle MyAccountingLab MyEconLab MyITLab MyLab My Lab MyMathLab My Math Lab MyOpenMath MyPsychLab MySocLab MyStatLab My Stat Lab NCSS Open Source Software Pearson PERT PlatoWeb PowerPoint Prezi R Respondus Lockdown Browser with Webcam Sapling SPSS Stata StraighterLine Straighter Line WebAssign Web Assign Webex (Cisco) WebWork Wiley WileyPlus Wonderlic Zoom

SCHOOLS FROM WHICH I'VE HELPED STUDENTS IN :
As of 2021, I have tutored and helped students enrolled at the following U.S. universities community colleges county & city colleges schools for-profit institutions listed below in alphabetical order:

• A - C: American Public University System (APUS) Arizona State Ashford Brigham Young Brown Broward California State (Fullerton) Capella Chamberlain (Illinois) Colorado Technical Columbia Columbia Southern Cornell
• D - K: Dallas College Dartmouth DeVry Excelsior College Florida International Florida State Full Sail Georgia State Grand Canyon Harvard Houston Community College Ivy Tech Community College Kaplan Kennesaw State Kent State
• L - T: Liberty Lone Star College System Kaplan Miami Dade Michigan State CUNY State University of New York (SUNY) Northern Virginia Ohio State University of Phoenix (UOP) Penn State Princeton Purdue (Davenport) San Diego State San Francisco State San Jose State Southern New Hampshire Southern Nevada Stanford St. Petersburg Strayer Texas Tech
• UNIVERSITY OF: Alabama Arizona California (UC) Central Florida Chicago Cincinnati Florida Houston Illinois (Urbana-Champaign) Iowa Maryland Minnesota Michigan North Texas Pennsylvania Southern Florida Texas Toronto
• U - Z: UCLA Extension Utah State Utah Valley Valencia Walden U Wake Technical Western Governors Wilmington Yale

I OFFER FLEXIBLE PAYMENT PLANS:

• I offer several unique payment plans, including a weekly plan, a discounted monthly plan, a discounted half-now / half-later plan, and highly discounted up-front rates.
• I can accept the following payment methods for my services: PayPal Debit Cards Square Cash Credit Cards Cash App Venmo.
• Only people located in North America have access to Venmo Cash App Zelle.
• This is an excellent way to determine if the person you're dealing with is from the United States.
• Within reason, I offer a partial or full money-Back guarantee if the student is very unsatisfied with my academic services.

TUTORING AVAILABLE FOR OTHER SUBJECTS:

• For other subjects, you can reach out to me, and I can connect you with one of my tutoring partners who can provide general academic assistance for the following subjects:
• Art & Design: Art History Design Film Studies
• Business: Accounting (Acc) Biz Courses Business Administration (Biz Admn) Business Calculus Business Law Business Statistics Corporate Finance Economics (Econ) Finance (Fin) Financial Accounting Intermediate Accounting Intermediate Microeconomics (Micro) Macroeconomics (Macro) Management (Mgmt) Managerial Accounting Marketing MBA
• Computer Science: C C++ Computer Programming (Comp) Java Python R (Introduction & Intermediate Level Only)
• Humanities: Communications (Comm) English Literature Essay & Term Paper Writing, Editing, Proofreading Essays History Papers Philosophy (Phil) Religious Studies Theology (Theo)
• Mathematics: A.P. Calculus AB & BC Psychology Statistics AP Statistics Bio statistics Calculus I (1) Calculus II (2) Calculus III (3) College Algebra Differential Equations Discrete Math Finite Math Functions General Math Geometry Liberal Arts Math Linear Algebra Multi-variable Calculus Partial Differential Equations Precalculus Probability Quantitative Reasoning Real Analysis Statistics Trigonometry (Trig) Vector Calculus
• Science & Medicine: Anatomy & Physiology (A & P) Biochemistry Biology (Bio) Biostatistics Earth Science Environmental Science General Chemistry (Chem) Healthcare Medicine Nursing Nutrition Organic Chemistry Physics (Phys)
• Social Sciences: Anthropology Economics (Econ) Geology Law & Justice Liberal Arts Liberal Studies Political Science Psychology Sociology

THE OBLIGATORY "IS THIS A SCAM?" QUESTION:
Considering the fact that you found my contact information online, it’s understandable to be skeptical regarding the legitimacy of my services. Therefore, I’m willing to do all of the following to help you feel more secure in trusting me with your academic needs:

• 1) Speak with you on the phone and answer any questions you may have so that you have the opportunity to assess and analyze my tone, articulation, accent, diction, dialect, regionalisms, pitch, vocabulary, word choice, intonations, and inflections.
• NOTE: I’m a New Jersey-born Irish/Italian-American, but I have been told that I speak in an erudite & articulate suburban American accent with a “professor style” voice somewhat resembling the voice of actor: Ben Stein.
• 2) Agree to do some homework questions of yours upfront with the work fully shown in real-time to prove my mastery of the course content.
• 3) Send you screenshots of at least five past scores I attained from completing exams & homework assignments for other students in the same type of class you need help with.
• 4) Send you full screenshots of written exam solutions I wrote up by hand for students in the past in the same course that you need help with so that you can see my neat handwriting.
• 5) Provide you with the contact information of students who have utilized my services in the past who would be more than willing to vouch for my skills.

MY REBUTTAL TO THE OBLIGATORY “IS THIS A SCAM?” QUESTION:
At the risk of sounding arrogant, I consider myself to be at least marginally more intelligent (both academically & socially) than the average person. Therefore, if I ever decided to suddenly risk prison time, risk my reputation, and risk enduring the wrath of modern-day “cancel culture” by scamming people out of their money:

• I certainly wouldn’t do it for such paltry amounts of money. (i.e., anything less than $1,000 per victim.)
• I certainly wouldn’t choose high school & college students as my “target audience” to scam, considering that most people without college degrees have abysmally low annual incomes. Why choose low-income victims when it would be much more profitable to target high-income, high-net-worth individuals earning at least six figures a year? I have knowledge in business consulting, and I promise you that a business owner would be a MUCH more lucrative mark than a low-income college student.
• I wouldn’t choose such a time & energy-draining method of scamming people. Also, communicating back and forth with potential clients is an absurdly long time sink since only less than 10% of all potential clients who reach out to me actually become paying clients of mine. This means that 90% of my time communicating with potential clients ultimately proves to be a colossal waste of my irretrievable time & energy.
• If you pay me to provide academic services and I don’t deliver, you can always dispute the payment with the payment app and easily get your money refunded. If I were in the habit of swindling money from people, then all of my payment accounts would have been investigated and be completely shut down by now. And I would have been permanently banned from opening new accounts. Therefore, the fact that all my payment apps have been fully active for years should be sufficient proof that I haven’t had people consistently disputing payments sent to me.

HOW TO CONTACT ME:

• If you are interested in my services and would like to learn more info, please feel free to reach out to me.
• Text messages and email are the fastest and easiest ways to get in touch with me. However, I gladly accept phone calls.
• If I don't respond right away, I am most likely helping a student at the time and not currently available to speak on the phone. But I always make a solid effort to reply to texts, emails, and phone calls within an hour.
  
• I take my work as a tutor very seriously, and I always aim to do my best to help my students excel in school. I have a solid and sincere passion for academic achievement, and with my help, I am positive that I can help students obtain very high grades with minimal stress and effort.
  
• Please feel free to contact me if you're interested in my services and would like to learn more. I'm available 24/7 via phone call, email, and text. Again, thank you for taking the time to read my Reddit tutoring ad, and I hope to hear from you soon!
  

OCT 2021 UPDATE: I am currently offering discount deals for requests for assistance with completing a student's entire course for the Fall 2021 semester (14 - 20 week courses acceptable), as well as discounts for students seeking help with multiple exams and/or multiple classes for Fall 2021. My availability for the Autumn 2021 / Fall 2021 semester will likely become limited very quickly as I receive more and more academic requests. Therefore it would be very advantageous to reach out to me for academic assistance before my schedule becomes too full.
MY CONTACT INFO:

• Email: info@hiraedu. com
• WhatsApp: +1 (213) 594-5657
• Call: +1 727 456 9641
• Important: Please contact me via text or call to get the fastest response possible. I don't check Reddit Messenger very often.

IMPORTANT: When reaching out, please try to include the following information in the initial text message or email so that I can have all the important details necessary to determine the rate for my services:

• Name You Prefer to Be Called
• Name of the Class You Need Help With
• Type of Assessment Help Needed: (Entire Course, Exams Only, HW Assignment, Essay, etc.)

Megapost: A list of statements, press releases, and other sources reporting and expressing concern and criticism about Israel's war in Gaza and related aspects of the war. (Part 2)

Notes: This is a work that is currently in progress; please check back for updates. Titles have been edited to provide details.
Part 1 is here: https://www.reddit.com/Social_Democracy/comments/1clx1uc/megapost_a_list_of_statements_press_releases_and/
Part 3 is here: https://www.reddit.com/Social_Democracy/comments/1coups2/megapost_a_list_of_statements_press_releases_and/
Part 4 is here: https://www.reddit.com/Social_Democracy/comments/1crvrde/megapost_a_list_of_statements_press_releases_and/
British Association of Social Workers (BASW) and the Social Workers Union (SWU) statement on situation in Israel and Palestine/Gaza (November 15, 2023): https://swu-union.org.uk/2023/11/basw-swu-statement-on-situation-in-israel-and-palestine-gaza/
More than 50 UK Labour Party lawmakers defy leader to back Gaza ceasefire (November 15, 2023): https://www.reuters.com/world/uk/more-than-50-uk-labour-lawmakers-defy-leader-back-gaza-ceasefire-2023-11-15/
RESOLUTION: THE VERMONT PROGRESSIVE PARTY CALLS FOR A CEASEFIRE IN GAZA (November 15, 2023): https://www.progressiveparty.org/progressive-news-and-updates/resolution-the-vermont-progressive-party-calls-for-a-ceasefire-in-gaza
Trade Union for the Public and Welfare Sectors (JHL) condemns all strikes targeting civilians: Trade Union JHL appeals to the Government of Finland: Demand a ceasefire in the Gaza war. JHL will donate EUR 5,000 to Doctors Without Borders. (November 15, 2023): https://www.jhl.fi/en/news/trade-union-jhl-condemns-all-strikes-targeting-civilians/
Humanist Society Scotland calls for ceasefire in Gaza (November 16, 2023): https://www.humanism.scot/2023/11/16/humanist-society-scotland-calls-for-ceasefire-in-gaza/
Irish Congress of Trade Unions calls for humanitarian ceasefire in Gaza (November 16, 2023): https://www.ictu.ie/news/congress-calls-humanitarian-ceasefire-gaza
Longtime Israeli policy foes are leading US protests against Israel’s action in Gaza. Who are they? (November 16, 2023): https://apnews.com/article/israel-hamas-war-college-protests-c94bb0cd246bcc692de86b76b9b2a8cf
Cori Bush: Calls for Ceasefire Grow in Month Following Introduction of Ceasefire Now Resolution ["A growing coalition of over 100 organizations has also endorsed H.Res 786, the Ceasefire Now Resolution. Endorsing organizations include: 350.org, About Face: Veterans Against the War, ActionAid USA, Action Center on Race & the Economy, Adalah Justice Project, American Center for Justice, American Federation of Ramallah, Palestine (AFRP), American Muslims for Palestine, American-Arab Anti-Discrimination Committee, American Friends Service Committee (AFSC), Americans for Justice in Palestine Action, Amnesty International, Arab American Civil Rights League (ACRL), Arab American Institute, Arab Resource & Organizing Center (AROC), Avaaz, Black Lives Matter Global Network Foundation, Center for Civilians in Conflict (CIVIC), Center for Constitutional Rights, Center for Jewish Nonviolence, Center for Popular Democracy Action, Christian Church (Disciples of Christ), Churches for Middle East Peace, Common Defense, Communities United for Status & Protection (CUSP), Council on American Islamic Relations (CAIR), Defense for Children International - Palestine, Demand Progress Action, Democracy for the Arab World Now (DAWN), Democratic Socialists of America, Detroit Action, Dream Defenders, Emgage Action, Freedom Forward, Friends Committee on National Legislation (FCNL), Gen Z For Change, Grassroots Global Justice Alliance, Highlander Research & Education, Hindus for Human Rights, The House of the Lord Churches, IfNotNow, Institute for Middle Eastern Understanding (IMEU), International Refugee Assistance Project (IRAP), IRAP Osgoode Hall Law School, IRAP Rutgers, IRAP UVA Law, IRAP University of Virginia School of Law Chapter, IRAP The George Washington Law School Chapter, Institute for Policy Studies New Internationalism Project, International Refugee Assistance Project at Berkeley Law, Islamic Foundation of Greater St. Louis, The Jerusalem Fund for Education and Community Development, Jewish Voice for Peace Action, Just Foreign Policy, Justice Is Global, Leadership Conference of Women Religious, MADRE, Maryknoll Office for Global Concerns, Michigan United, Migrant Roots Media, Movement for Black Lives, Movement Law Lab, Movement Generation, MoveOn, MPower Change Action Fund, Muslim Advocates, Muslim Public Affairs Council (MPAC), Muslims for Progress, National Campaign for Human Dignity, National Domestic Workers Alliance, National Iranian American Council Action, National Lawyers Guild, Detroit & Michigan Chapter, National Network for Arab American Communities (NNAAC), NYC-DSA, Pax Christi USA, Peace Action, Peace Action Montgomery, Peace, Justice Sustainability NOW!, Progressive Democrats of America, Progressive Jews of St. Louis (ProJoSTL), Project on Middle East Democracy (POMED), Project48, Rainbow PUSH Coalition, Refugee Council USA, ReThinking Foreign Policy, Rising Majority, RootsAction.org, Samuel DeWitt Proctor Conference, Sisters of Mercy of the Americas Institute Justice Team, Southeast Asian Freedom Network, Sunrise Movement, Transgender Law Center, UndocuBlack Network, Union of Palestinian American Women, Unitarian Universalist Association, United Church of Christ, United We Dream Network, Until Freedom, US Campaign for Palestinian Rights (USCPR), US Council for Muslim Organizations, Vietlead, Women Cross DMZ, Women for Weapons Trade Transparency, Working Families Party, Zero Hour."] (November 17, 2023): https://bush.house.gov/media/press-releases/calls-for-ceasefire-grow-in-month-following-introduction-of-ceasefire-now-resolution
Evangelical Lutheran Church in Canada and Anglican Church of Canada: Church leaders urge Prime Minister Trudeau to call for a ceasefire and open corridor for humanitarian aid (November 17, 2023): https://www.anglicanlutheran.ca/statements/church-leaders-urge-prime-minister-trudeau-to-call-for-a-ceasefire-and-open-corridor-for-humanitarian-aid/
Jewish American Calls for a Ceasefire Highlight Divisions in the Community (November 17, 2023): https://time.com/6335528/jewish-american-ceasefire-progressive-jews/
Jews for Ceasefire holds demonstration outside Schwarzman, demands Yale divest from weapons manufacturing (November 17, 2023): https://yaledailynews.com/blog/2023/11/17/jews-for-ceasefire-holds-demonstration-outside-schwarzman-demands-yale-divest-from-weapons-manufacturing/
Josh Ruebner, adjunct professor in Justice and Peace Studies at Georgetown University: Israel is threatening a second Nakba — but it’s already happening (November 17, 2023): https://thehill.com/opinion/international/4313276-israel-is-threatening-a-second-nakba-but-its-already-happening/
I Am the Grandchild of Holocaust Survivors, and I Am Calling for Ceasefire Now (November 18, 2023): https://truthout.org/articles/i-am-the-grandchild-of-holocaust-survivors-and-i-am-calling-for-ceasefire-now/
Diseases spread in Gaza amid water and sewage crisis, cholera feared (November 19, 2023): https://www.aljazeera.com/news/2023/11/19/diseases-spread-in-gaza-amid-water-and-sewage-crisis-cholera-feared
Association of Black Anthropologists Statement on Solidarity with Palestine (November 20, 2023): https://aba.americananthro.org/aba-statement-on-solidarity-with-palestine/
With the world’s eyes on Gaza, attacks are on the rise in the West Bank, which faces its own war (November 20, 2023): https://apnews.com/article/palestinians-israel-west-bank-war-gaza-hamas-settlers-army-raid-militants-c1386ab6a633971cc18b2497169210d3
Derek Duba: Army veterans like me know that 'war is hell.' Let's push for a ceasefire in Gaza (November 21, 2023): https://www.azcentral.com/story/opinion/op-ed/2023/11/21/gaza-ceasefire-only-way-forward-israel-palestine-veterans/71660423007/
Middle East Studies Association Board Letter to Biden Administration on Ceasefire in Gaza (November 21, 2023): https://mesana.org/advocacy/letters-from-the-board/2023/11/21/mesa-board-letter-to-biden-administration-on-ceasefire-in-gaza
This Union Is Famous for Opposing South African Apartheid. Now It’s Standing With Gaza. In 1984, ILWU Local 10 refused to unload goods shipped from South Africa. Today, it’s demanding a cease-fire. (November 21, 2023): https://www.thenation.com/article/activism/ilwu-unions-ceasefire-israel-gaza/
‘Not in my name’: Jews in UK take a stand against Israel’s Gaza assault (November 24, 2023): https://www.aa.com.ten/europe/-not-in-my-name-jews-in-uk-take-a-stand-against-israel-s-gaza-assault/3063568
British Sociological Association: Sociologists’ Letter on Gaza (November 27, 2023): https://es.britsoc.co.uk/sociologists-letter-on-gaza/
Opinion by Ermina Mustafic-Harambasic: As the daughter of Bosnian genocide survivors, I stand with Palestine: There are many parallels between the denial of the Srebrenica genocide and the denial of the Palestinian genocide (November 27, 2023): https://www.sltrib.com/opinion/commentary/2023/11/27/opinion-daughter-bosnian-genocide/
Changing course, Senator Peter Welch calls for ‘indefinite’ cease-fire in Gaza (November 28, 2023): https://vtdigger.org/2023/11/28/changing-course-peter-welch-calls-for-indefinite-ceasefire-in-gaza/
National Council of Churches in the Philippines: An Urgent Statement on the Situation in Gaza, Pray for Peace and Justice in Palestine and Israel (November 29, 2023): https://nccphilippines.org/2023/11/29/an-urgent-statement-on-the-situation-in-gaza-pray-for-peace-and-justice-in-palestine-and-israel/
Rae Abileah: Never Again means Never Again for Anyone, including Gazans (November 9, 2023): https://www.hmbreview.com/opinion/matters_of_opinion/never-again-means-never-again-for-anyone-including-gazans/article_a8447418-8ecb-11ee-8df5-4bb3d40e681a.html
Public Services International: International Trade Unions Urgently call for Ceasefire in Gaza amidst Ongoing Human Rights Violations (November 30, 2023): https://publicservices.international/resources/news/international-trade-unions-urgently-call-for-ceasefire-in-gaza-amidst-ongoing-human-rights-violations?id=14308⟨%3Den
Spanish prime minister Pedro Sánchez says he doubts Israel is respecting international law (November 30, 2023): https://www.theguardian.com/world/2023/nov/30/spain-pm-pedro-sanchez-israel-hamas-terror-attacks-gaza
Open Letter from Professionals at Jewish Organizations to President Biden and Congress [850+ signatures] (December 2023): https://docs.google.com/document1/d/e/2PACX-1vQ1EFVMTDvaxvWXldzbZvr60BE5o3UQeU_WfiXX3ivcUVU1SAYU13wZsBhDVbmtbXmKejMNajY1xSQ1/pub
Bubba Fish, Culver County Democratic Club: A Jewish Case for an End to the War (December 1, 2023): https://www.c-c-d-c.com/a-jewish-case-for-an-end-to-the-wa
United Auto Workers Statement on Israel and Palestine (December 1, 2023): https://uaw.org/uaw-statement-israel-palestine/
Jane Fonda: "I join with millions of others in calling for —in the words of the UN Secretary General —‘a true humanitarian ceasefire’ in Gaza." (December 2, 2023): https://www.instagram.com/janefonda/p/C0XIXkUJhI1/
Daanish Faruqi: Israel is using the same tactics in Gaza that al-Assad employed in Syria (December 3, 2023): https://www.aljazeera.com/opinions/2023/12/3/israel-is-using-the-same-tactics-in-gaza-that-al-assad-employed-in-syria
Catholic Workers Speak Out for Ceasefire, Peace (December 4, 2023): https://catholicworker.org/cws-speak-out-for-ceasefire-peace/
Doctors Without Borders/Médecins Sans Frontières: The US must call for an immediate ceasefire in Gaza: An open letter to President Biden from MSF-USA executive director Avril Benoît (December 4, 2023): https://www.doctorswithoutborders.org/latest/us-must-call-immediate-ceasefire-gaza
Greta Thunberg and Fridays for Future Sweden activists Alde Nilsson, Jamie Mater, and Raquel Frescia: We won’t stop speaking out about Gaza’s suffering – there is no climate justice without human rights: Young climate activists haven’t ‘been radicalised’ – solidarity with marginalised people has always been at the heart of our message (December 5, 2023): https://www.theguardian.com/commentisfree/2023/dec/05/gaza-climate-justice-human-rights-greta-thunberg
National Union of Journalists condemns unprecedented death toll of journalists in Gaza (December 5, 2023): https://www.nuj.org.uk/resource/nuj-condemns-unprecedented-death-toll-of-journalists-in-gaza.html
‘These are very hard times’: Pastor of Gaza Catholic church gives update on Christians’ plight (December 6, 2023): https://www.catholicnewsagency.com/news/256192/these-are-very-hard-times-pastor-of-gaza-catholic-church-gives-update-on-christian-s-plight
Catholic progressives in Brazil call Gaza war a ‘true genocide’ (December 7, 2023): https://cruxnow.com/church-in-the-americas/2023/12/catholic-progressives-in-brazil-call-gaza-war-a-true-genocide
Corporate Europe Observatory: Gaza: Ceasefire now (December 7, 2023): https://corporateeurope.org/en/2023/12/gaza-ceasefire-now
Faculty and staff members in American University’s School of International Service call for ceasefire in Gaza: “We now call on our governments and campuses to bravely Wage Peace instead.” (December 8, 2023): https://www.theeagleonline.com/article/2023/12/sis-staff-and-faculty-call-for-ceasefire-in-gaza & https://sites.google.com/student.american.edu/american-university/home
International Civil Liberties Monitoring Group statement: Canada Must Oppose Genocide in Gaza and Defend Free Expression at Home (December 8, 2023): https://iclmg.ca/canada-must-oppose-genocide/
Senator Bernie Sanders: AIPAC is a right-wing organization that supports extremist Republican election-denier candidates. Now, they want to spend $100 million to defeat Progressives. Whether AIPAC likes it or not, the U.S. must not give a blank check to Netanyahu’s horrific war policies. (December 10, 2023): https://twitter.com/BernieSanders/status/1733932123357085759
Ahead of White House Hanukkah celebration, a wave of faith-led cease-fire demonstrations (December 11, 2023): https://religionnews.com/2023/12/11/jewish-christian-activists-head-up-another-wave-of-faith-led-cease-fire-demonstrations/
Edward P. Djerejian Center for the Middle East, James A. Baker III Institute for Public Policy: Israel’s Mass Displacement of Gazans Fits Strategy of Using Migration as a Tool of War (December 11, 2023): https://www.bakerinstitute.org/research/israels-mass-displacement-gazans-fits-strategy-using-migration-tool-war
Letter: What 'pro-life' justification can Hoeven, Cramer and Armstrong offer for opposing a ceasefire? "Thousands of dead children in a few weeks seems like an obvious pro-life issue," writes Mercedes Saylor. (December 11, 2023): https://www.inforum.com/opinion/letters/letter-what-pro-life-justification-can-hoeven-cramer-and-armstrong-offer-for-opposing-a-ceasefire
International Federation for Human Rights (Fédération internationale des ligues des droits de l'homme): The unfolding genocide against the Palestinians must stop immediately (December 12, 2023): https://www.fidh.org/en/region/north-africa-middle-east/israel-palestine/the-unfolding-genocide-against-the-palestinians-must-stop-immediately
Unitarian Universalist Women's Federation: Statement on Gaza/Israeli conflict (December 13, 2023): https://www.uuwf.org/blog/13290680
Exclusive: Nearly half of the Israeli munitions dropped on Gaza are imprecise ‘dumb bombs,’ US intelligence assessment finds (December 14, 2023): https://www.cnn.com/2023/12/13/politics/intelligence-assessment-dumb-bombs-israel-gaza/index.html
Los Angeles Times Editorial Board: U.S. should join the world’s nations in demanding a Gaza cease-fire (December 14, 2024): https://www.latimes.com/opinion/story/2023-12-14/gaza-ceasefire-israel-united-states-civilian-deaths
1199SEIU, nation’s largest healthcare union, calls for Gaza ceasefire (December 15, 2023): https://www.1199seiu.org/media-cente1199seiu-nations-largest-healthcare-union-calls-gaza-ceasefire
A Long History of Antifascism Is Driving the Jewish Demand for Gaza Cease-Fire (December 15, 2023): https://inthesetimes.com/article/chanukah-jewish-antifascism-israel-palestine-jvp-ifnotnow-gaza-ceasefire
Senator Bernie Sanders Introduces Resolution to Investigate Israel’s Indiscriminate Bombing Campaign in Gaza (December 15, 2023): https://www.sanders.senate.gov/press-releases/news-sanders-introduces-resolution-to-investigate-israels-indiscriminate-bombing-campaign-in-gaza/
Union for Reform Judaism Alumni and Current Members for Ceasefire (December 16, 2023): https://urjceasefirenow.wordpress.com/2023/12/16/urj-alumni-and-current-members-for-ceasefire/
U.S. Conference of Catholic Bishops’ President Pleads for Peace as Innocent People are Killed in the Land of Jesus' Birth (December 16, 2023): https://www.usccb.org/news/2023/us-bishops-president-pleads-peace-innocent-people-are-killed-land-jesus-birth
Auschwitz Museum Decries Israeli Mayor's 'Sick' Call to 'Empty' Gaza: "We do hope that Israeli authorities will react to such shameful abuse, as terrorism can never be a response to terrorism." (December 18, 2023): https://www.commondreams.org/news/israel-genocidal-statements
Jews for Racial and Economic Justice: Stop the Bombs! Ceasefire Now! (December 18, 2023): https://www.jfrej.org/events/2023/12/stop-the-bombs-ceasefire-now
Nontombi Naomi Tutu and Nompumelelo (Mungi) Ngomane, respectively the daughter and granddaughter of Archbishop Emeritus Desmond Tutu: We have failed in the fight for justice — we need ceasefire in Gaza now (December 18, 2023): https://thehill.com/opinion/international/4365307-we-have-failed-in-the-fight-for-justice-we-need-ceasefire-in-gaza-now/
Representative Betty McCollum: AIPAC Dangerously Trafficking in Hate Speech Amid Israel-Gaza War (December 18, 2023): https://mccollum.house.gov/media/press-releases/mccollum-aipac-dangerously-trafficking-hate-speech-amid-israel-gaza-war
Association of Legal Aid Attorneys, United Auto Workers Local 2325: Resolution Calling for a Ceasefire in Gaza, an End to the Israeli Occupation of Palestine, and Support for Workers’ Political Speech (December 19, 2023): https://www.alaa.org/media-releases/resolution-calling-for-a-ceasefire-in-gaza-an-end-to-the-israeli-occupation-of-palestine-and-support-for-workers-political-speech
Joint Statement by Current and Former Australian Elected Representatives on the Situation in Israel and the Occupied Palestinian Territories [300+ signatures] (December 19, 2023): https://apan.org.au/joint-statement/ & https://docs.google.com/document/d/182u4eJnJUZ_Uruf1GlchLnF8XotnpnAX/
Liberal International bureau supports humanitarian ceasefire in Gaza (December 19, 2023): https://liberal-international.org/news-articles/li-bureau-supports-humanitarian-ceasefire-in-gaza/
Fox News host Mark Levin's hateful defenses of civilian casualties, calls for war crimes, and xenophobic attacks on Palestinians (December 20, 2023): https://www.mediamatters.org/mark-levin/mark-levins-hateful-defenses-civilian-casualties-calls-war-crimes-and-xenophobic-attacks
I’m a Palestinian Christian in Gaza. I want peace—for my homeland and my family. (December 20, 2023): https://www.americamagazine.org/faith/2023/12/20/christian-gaza-wartime-church-community-246754
Israel Defense Forces and Yom Kippur War veteran from Woodstock urges ceasefire in Gaza [Israeli veteran Mark Hammel on Israel's war in Gaza: “It's an unmitigated horror story ... It's literally on the cusp of genocide."] (December 21, 2023): https://spectrumlocalnews.com/nys/central-ny/news/2023/12/21/israel-defense-forces-veteran-from-woodstock-urges-ceasefire-in-gaza
Public Citizen Statement on the Violence in Gaza and Israel (December 21, 2023): https://www.citizen.org/news/statement-on-the-violence-in-gaza-and-israel/
Franciscans International: Amid rising death toll, Security Council must call for a ceasefire in Gaza (December 22, 2023): https://franciscansinternational.org/blog/amid-rising-death-toll-security-council-must-call-for-a-ceasefire-in-gaza/
Holy Land: Caritas Internationalis joins today’s Global Day of Action calling for a Ceasefire Now (December 22, 2023): https://www.caritas.org/2023/12/holy-land-caritas-internationalis-joins-todays-global-day-of-action-calling-for-a-ceasefire-now/ & https://www.change.org/p/sign-and-share-this-urgent-petition-calling-for-a-ceasefirenow-in-gaza-and-israel
Marianne Williamson on her US presidential campaign, the economy and Gaza: ‘The death of a Palestinian child is no less horrifying than the death of an Israeli child,’ author tells Al Jazeera. (December 22, 2023): https://www.aljazeera.com/news/2023/12/22/marianne-williamson-on-her-us-presidential-campaign-the-economy-and-gaza
The Human Rights Institute of the International Bar Association condemns the indiscriminate and disproportionate attacks on Gaza and reiterates the call for an immediate ceasefire (December 22, 2023): https://www.ibanet.org/The-Human-Rights-Institute-of-the-IBA-condemns-the-indiscriminate-and-disproportionate-attacks-on-Gaza-and-reiterates-the-call-for-an-immediate-ceasefire
Who Is Funding Canary Mission? Inside the Doxxing Operation Targeting Anti-Zionist Students and Professors (December 22, 2023): https://www.thenation.com/article/world/canary-mission-israel-covert-operations/
Rebecca Alpert, Reconstructionist Rabbi and Professor Emerita of Religion at Temple University: “Ceasefire Now!” Means Peace for All and Justice for Palestinians (December 28, 2023): https://truthout.org/articles/ceasefire-now-means-peace-for-all-and-justice-for-palestinians/
Russian Foreign Minister Lavrov appears to liken Israel’s war on Hamas in Gaza to Russia’s invasion of Ukraine: FM Labrov praises Netanyahu since ‘he never dared’ to criticize Russia, says Israel’s campaign against Hamas ‘sounds like denazification,’ echoing Moscow’s justification for its war (December 28, 2023): https://www.timesofisrael.com/lavrov-appears-to-liken-israels-war-on-hamas-in-gaza-to-russias-invasion-of-ukraine/
Palestine: Intersectional Solidarity: Statements from Afghans, Iranians, Hongkongers, Tibetans, Kurds, Syrians, Taiwanese, Uyghurs, and Ukrainians (December 28, 2023): https://theanarchistlibrary.org/library/anonymous-palestine-intersectional-solidarity
Physicians for Social Responsibility: Urgent Call for Ceasefire and Humanitarian Aid in Gaza (December 28, 2023): https://psr.org/urgent-call-for-ceasefire-and-humanitarian-aid-in-gaza/
World Council of Churches calls for immediate end to brutal violence in Gaza (December 30, 2023): https://www.oikoumene.org/news/wcc-calls-for-immediate-end-to-brutal-violence-in-gaza
Database of Israeli Incitement to Genocide (January-February 2023): https://law4palestine.org/wp-content/uploads/2024/02/Database-of-Israeli-Incitement-to-Genocide-including-after-ICJ-order-27th-February-2024-.pdf
Muslims for Progressive Values: Never Again? (January 4, 2024): https://www.mpvusa.org/blog/never-again
Social workers send letters from Gaza (January 4, 2024): https://reimaginingsocialwork.nz/2024/01/04/social-workers-send-letters-from-gaza/
Anti-Defamation League staff decry ‘dishonest’ campaign against Israel critics (January 5, 2024): https://www.theguardian.com/news/2024/jan/05/adl-pro-israel-advocacy-zionism-antisemitism
"We Support South Africa's Genocide Convention Case Against Israel": Over 1,000 popular movements, political parties, unions, and other organizations call on states around the world to support South Africa's genocide case against Israel. [Including: Amazon Labor Union, USA; American Friends Service Committee - AFSC, USA; AFSCME Local 526, USA; Antipoverty Centre, Australia; Australian Unemployed Workers' Union; Black Workers for Justice (BWFJ), USA; Boycott from Within (Israeli citizens for BDS); Canadian Friends Service Committee, Canada; CGT - Confederación General del Trabajo, Spain; Church Women United in New York State, USA; Civil Engagement Group of Seanad Éireann (Senate of Ireland), Ireland; Coalition Against Fascism in India (International); CODEPINK, USA; Columbia Law Students for Palestine (CLSP), USA; Community Peacemaker Teams; Confederación Intersindical, Spain; CUNY for Palestine, USA; Defence for Children International; Democracy for the Arab World Now (DAWN); Democratic Socialists of America, USA; Egyptian Social Democratic Party, Egypt; Faculty for Justice in Palestine at Syracuse University, USA; GEO-UAW Local 2322, USA; GSOC-UAW Local 2110, USA; Haldane Society of Socialist Lawyers, London; Harvard Jews for Palestine, USA; Hindus for Human Rights, USA; International Peace Bureau (IPB), International; Israeli Committee Against House Demolitions USA; Jewish Voice for Labour (UK); La France Insoumise, France; Labour For Palestine - Canada; Labour International, UK; Landless Workers Movement MST, Brazil; Medical Association for Prevention of War, Australia; Minnesota Immigrant Rights Action Committee (MIRAC), USA; Mississippi Immigrants Rights Alliance (MIRA), USA; National Lawyers Guild, USA; National Single Payer, USA; Nonviolence International; NYC City Workers for Palestine, USA; NYU Alumni for Palestine, USA; Palestinian Christian Alliance for Peace, USA; Palestinian General Federation of Trade Unions, PGFTU, Palestine; Pax Christi Canada; Pax Christi USA; Physicians for Social Responsibility Kansas City (PSR-KC), USA; Physicians for Social Responsibility/Sacramento, USA; Progressive Democrats of America, Oregon Chapter, USA; Progressive International; Sarah Lawrence Faculty for Justice in Palestine; Scholars Against the War on Palestine, Canada/International; Science for the People - Canada; Science for the People, USA; Secours Catholique, France; Servicio Internacional Cristiano de Solidaridad con America Latina (SICSAL Mexico); Sindicato de Trabajadores de la Enseñanza de Cantabria (STEC), Spain; Sínodo Luterano Salvadoreño, El Salvador; Transnational Institute; Trinity Lutheran Church, Brooklyn NY, USA; Tunisian General Labor Union UGTT; UMass Amherst Faculty for Justice in Palestine, USA; UMKC Students for Justice in Palestine, USA; Union Juive Française pour la Paix (UJFP - French Jewish Peace Union); Unionists for Palestine, Australia; United Church of Christ Palestine Israel Network, USA; United Jewish People's Order, Canada; United Methodists for Kairos Response (UMKR); US Committee to End Political Repression in Egypt] (January 8, 2024): https://progressive.international/wire/2024-01-08-we-support-south-africas-genocide-convention-case-against-israel/en
Etan Nechin: The far right infiltration of Israel’s media is blinding the public to the truth about Gaza (January 9, 2024): https://www.theguardian.com/commentisfree/2024/jan/09/israel-media-gaza-benjamin-netanyahu-settler-movement
Michelle Goldberg in the New York Times via U.S. Representative Lloyd Doggett: America Must Face Up to Israel’s Extremism (January 9, 2024): https://doggett.house.gov/media/in-the-news/new-york-times-america-must-face-israels-extremism
Q&A: Former Biden appointee Tariq Habash says US policy is ‘dehumanising’ Palestinians (January 9, 2024): https://www.aljazeera.com/news/2024/1/9/qa-former-biden-appointee-says-us-policy-is-dehumanising-palestinians
State and Local Elected Officials Open Letter to President Biden Calling for a Ceasefire [350+ signatures] (January 9, 2024): https://www.jvpaction.org/state-and-local-elected-officials-open-letter-to-president-biden-calling-for-a-ceasefire/
I led strike cells against ISIS — Israel’s strike campaign in Gaza is unacceptable (January 10, 2024): https://thehill.com/opinion/national-security/4397982-i-led-strike-cells-against-isis-israels-strike-campaign-in-gaza-is-unacceptable/
Naomi Klein: We have a tool to stop Israel’s war crimes: BDS (January 10, 2024): https://www.theguardian.com/commentisfree/2024/jan/10/only-outside-pressure-can-stop-israels-war-crimes
Revealed: Congress backers of Gaza war received most from pro-Israel donors: Guardian analysis finds top recipients of pro-Israel contributions in last elections were centrist Democrats who defeated progressives in primaries (January 10, 2024): https://www.theguardian.com/us-news/2024/jan/10/congress-member-pro-israel-donations-military-support
Why I Resigned: Meet Tariq Habash, First Biden Appointee to Quit over U.S.-Backed Israeli War on Gaza (January 10, 2024): https://www.democracynow.org/2024/1/10/tariq_habash
Robert C. Koehler: The Cry of the Wounded and the Dead: End the War! End the War! (January 13, 2024): https://www.commondreams.org/opinion/when-will-the-war-in-gaza-end
On MLK Day, Representative Ayanna Pressley and Interfaith Coalition Call for Ceasefire in Gaza ["Rep. Pressley joined over 90 leaders from the Jewish, Muslim, Christian, Buddhist and other faith traditions in signing the statement, including Rev. Nikira Hernandez, Brighton Allston Congregational Church, Rev. Darrell R. Hamilton II, The First Baptist Church in, Jamaica Plain, Imam Ahmad Barry, Rev. Aisha Ansano. Rev. Otto Concannon, First Parish in Malden, Rev. Ashlee Wiest-Laird, First Baptist Church in Jamaica Plain, Imam Abdullah Faaruuq, Mosque for Praising Allah, Rev. Elizabeth Nguyen, Community Justice Exchange, Chaplain Ylisse C. Bess, Rev. Jo Murphy, Rev. Shea Thompson, Rev. Rob Mark, Rev. Erica Rose Long, Rabbi Rebecca Zimmerman Hornstein, Boston Workers Circle, Imam Taalib Mahdee, Masjid Al Qur’an, Rev. Art J. Gordon, St. John Missionary Baptist Church, Rev. Fred Small, Rev. Heather Concannon, Rev. Miniard Culpepper, Pleasant Hill Missionary Baptist Church, Rabbi Leora Abelson, Rabbi Leah Nussbaum, Rev. Willie Bodrick, II J.D., M.Div., Twelfth Baptist Church, The Very Rev. Amy McCreath, Cathedral Church of St. Paul, Boston (Episcopal), Rev. James Harrison Jr., Southern Baptist Church, Rev. Bernadette Hickman-Maynard, Rev. Erica F Richmond, Arlington, MA, Rev. Arrington Chambliss, St Mary’s Dorchester, Rev. Dr. Michelle A. Walsh, Tuckerman Creative Ministries for Justice & Healing, Rev. Dr. Clyde Grubbs, Tuckerman Creative Ministries, Muslims for Justice, Rev. Isaac P. Martinez, The Allston Abbey, Rev. Ashley Popperson, Rev. Lindsay Popperson, Old North Church, Marblehead, Rev. Myozen Joan Amaral, Zen Center North Shore, Rev. Dr. Andre K. Bennett, Marc Fredette, UU Minister, Rev. Edmund Robinson, First Parish in Hingham/Old Ship, Chaplain Christie Towers, Rev. Kenneth Read-Brown, Rev. Martha Schick, Cassandra Montenegro, Esq., First Parish in Cambridge, Unitarian Universalist, Rev. Dr. William J. Gardiner, Rev. Wendy Page, Rev. Elizabeth Bukey Saunter, Rev. Mel Pace, Rabbi Becky Silverstein, Rev. Katie Omberg, Rev. Rali M Weaver, First Church and Parish Dedham, Rev. Anne M. Rousseau, Rev. Brett R. Johnson, Emmanuel Episcopal Church, Wakefield, MA, Rev. James Leavitt, Rev. Daryn Bunce Stylianopoulos, Mohanad Mossalam, Khateeb, Malden Islamic Center, Daniela Harrigan, Movement Chaplain, MC Miller, Candidate for Ordination in the Evangelical Lutheran Church in America, University Lutheran Church, Cambridge, MA, Allison N Brown, Pastoral Candidate for Ordination , The Episcopal Church, India Wood, Seminarian, Boston University Theological School, Rhea Brown-Bright, Director of Faith Formation, First Parish Dorchester, Boston University School of Theology, Linden Jenkins, St Cecilia Parish Social & Racial Justice Ministry, Vincent Ware, Director of Public Affairs & Civic Engagement, MAS Boston (Muslim American Society), Becca Heisler, Rabbinical Student, Jayce Koester, Rabbinical Student, Hadar Ahuvia, Rabbinical Student, Sam Tygiel, Rabbinical Student, Alex Bailey Dillon, Rabbinical Student, Hannah Limov, Rabbinical Student, Chaim Spaulding, Rabbinical Student, Aaron Berc, Rabbinical Student, Rivka Nechemya Thrope, Rabbinical Student, Max Davis, Rabbinical Student, Sivan Piatigorsky, Rabbinical Student, Rayden Marcum, Rabbinical Student, Rumni Saha (MDiv, MEd), Ian Evans, Clergy in training, McKayla Hoffman, Ministerial Intern, Nichole Mossalam, Muslim Activist, Elizabeth Claggett-Borne, Friends (Quakers) for Racial Justice, Carole Rein, Quaker, North Shore Friends (Quakers), Polly Attwood, Quaker, Friends Meeting Cambridge, Isabella Bates, Quaker, North Shore Quaker Meeting, Dr. Esther Ngotho, Zen Center North Shore, Nora Williams, Zen Center North Shore, Michael Carey, Peace and Social Justice Committee, Friends Meeting Cambridge, Don Gianniny, Peace and Social Justice Committee, Friends Meeting Cambridge, Holly Aloha Jaynes, Unitarian Universalist Church of Marblehead, Ehab Hilali, Community Organizer, Independent Drivers Guild, Nicole Moore, UU Church of Marblehead & Zen Center North Shore, Sarah Manasrah, Community Organizer, Salimah Adawiya, Educator, Rabbi Victor Reinstein, Dr. Jamal Carlos Saeh, Palestinian Catholic, Friend Kristina Keefe-Perry, Three Rivers Worship Group, Rev. Carrie Ballenger, University Lutheran Church, Rev. Tricia Brennan, and Rev. Dr. Christopher Ney, United Church of Christ."] (January 15, 2024): https://pressley.house.gov/2024/01/15/on-mlk-day-pressley-and-interfaith-coalition-call-for-ceasefire-in-gaza-2/
Canadian Labour Congress Executive Committee reiterates its support for International Trade Union Confederation's call for an immediate ceasefire in Gaza (January 16, 2024): https://canadianlabour.ca/clc-executive-committee-reiterates-its-support-for-itucs-call-for-an-immediate-ceasefire-in-gaza/
Bosnia war, genocide survivors back ICJ Gaza genocide case against Israel (January 18, 2024): https://www.newarab.com/news/bosnia-war-genocide-survivors-back-icj-gaza-genocide-case / https://docs.google.com/document/d/1M5J0MK5LlKjlAZX4cPNNiEGMJZHLM8Qa/
Unions tell Starmer of members’ anger over Gaza ceasefire position (Members of Britain’s biggest unions used a regular meeting with Starmer this week to urge him to be more critical of Israel, following weeks of tension within the Labour party over the issue. [...] “Several people at the meeting were pretty clear with Starmer,” said one person with knowledge of what happened at the meeting. “They told him, ‘Your position on Gaza is alienating working people, you are out of step with the majority’.”] (January 18, 2024): https://www.theguardian.com/politics/2024/jan/18/unions-keir-starmer-gaza-ceasefire
Anglican Bishop Christopher calls for ceasefire ‘to end appalling suffering’ in Gaza (January 19, 2024): https://southwark.anglican.org/news-events/news/latest-news/bishop-christopher-calls-for-ceasefire-to-end-appalling-suffering-in-gaza/
Euro-Med Human Rights Monitor: Israel kills dozens of academics, destroys every university in the Gaza Strip (January 20, 2024): https://euromedmonitor.org/en/article/6108/Israel-kills-dozens-of-academics,-destroys-every-university-in-the-Gaza-Strip
Gaza activist tells of beating and abuse in Israeli detention: Human rights worker Ayman Lubbad is among the Palestinian prisoners claiming abuse in Israeli custody, where six have died (January 21, 2024): https://www.theguardian.com/world/2024/jan/21/gaza-activist-tells-of-beating-and-abuse-in-israeli-detention
Central Organisation of Finnish Trade Unions (SAK) calls for ceasefire in Gaza (January 22, 2024): https://www.sak.fi/en/whats-new/news/sak-calls-ceasefire-gaza
Service Employees International Union (SEIU) President Mary Kay Henry's Statement on War in Gaza (January 22, 2024): https://www.seiu.org/2024/01/seius-mary-kay-henry-statement-on-war-in-gaza
‘I just want to run’: Mental health care yet another casualty of Gaza war (January 23, 2024): https://www.latimes.com/world-nation/story/2024-01-23/i-just-want-to-run-mental-health-care-yet-another-casualty-of-gaza-war
Progressive Baptists Call for Gaza Ceasefire (January 23, 2024): https://wordandway.org/2024/01/23/progressive-baptists-call-for-gaza-ceasefire/
Israeli police repressing anti-war protests with ‘iron fist,’ say activists: Since October 7, Israel's police have systematically banned, restricted, and attacked protests against the army's assault on Gaza, instilling a sense of fear among Jewish and Palestinian citizens alike. (January 24, 2024): https://www.972mag.com/israel-police-repression-protests-gaza/
More than 250 humanitarian and human rights organisations call to stop arms transfers to Israel and Palestinian armed groups: An open call to all UN Member States to stop fueling the crisis in Gaza and avert further humanitarian catastrophe and loss of civilian life. [Including: ActionAid France; American Baptist Churches USA; American Friends Service Committee (AFSC); Amnesty International; Anglican Church of Canada; Anglican Church of Mexico; Arab Renaissance for Democracy and Development; BDS Berlin; Belgian Academics and Artists for Palestine; Cameroon Youths and Students Forum for Peace (CAMYOSFOP); Catholic Agency for Overseas Development (CAFOD); Center for Jewish Nonviolence; Christian Aid; Christian Campaign for Nuclear Disarmament; Christian Jewish Allies for a Just Peace in Israel/Palestine; Church and Peace – Ecumenical Peace Church Network in Europe; Colombian Campaign to Ban Landmines; Community of Christ; Danish Refugee Council; Doctors Against Genocide; Episcopal Peace Fellowship-Palestine Israel Network; Evangelical Lutheran Church in Canada; Federation Handicap International – Humanity & Inclusion; Finnish-Arab Friendship Society; France Palestine Mental Health Network; International Federation for Human Rights (FIDH); Israeli Committee Against House Demolitions – UK; Japan International Volunteer Center; Jewish Network for Palestine; Maryknoll Office for Global Concerns; Mercy Corps; Muslim Delegates and Allies Coalition; Muslim Peace Fellowship; National Organization of Yemeni Reporters SADA; Norwegian Refugee Council; Oxfam; Palestinian Farmers Union; Pax Christi England and Wales; Pax Christi International; Pax Christi Italia; Pax Christi Scotland; Pax Christi USA; Presbyterian Church in Canada; Presbyterian Church (U.S.A.); Quincy Institute for Responsible Statecraft; Salam For Yemen; Save the Children; Socialist Movement of Ghana; Syrian Network for Human Rights; United Church of Canada; United Church of Christ; United Methodist Church – General Board of Church and Society; War on Want; Women for Peace and Democracy Nepal; Young Christian Students Movement South Africa] (January 24, 2024): https://www.amnesty.org/en/latest/news/2024/01/more-than-250-humanitarian-and-human-rights-organisations-call-to-stop-arms-transfers-to-israel-palestinian-armed-groups/

Phillipians 2:6 comes to my mind when thinking about whether the will of the preincarnate Son was expressed uniquely and in full agreement with the Father.
In previous discussions I seem to notice what might be called a philosophical bias for one nature and one will. I have also appreciated how Grudem wrote on this in his updated Systematic Theology.
What do you think? Is Phillipians 2:6 a key verse on its own, or must it be read with respect to some other verse?