Sunday 23 July 2017

History Major Career Opportunities

It is always a challenge which is stressful, demotivating & sometimes heartbreaking for a majority of students undertaking Arts/Humanities and or related subjects at Advanced level among Zimbabwean students not knowing which career path to pursue. To some students studying for a Law degree is the only option they think of and failing to attain the required points/grades becomes a stumbling block. I would like to share some important information that relates to career opportunities for those students who have a passion for a  History major at University.

Being a young trainee scholar in the department of History at the University of Zimbabwe l am compelled to enlighten young learners on the benefits of specialising in History at tertiary level. Rather than stressing yourself on many issues History as a discipline has many career opportunities that you never learn at school and which your friends may not be aware of. By the age of 14 l had put it in black and white in my personal thick brown diary that, the career of my choice is being a Historian. Why would one fall for History at the first place, one may ask himself/herself? Interestingly, there are many benefits that one can have which many students do not realise throughout the high school experience.

In as much as students would want to know more about entry requirements for a degree in History at the University of Zimbabwe, l find it necessary to list some of the career opportunities open to graduates in History at tertiary level.
The following, among many others are some of the areas and institutions where graduates may find employment;

1. The Ministry of Foreign affairs

2. Ministry of Rural Development, Preservation and Promotion of Culture and Heritage

3. The Ministry of Primary and Secondary Education

4. The National Archives of Zimbabwe

5. The National Museums and Monuments of Zimbabwe

6. The National Galleries of Zimbabwe

7. The Ministry of Higher and Tertiary Education

Entry Requirements
It is vital to know the various areas of specialising one can pursue when studying History at the University of Zimbabwe. I am proud to share with you this life worth material because l am a product of this tried and tested brand in Zimbabwe. I also believe in your potential and its up to you to grab the challenge and fulfill your dreams.
The areas of specialisation currently offered include the following;

B. A. Honours in History [ A level passes in History and other Arts subjects]

B. A. Honours in History and Shona [A level passes in History in History and Shona]

B. A. Honours in History and Ndebele [A level passes in History and Ndebele]

B. A. Dual Honours in History and Tonga [A level passes in History and Ndebele/Shona]
B. A. Dual Honours in History and Religious Studies [A level passes in History and Divinity]

All the above programmes have a duration for study of four(4)  years with an industrial attachment of between 8 and 12 months.

In addition to that, there is also Post graduate programmes and the unit offers one Masters programme, the M. A in African History which equips candidates with deep knowledge in History and preparing them for PhD studies.

It is worth  remembering that, one has to live a life of purpose with a dream, a vision which needs to be fulfilled. Why are you here on mother earth? As a young student advancing in education undertaking Advanced level studies its imperative that you decide for your future. Aim higher and reach the stars. Never look down upon yourself. You can do it.

As you prepare to write your examinations, push with focus and decide today to pursue a career of your choice. Enjoy your your studies everyday and stand up with tenacity whenever you face challenges. It is dogged that does it.

About Contributor
Brian Maregedze (MAFH candidate [UZ], S. H. S [UZ] & B. A. A [UZ])

Saturday 22 July 2017

Sampling Techniques with Brian Maregedze


This is dedicated to Maxmillian Mujavah Tom an Advanced level student at Nkayi High School in Bulawayo. All the best in your academic life.

Using examples, explain each of the following sampling techniques

INTRODUCTION
A research is a systematic controlled empirical and critical investigation that is meant to find answers to different questions. To achieve the answers in a research there are sampling techniques that are employed in the bid to achieve the correct answers to the questions that one has resulted in the carrying out of a research. It is the essence of this essay to define the following sampling techniques simple random sampling, systematic sampling, cluster sampling, convenience sampling and snowball sampling.
(a)Simple random sampling
A sample is a part drawn from a larger whole. a sample is taken in order to learn something about the whole from which it is drawn. A simple random sample is a sample selected in such a way that every possible sample of the same size is equally likely to be chosen. Samples are chosen randomly meaning that there is no particular strategy to be employed when choosing the elements under research hence anything or anyone can be chosen as argued by Sudman (1966). In an opinion poll, for example, a number of persons or people are interviewed and their opinions on an issue or issues are solicited in order to discover the attitude of the community as a whole, of which the polled persons are usually a small part. Simple random sampling is applicable usually when one is carrying out a research on a population that is small, homogeneous and readily available. According to Moser (1953) all subsets of the frame are given an equal probability that is all elements under research have an opportunity of being included in the sample and the mathematical probability can be calculated. Each element of the frame thus has an equal probability of selection. It provides for greatest number of possible samples. This is done by assigning a number to each unit in the sampling frame. This type of sampling is very easy to apply as estimates are easy to calculate. An example of simple random sampling is when one draws three names from a hat containing all the names of the students in the class, any group of three names is as equally likely as picking any other group of three names. Sampling is a method of collecting information which, if properly carried out, can be convenient, fast, economical, and reliable. Unbiased and consistent estimates of the two population characteristics of greatest practical interest, the population mean and proportion, are the sample mean and the sample proportion respectively. These estimators are unbiased, whether the sample is with or without replacement. However, in random samples without replacement are more precise that is, they have lower variance than the same estimators based on samples with replacement of the same size. Sampling without replacement, therefore, should be the preferred sampling method.

(b)Systematic sampling

A systematic sampling method is obtained by separating the population into mutually exclusive sets, or strata, and then drawing simple random samples from each stratum or groups. Systematic sampling relies on arranging the target population according to some ordering scheme and then selecting elements at regular intervals through that ordered list. Unlike random sampling where targets are randomly picked and every target has an equal opportunity of being selected in systematic sampling targets are arranged in an orderly manner and are picked at regular intervals. Systematic sampling involves a random start and then proceeds with the selection of every target elements under study or research from then onwards. That is to say the starting point is not automatically the first in the list, but is instead randomly chosen by the one doing the research. A simple example of systematic sampling would be that of choosing or selecting every tenth name from the telephone directory (an 'every 10th' sample, also referred to as 'sampling with a skip of 10'). All elements or targets in systematic sampling have the same probability of selection (in the example given, one in ten). It is not 'simple random sampling' because different subsets of the same size have different selection probabilities and elements are now grouped and from the above example they are grouped into groups of ten. Systematic sampling method has got its benefits and limitations and the benefits includes that the sample is easy to select since the targeted element is controlled already, suitable sampling frame can be identified easily and samples are evenly spread over entire reference population. The limitations of using systematic sampling include the fact that the sample may be biased if hidden periodicity in population coincides with that of selection and difficult to assess precision of estimate from one survey.

©Cluster sampling

A cluster sample is a simple random sample of groups or clusters of elements (vs. a simple random sample of individual objects). Cluster sampling is an example of 'two-stage sampling are involved where the first stage a sample of areas is chosen and the second stage a sample of respondents within those areas is selected. Two types of cluster sampling methods. First-stage sampling is when all of the elements within selected clusters are included in the sample. Second-stage sampling all subset of elements within selected clusters are randomly selected for inclusion in the sample Population divided into clusters of homogeneous units, usually based on geographical contiguity. Sampling units are groups rather than individuals. A sample of such clusters is then selected. All units from the selected clusters are studied. This method is useful when it is difficult or costly to develop a complete list of the population members or when the population elements are widely dispersed geographically. Cluster sampling may increase sampling error due to similarities among cluster members. One can note that although strata and clusters are both non-overlapping subsets of the population, they differ in several ways. All strata are represented in the sample; but only a subset of clusters is in the sample. With stratified sampling, the best survey results occur when elements within strata are internally homogeneous. The reason to make this sampling is that sometimes it is too expensive to make a complete list of all the elements of the population that we want to study, or that when we finish making the list it may have no sense to make the study. The main disadvantage that we may have is that if the clusters are not homogeneous among them, the final sample may not be representative of the population. If we suppose that the clusters are as heterogeneous as the population, referring to the variable we are considering, and that the clusters are homogeneous among them, then to get a sample we only have to choose some clusters. We say that we make cluster sampling in one stage. This sampling method has the advantage that it simplifies the collecting of the sample information. However, one can note that with cluster sampling, the best results occur when elements within clusters are internally heterogeneous.

(d)Convenience sampling
Sometimes known as grab or opportunity sampling or accidental or haphazard sampling. A type of non-probability sampling which involves the sample being drawn from that part of the population which is close to hand, that is readily available and convenient. The researcher using such a sample cannot scientifically make generalizations about the total population from this sample because it would not be representative enough. For example, if the interviewer was to conduct a survey at a shopping center early in the morning on a given day, the people that he/she could interview would be limited to those given there at that given time, which would not represent the views of other members of society in such an area, if the survey was to be conducted at different times of day and several times per week. This type of sampling is most useful for pilot testing.

(e)Snowball sampling

Snowball sampling is a type of purpose sampling where existing participants recruit future subjects from among their acquaintances. Thus, the sample group appears to grow like a rolling snowball as stated by (Vogt: 1999). Purpose sampling is a non- random selection of participants on purpose. In snowball sampling, you begin by identifying someone who meets the criteria for inclusion in your study. You then ask them to recommend others who they may know who also meet the criteria. Although this method would hardly lead to representative samples, there are times when it may be the best method available. Snowball sampling is especially useful when you are trying to reach populations that are inaccessible or hard to find. For instance, if you are studying the homeless, you are not likely to be able to find good lists of homeless people within a specific geographical area. However, if you go to that area and identify one or two, you may find that they know very well who the other homeless people in their vicinity are and how you can find them. In Snowball sampling is not a stand-alone tool; the tool is a way of selecting participants and then using other tools, such as interviews or surveys. Having identified those with the skills and or knowledge or characteristics you require, you would then approach these people to invite them to participate in a community consultation process. This sampling technique has got its strengths and weaknesses and the strengths of this technique include that it is often used in hidden populations which are difficult for researchers to access for instance drug users or criminals, increases credibility of research, as participants are involved in the research process, cost efficient, helps to determine stakeholders, Increases the number of participants in process, builds on resources of existing networks and determines stakeholders unknown to you as postulated by Thomson, (1997) . According to (Van Meter, 1990; Kaplan et al, 1987 the weaknesses of snowball sampling technique include subjection for possible biases for example participants with many friends are more likely to be selected, researcher bias as it involves deliberate choices, difficulty of obtaining anonymity between participants, choice of initial contacts is most important and participation process should be drafted prior to the sampling to encourage participation from potential contacts which is much work for the researcher.

   

Thursday 20 July 2017

Sociology Advanced Level June 2017 Zimsec paper

Hie! I am Panashe Madzivanhanga from Madzivire Range High in Chivhu. May you kindly post Sociology  Zimsec June 2017 Questions. Thanks in advance.

Response from: Brian Maregedze

Thanks Panashe for sending your request, these are the questions that l have managed to access:

Section A: Families and Households

1. 'The definition of family is problematic'. Discuss [25]
2. Evaluate  the changes in the  function of the family in modern society. [25]

Section B: Education

3. Examine the significance of social class in educational attainment. [25]
4. Assess the assertion that education is an ideological state apparatus. [25

Section C: Religion

5. Analyse the the factors that have contributed to the rise of secularisation. [25]
6. Examine the view that religion impedes social change. [25]

Section D: Work and Leisure

7. With reference to the work organisation, discuss the view  that technology is a double edged sword. [25]
8. Examine the problems surrounding unionism in Zimbabwe. [25]

Section E: Mass Media

9. Assess the impact of social media on social relations. [25]
10. Analyse the claim that media works to stabilise the social system. [25]

NB: FOR SEMINAR PRESENTATIONS, A LEVELSOCIOLOGY HANDBOOKS WHICH COVER THESE QUESTIONS, TOPICS CONTACT BRIAN MAREGEDZE @ +263 779 210 440 {call/app} or email bmaregedze@gmail.com
YOU CAN ALSO FOLLOW BRIAN MAREGEDZE ON FACEBOOK.

Tuesday 18 July 2017

Introductions & Conclusions in Essay Writing 'A' level

Introductions & Conclusions in Essay Writing

It is worth noting that a number of candidates at Advanced level may not only know various scholarly views on a particular topic but they can even retell orally their readings. However, the critical challenge is how to express all ideas in writing so as to get the required grades. The following points are vital for one to excel in History, Divinity, Family & Religious Studies as well as Sociology essay writing.

The introduction typically serves several functions which include;
-to set the tone of the paper. When writing your introduction it is imperative to remember that you will be not only introducing your argument but also yourself
-identify and limit your subjects. You tell the reader what you are writing about & define the scope of your inquiry.
-orients the reader by explaining specific concepts, contexts & rational for your argument.
-there should be a presentation of the central argument of your topic question
-there is engagement with the reader to persuade him/her to continue reading

Conclusions

-Like introductions, conclusions bring central ideas into focus
-they make your reader feel that the argument has fully achieved the goals you have set out in the introduction.
-in the conclusion the reader must feel convinced by your argument.
-conclusions typically include an element of summary

More information can be added.

For feedback
Call/app +263779210440
Brian Maregedze
Or email; bmaregedze@gmail.com

Sunday 16 July 2017

Historical development of Sociology with Brian Maregedze

Historical development of Sociology

Important points

-enlightenment thinkers
-industrialisation
-urbanization
-growth of communism
-the French revolution
-the influence of Auguste Comte

On Enlightenment thinkers
-belief in empericism
-rejection of Papal infallibility
-social & moral progress through science
-individualism
-the search for general laws & freedom

Why Rousseau is the forerunner of Sociollgy?
-he ws among the first philosophers to address systematically the origins, forms & consequences of inequality in society
-he saw clearly that inequality is the main cause of strife & war within & among societies

More points can added
For more information
Call/app Brian Maregedze
+263779210440
Email; bmaregedze@gmail.com

Thursday 13 July 2017

Advanced level Sociology Seminar a success @ Kondo High School in Guruve

A number of schools attended the Advanced Level Sociology in Guruve @  Kondo High School courtesy of Maregedze Resource Center.

Wednesday 12 July 2017

Amos 2:9 Gobbets Revision with Brian Maregedze

Amo 2:9 "Yet I destroyed the Amorite before them, whose height was like the height of the cedars, and who was as strong as the oaks; I destroyed his fruit above, and his roots beneath.

http://goo.gl/SCLQH

Amos pronounced judgements to befall surrounding  nations like Tyre, Moab and  moved to Judah then finally focused his attention on Israel. The Amorite were regarded as the strongest people of the time who were labelled as the giant race. Interestingly, when the people of Israel settled in Canaan under the command of Joshua, Yahweh made it possible for the people of Israel to defeat these people. Yahhweh is presented as all powerful and in control of all the nations. Be that as it may, the people of Israel were outstanding in disobeying Yahweh hence necessitating the stern punishment to befall them. Undisputedly, Egypt was also a powerful nation militarily with a callous Pharaoh. With Yahweh's supremacy, Israel triumphed against such enemies. As a chosen nation, Israel's obedience to Yahweh was not an option but a prerequisite. Also clear is that cedars were strong eastern trees thereby a resemblance of the mighty giants, the Amorites whom Yahweh put to the ground for the sake of Israel. The historical life of Israel as a people into becoming a nation have the impact of Yahweh at the forefront. Thus there was need for people of Israel to submit to Yahweh above everything.

*More information can be added*

For feedback
Call/app +263779210440
*Brian Maregedze*
Email;
bmaregedze@gmail.com

*13/07/2017*

Amos 3:2

Amo 3:2 "You only have I known of all the families of the earth; therefore I will punish you for all your iniquities.

http://goo.gl/SCLQH

Amos by focusing on sins of Israel, he goes on to use the metaphoric language of which demonstrate the close relationship that Israel had with Yahweh. 'You only have l known', suggests the intimate relationship such as that of husband-wife. By virtue of having a close relationship with Yahweh the people of Israel were supposed to abide by the commandments as per wilderness experience in the book of Exodus.
However, the people of Israel were disobedient to Yahweh hence punishment was to be severe. Israel's punishment is made worse as a result of her deviant attitude towards that which she so knew that is how Yahweh had liberated her from Egyptian bondage and also having been chosen as favored among other nations. The transgressions that Israel was committing encompass forsaking the Mosaic law, falling  for foreign deities like Baalism, oppressing the poor, disadvantaged members of society among others.

*More information can be added*

*For feedback*
Call/app +263779210440
*Brian Maregedze*
Or email bmaregedze@gmail.com
Blog page
Divinityhistoryalevel.blogspot.com
Facebook page
Div and History 'A level Coaching

*13/07/2017*

Tuesday 11 July 2017

Hosea 11:1 Gobbets Revision

Hos 11:1 When Israel was a child, I loved him, and out of Egypt I called my son.

http://goo.gl/SCLQH

Israel had a long time relationship which is potrayed as that of a father-son scenario. Despite being a transgressor, Israel was still loved by Yahweh. The Egyptian experience is a reminder or a supposed reminder of how the people of Israel were liberated in the book of Exodus. More interesting is that Yahweh had compassion for Israel which defies or extends beyond the human fatherly figure. There is restoration and a call to repentance echoed by Hosea.

*More information can be added*

Call/app Brian Maregedze
Email; bmaregedze@gmail.com

Judaism and Christianity an analysis

Professor Godini G. Darah of Department of English and Literary Studies, Delta State University, Abraka, has argued that Egyptian Mystery System gave birth to Judaism, Christianity, Western education, claiming that the biblical story of creation, exodus and others are mere mythical creations. He made the submission at the recent Faculty of Arts Distinguished Lecture, University of Lagos, inhonour of the literary titan, Professor J. P. Clark.Darah, relying on the works of Africa’s distinguished Egyptologist, Professor Cheikh Anta Diop of Senegal, Dr Louis Leakey, J. A. Rogers, George G. M. James and others proved that human species originated from Africa and that Hippocrates was not the father of Medicine.On Judaism, Darah argued: “It is known that Moses produced the 10 Commandments that constitute the moral anchor of the religion of Judaism. It is logical to say that Moses derived his ideas about the 10 Commandments from the virtues and moral mandates he learned as an Initiate of the Egyptian Mystery System. The theology of Judaism was developed by the Hebrew peopleabout 700 years after the return of their exiles from Egypt. Judaism benefited fromthe knowledge the Hebrew got from Egypt.”He revealed the influence of Black Egyptian philosophy on Judaism and Christianity as attested to by Diop, especially in the relation to the concept of post-mortem trial and residence in paradise:“The religion of Osiris is the first, in the history of humanity, to inventthe notions of paradise and hell. Two thousand years before Mosesand three thousand years before Christ, Osiris, the personification ofthe Good, was already residing over the judgementof the dead in theworld beyond the grave, wearing on his head the Atew or Atef.”Egyptian education, as Darah pointed out, produced Moses. In his words: “He was an Initiate of the Egyptian Mystery System at the age of seven. Professor James, according to the lecturer, has a helpful account of this process: All the great religious leaders from Moses to Christ were Initiates of the Egyptian Mysteries. Thisis an inference from the natureof the Egyptian Mysteries and prevailing custom:*.“The Egyptian Mystery System was the one Holy Catholic Religion of the remotest antiquity.*.It was one and only Masonic Order of Antiquityand as such,*.It built the Grand Lodge of Luxor in Egypt and encompassed the ancient world with its branch lodges.*.It was the first University of history and it made knowledge a secret so that all who desired to become Priests and Teachers had to obtain their training from the Mystery System, either locally at the branchlodge or by travelling to Egypt.*.We know that Moses became and Egyptian Priest, a Hierogrammat and that Christ after attending the lodge at Mount Camel (Palestine) went to Egypt for Final Initiation, which took place in the Great Pyramid of Cheops (Khufu). Other religious leaders obtained their preparation from lodges most convenient to them (Stolen Legacy, p. 178).”Darah proceeded to debunk the exodus story, saying that the geniuses in political engineeringand administration included King Akhenaton who became Pharaoh at 17. The professor said: “He so abominated the material corruption of the Temple priests exhibited through the worship of multiplegods during his father’s reign that his first royal ordinance on coming to power was to decree the worship of one god (monotheism). When Akhenaton made this law about 1,350 B.C. the Jewish immigrants were resident in Egypt. Contrary to the folklore in the Bible, the Jewish exiles were not held in captivity. They voluntarily migrated to Egypt to enjoy the privileges of education and security of life afforded by the regimes of the Pharaohs. The land of the Jews was impoverished and famished andthey lived on it as herdsmen and nomads. By that time civilisation had flourished in Egypt for about 2,000 years. It was, therefore, the desire of the impoverished Jews to seek to be connected with Black Egypt and they sold slaves to merchants from there.“As the biblical account shows, Joseph the Dreamer was one of the first to be sold into slavery by his envious brothers. Joseph was beloved of his Egyptian masters and he received a goodeducation that earned him the prestigious position of Minister of Agriculture and Food Security, even advancing to thehalcyon position almost equivalent to that of a deputy Pharaoh. Following Joseph’s good fortunes, more Jewish migrants went to Egypt. The Jewish immigrants stayed for 400 years in Egypt. They were not captives of war and they were not tortured or deliberately exploited as the Old Testament account misinforms us. In fact, by the time the Jewish communities settled in Egypt about 1600 B.C., the building of the pyramids and other gargantuanpublic structures had been completed. As Professor Diop has pointed out, about 12 Jewishimmigrants first settled in Egypt; they lived and multiplied there for four centuries and by the time of their Exodus under the leadership of Moses, the population was 675,000. Note that the Egyptian government had the capacity to enumerate all the foreigners who left the kingdom.“As already pointed out, the Jewish immigrants were in Egypt when Pharaoh Akhenaton initiated the theology of monotheism. It would appear that the immigrants admired the idea of serving a singlegodand monotheism was one of the enduring ideas they tookfrom the land of Egypt. TheJewish returnees also copiedthe Egyptian monarchical system of government; soonafter they got back to Judah they asked God to give them a king like the Egyptian pharaoh. Saul was the first, followed by David and his son, Solomon. Like the scholar-pharaohs of Egypt, David and Solomon were famous for composing psalms and songs (poetry).Darah went further to prove that Black African scientists and astronomers of the Nile Valley civilisations inaugurated the systematic study of the planets, stars, and other heavenly bodies in the universe or cosmos. These inquiries and the deductions made therefrom, according to him, formed the foundation of philosophical speculation and exegesis. These Africans of antiquity were, in his words, “able to determine the natural laws that govern the existence and movement of planetary bodies and animate life. For example, the ancient Egyptians knew that the star we know as the sun was at the epicentre of the universe. This is now referred to as the solar systemof which the Earth is a member.This explains why the early cosmogonies religion in Egypt made the sun the central objectof veneration and worship. The Sun-god was called Ra.”Darah added: “Evolutionists estimate that the first human-like beings appeared about 4.5 million years ago. Anthropologists and geologists have confirmed that the first site where this miraculous transformation occurred was the Olduvai Gorge in Northern Tanzania in East Africa. The initial discoveries were made bythe British scientist, L. S. B. Leakey in the 1930s; his wonderful work was continued by his wife, Mary, and son, Richard. Following the Olduvai excavations, further hominid finds were made in Kenya and the Oromo river valley in Ethiopia, also in Eastern Africa.The accounts of these breakthrough researchers are well documented in Martin Meredith’s book, Born in Africa:The Quest for the Origins of Human Life (Simon & Schuster,2011).Darah argued that Medicine is another field in which Imhotep of Egypt excelled. Professor Innocent Onyewuenyi, as Darah pointed out, provides a good summary of some of the great heights of Egyptian medical science. In his The African Origin of Greek Philosophy: An Exercise in Afrocentrism (1993), Onyewuenyi comments that the “Mystery System Schools also produced medical doctors of repute. He quotes the views of the historian, MaryMotley thus:“The first physician of antiquity of any fame was the black Egyptian Imhotep, who lived about 2980 B.C. during the Third Dynasty…and he was so highly thought of in his day that he was worshipped as kind of god centuries after his death. He cured physical and mental sickness. In lateryears people slept in the shrine at his temple, dreamed of him and went away cured” (p. 51).Onyewuenyi adds that:Imhotep lived two thousand years before the Greek doctor Hippocrates who is called the father of medicine.In her own reaction, Professor Ebun Clark quoted John 1:1-5:“1In the beginning was the Word, and the Word was with God, and the Word was God. 2He was with God in the beginning. 3Through him all things were made; without him nothing was made that has been made. 4In him was life, and that life was the light of all mankind. 5The light shines in the darkness, and the darkness has not overcomea it.”

Monday 10 July 2017

Gobbets Revision, Galations 1:1

Gal 1:1 Paul an apostle--not from men nor through man, but through Jesus Christ and God the Father, who raised him from the dead--

http://goo.gl/SCLQH

Pauls as one who received a *unique* calling to apostleship starts by defending the authority and authenticity of his apostleship. Critics were doubting Paul's authority as an apostle due to the missing aspect of being a witness to Jesus' ministry, baptism and ascension as can be drawn from the book of Acts. In that light, Paul sets the record straight that his apostleship was from Jesus thereby thwarting arguments from his opponents. Galations as one among genuine Pauline epistles, it becomes interesting to note how further allusions to defense of apostleship are made especially on how Paul attests that he never met with the disciples (later called apostles) for long rather all he preached was a result of revelation from Jesus Christ. Also notable is that transition from persecutor to preacher which was compelled by the power of the Holy Spirit. As his message suggests, Paul's message appeals to the gentiles as his mission.

*More information can be added*

Gobbets revision

Brian Maregedze (MAFH candidate UZ, SHS (UZ)& B. A. A(UZ). Currently Teaching Assistant [T.A](Department of History)-University of Zimbabwe

Call/app +263779210440
Email; bmaregedze@gmail.com
Blog page
Divinityhistoryalevel.blogspot.com

11/07/2017