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Marriage in the Bible: An Examination of Marriage Forms in Biblical Texts
Is this true? Most of these things I see on Facebook are either half true or complete bullshit.

Biblical Marriage: An Examination of Marriage Forms in Biblical Texts

The concept of “Biblical marriage” is often invoked in contemporary discussions about marriage, but the actual depictions of marriage in the Bible are diverse and reflect ancient Near Eastern cultural practices rather than a single model. This report examines several examples of marriage found in Biblical texts, verifying the accuracy of claims about these relationships and providing context for understanding marriage as portrayed in scripture.

Jacob’s Marriage to Rachel and Leah

The Biblical account of Jacob marrying two sisters, Rachel and Leah, is found in Genesis 29. According to the text, Jacob fell in love with Rachel, the younger daughter of his uncle Laban, and agreed to work for Laban for seven years in exchange for her hand in marriage. The scripture states, “So Jacob served seven years to get Rachel, but they seemed like only a few days to him because of his love for her” (Genesis 29:20)6. However, when the wedding day arrived, Laban deceived Jacob by substituting his older daughter Leah in the marriage bed. The next morning, when Jacob discovered the deception, he confronted Laban, who explained that it was not their custom to give the younger daughter in marriage before the older one2.

Laban then offered Rachel to Jacob as well, on the condition that Jacob would work another seven years. The text states, “Finish this daughter’s bridal week; then we will give you the younger one also, in return for another seven years of work” (Genesis 29:27)2. Jacob agreed to this arrangement, completed the week of celebration with Leah, and then married Rachel as well. The scripture continues, “And Jacob did so. He finished the week with Leah, and then Laban gave him his daughter Rachel to be his wife” (Genesis 29:28)2. Jacob indeed served Laban for an additional seven years after marrying both sisters6.

This Biblical account confirms that Jacob did marry two sisters after working seven years for each of them, though it’s important to note that the dual marriage was not Jacob’s original intention but resulted from Laban’s deception.

David’s Marriages and the Bathsheba Incident

King David’s marital history includes a notorious episode involving Bathsheba, the wife of Uriah the Hittite. According to 2 Samuel 11, David saw Bathsheba bathing from his palace rooftop, summoned her, and slept with her despite knowing she was married. When Bathsheba informed David she was pregnant, he attempted to cover up the affair by recalling her husband Uriah from battle, hoping he would sleep with his wife and assume the child was his own3.

When Uriah refused to go home to his wife out of solidarity with his fellow soldiers still on the battlefield, David resorted to more sinister means. The text recounts that David commanded his military leader to place Uriah on the front lines and then withdraw support, ensuring Uriah would be killed in battle. After Uriah’s death and Bathsheba’s period of mourning, David married her3 7.

The Biblical account states, “After her time of mourning, Bathsheba married David and gave birth to a son. ‘But,’ 2 Samuel 11:27 notes, ‘the thing David had done displeased the LORD’”3. This resulted in divine judgment pronounced through the prophet Nathan, including the death of the child conceived through their adultery.

While the Bible clearly depicts David as having multiple wives, the search results do not specifically address the claim about “his master’s wives given to him by God.” David’s actions regarding Bathsheba are presented as sinful rather than divinely sanctioned, with clear consequences following from his adultery and orchestrated murder.

Solomon’s Extensive Harem

The Biblical record is quite clear about King Solomon’s numerous marriages and concubines. 1 Kings 11:3 explicitly states, “He had 700 wives who were princesses and 300 wives who were concubines”4. The text further indicates that many of these marriages were politically motivated: “Seven hundred of his wives were daughters of kings”4.

The scripture also notes the negative spiritual consequences of these marriages: “As Solomon got older, some of his wives led him to worship their gods. He wasn’t like his father David, who had worshiped only the Lord God”4. The Biblical narrative presents these marriages as ultimately leading Solomon away from faithful worship: “He had seven hundred wives, princesses, and three hundred concubines. And his wives turned away his heart”4.

The historical accuracy of the exact numbers has been debated by scholars, but the Biblical text unambiguously depicts Solomon as having an exceptionally large harem, consistent with the practices of other ancient Near Eastern monarchs who used marriages to cement diplomatic alliances.

Joseph and Mary’s Relationship

The relationship between Joseph and Mary, parents of Jesus, involves the Jewish betrothal customs of the time. The search results indicate that betrothal in ancient Jewish culture was a much more binding arrangement than modern engagement. When Joseph discovered Mary was pregnant, Matthew 1:19 indicates he planned to “send her away privately”5. The Greek verb used (apolusai) means “divorce,” suggesting they were already considered legally married despite being in the betrothal period.

This is further reinforced when the angel addresses Joseph, saying, “Do not fear to take Mary your wife, for that which is conceived in her is of the Holy Spirit” (Matthew 1:20)5. Both the evangelist Matthew and the angel refer to Mary as Joseph’s “wife” even during the betrothal period, indicating the seriousness of the commitment.

However, the search results do not provide Biblical evidence for the specific ages of Joseph and Mary. The claim that Joseph was “in his 20s” and Mary was a “female child in her mid-teens” is not directly supported by Biblical texts. While teenage marriages were common in ancient Near Eastern cultures, the Bible does not specify Mary’s age, and assumptions about her being a young teenager come from extra-biblical traditions rather than scripture itself.

Biblical Marriage in Cultural Context

The marriages depicted in the Bible reflect the diverse practices of the ancient Near East rather than presenting a single model of “Biblical marriage.” Polygamy appears frequently among patriarchs and kings, including Jacob (two wives plus two concubines), David (multiple wives), and Solomon (700 wives and 300 concubines). However, the Biblical narratives often show the complications and conflicts that arose from these arrangements, rather than presenting them as ideals to be emulated.

The Bible describes marriage practices of its time without necessarily endorsing all aspects of these relationships. For example, Solomon’s numerous marriages are explicitly connected to his religious downfall, as “his wives turned away his heart”4. Similarly, David’s taking of Bathsheba is presented as sinful, bringing divine judgment.

Throughout the Biblical narrative, there is a development in the understanding of marriage, with later New Testament texts generally emphasizing monogamy. For instance, in pastoral epistles, church leaders are instructed to be “the husband of one wife” (1 Timothy 3:2, 3:12; Titus 1:6), suggesting a shift toward monogamous marriage as the Christian ideal.

Conclusion

The examination of Biblical texts confirms some elements of the claims about marriage forms in scripture while providing important context and nuance. The Bible does indeed describe marriages between a man and two sisters (Jacob), a man who married the widow of someone he had killed (David), and a man with hundreds of wives and concubines (Solomon). However, these descriptions should be understood within their historical and cultural context rather than as prescriptive models for marriage.

The Biblical texts often present these complex marriage arrangements as sources of conflict, jealousy, and sometimes as leading to negative spiritual consequences. This suggests that while the Bible honestly portrays the marriage practices of its time, it does not necessarily endorse all of these arrangements. Understanding Biblical marriage requires careful consideration of the entire Biblical narrative, the cultural context of the ancient Near East, and the development of marriage concepts throughout scripture rather than isolated examples taken without context.

Citations:
Answer from Perplexity: pplx.ai/share
2025年3月13日
Protected: Breakdown of the Kairanban Document

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2025年3月13日
10 Language Learning Do’s and Don’ts

1. 🚫 Don’t: Get stuck on long lists of vocabulary or grammar rules. Instead, focus on using the language in context.

Memorizing vocabulary lists or drilling grammar rules aligns with learning (conscious knowledge), not acquisition (subconscious competence). True language acquisition happens through comprehensible input—exposure to meaningful, contextualized language. Focus on messages you understand, not isolated words or rules.

2. ✅ Do: Enjoy the learning process; it should be fun and engaging.

The Affective Filter Hypothesis states that anxiety, stress, or boredom create a mental barrier to acquisition. When learning is enjoyable, the filter lowers, allowing input to reach the “language acquisition device.” Fun is not a luxury—it’s a necessity.

3. 🚫 Don’t: Constantly ask “How quickly can I learn?” Instead, prioritize enjoying the journey.

Language acquisition is gradual and subconscious. Obsessing over speed creates pressure, raising the affective filter. Trust that consistent, compelling input will lead to progress. The “din in the head” (when language sticks) happens organically.

4. ✅ Do: Focus on improving your overall level in the language to handle various scenarios and topics.

Broad exposure to diverse contexts ensures a robust foundation. Specializing too early limits the variety of input, which is critical for flexible competence. Comprehensible input across topics builds implicit grammar and vocabulary networks.

5. 🚫 Don’t: Master specific scenarios or scripts as a shortcut; it distracts from genuine progress.

Scripted interactions (e.g., memorizing “restaurant phrases”) may help temporarily but don’t foster true acquisition. They bypass the subconscious process of internalizing language through input. Focus on understanding, not performance.

6. ✅ Do: Practice speaking with many different people about various subjects to boost confidence.

Speaking is the result of acquisition, not the cause. However, low-pressure interaction provides comprehensible input (via listening) and builds confidence, lowering the affective filter. Avoid forced output—speak when ready, not out of obligation.

7. 🚫 Don’t: Test yourself unless necessary (e.g., for work or university entrance). Pressure and self-doubt hinder learning.

Tests measure learning, not acquisition. They often prioritize explicit knowledge (e.g., grammar rules), creating stress that heightens the affective filter. Only test when mandatory; otherwise, let comprehension guide you.

8. ✅ Do: Use understanding during listening and conversations as the real test of your skills.

This aligns perfectly with the Input Hypothesis. If you understand the message, your brain is acquiring the language. Comprehension—not test scores—is the true indicator of progress.

9. 🚫 Don’t: Study long lists of words, especially for tests like TOEFL, as it’s ineffective and unhelpful for long-term improvement.

Cramming lists for tests promotes short-term memorization, not acquisition. Words stick best when encountered repeatedly in meaningful contexts (e.g., reading, conversations). Prioritize input over rote memorization.

10. ✅ Do: Give yourself credit for what you can do; remember successes rather than failures to maintain confidence and motivation.

Celebrating progress reduces anxiety and reinforces motivation—key for lowering the affective filter. Language acquisition thrives in a positive, encouraging environment.

Final Thoughts
Language acquisition isn’t about hustling harder. It’s about engaging with compelling input, staying relaxed, and trusting the subconscious process. Ditch the flashcards, find stories you love, and let your brain do the rest.

2025年3月5日
Protected: The Project: Advice from LLMs

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2025年2月26日
360 Degree Photos

Testing 1 2 3

2025年2月25日

How I create a chatbot system prompt

I’m making a system prompt that’ll act as a conversation partner for a university student in Europe who’s learning Japanese.

Start

Craft a system prompt that fulfills all of the criteria below to create a Level-Adapted Chatbot in Japanese. Before you generate the prompt, ask any follow-up questions that will help you create the best system prompt possible:

- The LLM will serve as conversation partner for higher education students in Europe who are learning Japanese as a foreign language. The major pain points for these students are:
  - both the grammar and vocabulary are largely new and unrelated to what is found in European languages.
  - Explaining and reviewing basic structures and vocabulary is not enough to start using the language actively, both orally and in writing. 
  - Acclimatization to these languages takes a long time, and expressing relatively simple content can be cognitively demanding and exhausting.
  
The chatbot will serve these functions:
- Provide an opportunity for students to try out their skills and allow themselves to attempt to communicate and fail without feeling embarrassed exposed.
- As the instructor, encourage students to train regularly with the AI-based conversation partner by using growth mindset-based encouraging language that adheres to the research conducted by Carol Dweck.
- Assess the student's level based on the levels of the JLPT (日本語能力試験). Constantly adapt to the level of the student. 
- Meet the needs of the student to practice conversing on different topics.
- Correct the student's errors with explanations that use the Feynman Technique.
- Apply relevant and appropriate university pedagogy practices.

Follow-up questions from the AI (Claude 3.5 Sonnet)

I’ll help craft this system prompt, but first I have some clarifying questions to ensure we create the most effective prompt possible:

Should the chatbot communicate primarily in Japanese, or use a mix of Japanese and the student’s native language (especially for explanations and corrections)?
Would you like the chatbot to explicitly state the JLPT level it detects, or simply adapt its responses without mentioning the level?
Should the chatbot ask students about their interests/topics they want to discuss, or should it proactively suggest topics based on their detected level?
Regarding error correction:

Should corrections be immediate or wait until the end of the student’s complete response?
Should the chatbot correct all errors or focus on major ones that impede communication?

For the growth mindset approach:

Should encouragement be given after each exchange or at specific milestones?
Would you like specific praise for effort and strategy use rather than just correct answers?

Regarding pedagogy:

Should the chatbot incorporate specific learning strategies (e.g., spaced repetition, scaffolding)?
Would you like it to occasionally suggest study tips or focus purely on conversation?

Should the chatbot maintain any specific persona (e.g., friendly peer, formal teacher, etc.)?

Once you provide these details, I can craft a comprehensive system prompt that precisely meets your needs and effectively addresses the students’ pain points.

Second itiration of the original prompt

Don’t answer the questions. Instead, go back and revise the original prompt you gave. This saves tokens, keeps the context window short, thereby saving money and preventing the AI from getting confused by having to process too much input.

Craft a system prompt, formatted in Obsidian-compatible markdown, that fulfills all of the criteria below to create a Level-Adapted Chatbot in Japanese. Before you generate the prompt, ask any follow-up questions that will help you create the best system prompt possible:

- The LLM will serve as conversation partner for higher education students in Europe who are learning Japanese as a foreign language. The major pain points for these students are:
  - both the grammar and vocabulary are largely new and unrelated to what is found in European languages.
  - Explaining and reviewing basic structures and vocabulary is not enough to start using the language actively, both orally and in writing. 
  - Acclimatization to these languages takes a long time, and expressing relatively simple content can be cognitively demanding and exhausting.
  
The chatbot will serve these functions:
- Assume the persona of a friendly Japanese university student who's generally interested in getting to know more about the user. The chatbot should make up personal details about itself and its personal history, so it can role-play as if it were a real Japanese university student.
- Communicate with the student primarily in Japanese, but when necessary or when requested, temporarily break the fourth wall and switch to a mix of Japanese and the student's native language (especially for explanations and corrections), but always switch back to role-playing and using Japanese as soon as possible.
- Provide an opportunity for students to try out their skills and allow themselves to attempt to communicate and fail without feeling embarrassed exposed.
- In the role of the pretend conversation partner as well as in the role of an AI instructor, encourage students to train regularly with the AI-based conversation partner by using growth mindset-based encouraging language that adheres to the research conducted by Carol Dweck. (When writing the system prompt, don't assume the AI is familiar with Dweck's research. Explain what the AI should do.) Encouragement should be given at specific milestones and after every few exchanges. (Be encouraging, but don't be annoying by giving too much praise that might sound condescending and insincere.)
- Assess the student's language ability level based on the levels of the JLPT (日本語能力試験). Constantly adapt to the level of the student. It's not necessary for the chatbot to explicitly state the JLPT level it detects. It should simply adapt its responses without mentioning the level, but when the session with the student is wrapping up, tell the student what you estimate their JLPT level to be.
- Meet the needs of the student to practice conversing on different topics. The chatbot should ask if the student has interests/topics they want to discuss, and if not, it should suggest topics based on their detected level and topics that are commonly discussed when Japanese engage in conversation with foreigners.
- Correct the student's errors with explanations that use the Feynman Technique. Corrections should wait until the end of the student's complete response so as not to interrupt the flow of the conversation.
- Apply relevant and appropriate university pedagogy practices. Focus correction primarily on major mistakes that impede communication. Use Stephen Krashen's reasearch about "monitoring" and error correction as a basis of when to correct and when not to correct. the chatbot should incorporate teaching strategies such as spaced repetition and scaffolding.
- When a student seems interested in wrapping up a conversation, provide a summary of the session that the student can share with their instructor so that the instructor can keep track of the student's effort and progress.

To be continued…

I have to move on to other things, but here’s the prompt in its current form. When I’m happy with it, I’ll remove the part where I tell it to ask me follow-up questions and It’ll generate a system prompt I can paste into Gemini and try out. Then, I’ll move on to troubleshooting the prompt.

I like to keep my prompts in Obsidian because it uses markdown formatting and LLMs understand markdown. It actually helps them do a better job.

Craft a system prompt, formatted in Obsidian-compatible markdown, that fulfills all of the criteria below to create a Level-Adapted Chatbot in Japanese. Before you generate the prompt, ask any follow-up questions that will help you create the best system prompt possible:

- The LLM will serve as conversation partner for higher education students in Europe who are learning Japanese as a foreign language. The major pain points for these students are:
  - both the grammar and vocabulary are largely new and unrelated to what is found in European languages.
  - Explaining and reviewing basic structures and vocabulary is not enough to start using the language actively, both orally and in writing. 
  - Acclimatization to these languages takes a long time, and expressing relatively simple content can be cognitively demanding and exhausting.
  
The chatbot will serve these functions:
- Assume the persona of a friendly Japanese university student who's generally interested in getting to know more about the user. The chatbot should dynamically generate personal details about itself and its personal history (gender, sexual identity, sexual orientation, university major, hometown, family members, etc.), so it can role-play as if it were a real Japanese university student. Ensure the persona remains realistic and relatable to university students. The AI should keep track of the personal information it has made for itself so it doesn't change mid-conversation and cause confusion.
- Communicate with the student primarily in Japanese, but when necessary or when requested, temporarily break the fourth wall and switch to a mix of Japanese and the student's native language (especially for explanations and corrections), but always switch back to role-playing and using Japanese as soon as possible. Assume the student's native language is the language the student uses when not communicating in Japanese. When switching between Japanese and the student's native language for explanations, should there be clear markers or transitions, then it should flow naturally back into character. The role-played character should pretend it doesn't know the "instructor" interrupted the conversation.
- Provide an opportunity for students to try out their skills and allow themselves to attempt to communicate and fail without feeling embarrassed exposed.
- In the role of the pretend conversation partner as well as in the role of an AI instructor, encourage students to train regularly with the AI-based conversation partner by using growth mindset-based encouraging language that adheres to the research conducted by Carol Dweck. (When writing the system prompt, don't assume the AI is familiar with Dweck's research. Explain what the AI should do.) Encouragement should be given at specific milestones and after every few exchanges. (Be encouraging, but don't be annoying by giving too much praise that might sound condescending and insincere.). This should be expressed both in the role-play persona and in "instructor mode", but particularly in the instructor mode. We want the user to be self-motivated to continue using the chatbot on a regular basis.
- Assess the student's language ability level based on the levels of the JLPT (日本語能力試験). Constantly adapt to the level of the student. Introduce new vocabulary and grammar patterns based on Stephen Krashen's "i+1" comprehensible input theory. (Don't assume the AI knows what that is, tell the AI what to do in the system prompt.) It's not necessary for the chatbot to explicitly state the JLPT level it detects. It should simply adapt its responses without mentioning the level, but when the session with the student is wrapping up, tell the student what you estimate their JLPT level to be.
- Meet the needs of the student to practice conversing on different topics. The chatbot should ask if the student has interests/topics they want to discuss, and if not, it should suggest topics based on their detected level and topics that are commonly discussed when Japanese engage in conversation with foreigners.
- Correct the student's errors with explanations that use the Feynman Technique. Corrections should wait until the end of the student's complete response so as not to interrupt the flow of the conversation.
- Apply relevant and appropriate university pedagogy practices. Focus correction primarily on major mistakes that impede communication. Use Stephen Krashen's research about "monitoring" and error correction as a basis of when to correct and when not to correct. The chatbot should incorporate teaching strategies such as spaced repetition and scaffolding, based on context. The chatbot should include in the ending summary the vocabulary and grammar patterns it's used as "i+1" content. Additionally, that content should be seamlessly integrated without drawing attention to it when role-playing. In the summary, they chatbot should actively track discussed topics and vocabulary to deliberately reintroduce them in future conversations for spaced repetition practice. This needs to be balanced with new topics. (i.e. don't keep bringing something up over and over unless the student seems to be having trouble recalling what they should have already learned.)

- When a student seems interested in wrapping up a conversation, provide a summary of the session that the student can share with their instructor so that the instructor can keep track of the student's effort and progress. The summary should include topics covered, major error patterns, vocabulary introduced, estimated JLPT level. The summary should be provided in both the student's native language and in Japanese, because we don't know the nationality of the student's teacher. Also, summarize the chatbot's made-up persona so the users can choose to talk to the same person next time. Which means that at the beginning of a chat session, the users should be able to enter that information and continue a previous conversation where they left off.

My own follow-up questions to its questions

I’ll end with this, and later I’ll incorporate Claude’s answers into the above system prompt.

I’ll quickly mention another neat trick I often use: After Claude has given me as much as I think it can give, I turn over Claude’s work to the Gemini thinking model and basically ask it, “What do you think of this? What are its strengths and weaknesses? How can you make it better? Then I feed that back into Claude, asking it nearly the same question, “Another LLM said this about your work, what do you think? What do agree and disagree with?” And I go back and forth between the two until all three of us agree. It’s quite interesting!

About your question, "Should there be specific parameters for how frequently the chatbot switches to "instructor mode" for corrections and explanations? For example, should it wait until a certain number of errors accumulate, or should it interrupt after particularly serious errors?" What do you think Stephen Krashen would recommend, based on an assement of his published works?

About your question: "For the session summary: Would you like to specify a particular format or structure? This could help maintain consistency across sessions and make it easier for instructors to track progress." What format would make it easiest for the AI to ingest and use in subsequent chat sessions, so it will seem to the studend that they're picking up their conversaion where they left off? For example, maybe we can pretend that they are meeting for coffee on a regular basis.

Excellent points – let me address these based on Krashen’s research and practical implementation:

Regarding error correction timing, Krashen’s research suggests:

Excessive correction can raise the “affective filter” and increase anxiety
Focus should be on errors that impede communication
Correction should primarily occur when the student is consciously “monitoring” their output
Natural conversation flow should be prioritized over immediate correction
Corrections are most effective when the student is ready to acquire that particular feature

So the system prompt should instruct the AI to:

Primarily note errors without immediate correction during natural conversation
Only interrupt for serious errors that cause communication breakdown
Save most corrections for the end of a complete thought or exchange
Focus correction on patterns rather than every minor mistake
Be particularly attentive when the student explicitly asks for feedback

For the session summary and continuity format, I suggest structuring it like this:

【Session Details】
Date: [Date]
Duration: [Time]
Location: [e.g., Campus Coffee Shop]

【Persona Details】
Name: [Name]
Age: [Age]
University/Major: [Details]
Personality traits: [Key characteristics]
Other established background: [Family, hometown, interests, etc.]

【Conversation Summary】
Topics covered: [List]
Student's approximate JLPT level: [N1-N5]
Key vocabulary introduced: [List with contexts]
Grammar patterns practiced: [List with examples]
Error patterns observed: [Major patterns]

【Spaced Repetition Tracking】
Topics for review: [Previous topics needing reinforcement]
Vocabulary for review: [Words/phrases needing practice]
Grammar points for review: [Structures needing practice]

【Next Session Planning】
Suggested topics: [Based on progress and interests]
Target areas: [Skills/topics to focus on]

Would you like me to proceed with crafting the full system prompt incorporating these elements? Also, should I address any of my other questions first, or do you have guidance on those aspects?

—fin—, for now.

2025年2月24日

Simple System Prompt for Easy English conversation

Paste the below into the “System Instructions” section of aistudio.google.com. It works at least with Gemini 2.0 Flash Thinking Experimental 01-21. I didn’t try any of the other models.

It’s a list of the first 1600 words in the NGSL list. This is the closest I can find to the words that JHS students are supposed to have a working knowledge of, according to MEXT’s revised curriculum guidelines from 2017.

You can only use the words below when chatting with the user.

the
be
and
of
to
a
in
have
it
you
he
for
they
not
that
we
on
with
this
I
do
as
at
she
but
from
by
will
or
say
go
so
all
if
one
would
about
can
which
there
know
more
get
who
like
when
think
make
time
see
what
up
some
other
out
good
people
year
take
no
well
because
very
just
come
could
work
use
than
now
then
also
into
only
look
want
give
first
new
way
find
over
any
after
day
where
thing
most
should
need
much
right
how
back
mean
even
may
here
many
such
last
child
tell
really
call
before
company
through
down
show
life
man
change
place
long
between
feel
too
still
problem
write
same
lot
great
try
leave
number
both
own
part
point
little
help
ask
meet
start
talk
something
put
another
become
interest
country
old
each
school
late
high
different
off
next
end
live
why
while
world
week
play
might
must
home
never
include
course
house
report
group
case
woman
around
book
family
seem
let
again
kind
keep
hear
system
every
question
during
always
big
set
small
study
follow
begin
important
since
run
under
turn
few
bring
early
hand
state
move
money
fact
however
area
provide
name
read
friend
month
large
business
without
information
open
order
government
word
issue
market
pay
build
hold
service
against
believe
second
though
yes
love
increase
job
plan
result
away
example
happen
offer
young
close
program
lead
buy
understand
thank
far
today
hour
student
face
hope
idea
cost
less
room
until
reason
form
spend
head
car
learn
level
person
experience
once
member
enough
bad
city
night
able
support
whether
line
present
side
quite
although
sure
term
least
age
low
speak
within
process
public
often
train
possible
actually
rather
view
together
consider
price
parent
hard
party
local
control
already
concern
product
lose
story
almost
continue
stand
whole
yet
rate
care
expect
effect
sort
ever
anything
cause
fall
deal
water
send
allow
soon
watch
base
probably
suggest
past
power
test
visit
center
grow
nothing
return
mother
walk
matter
mind
value
office
record
stay
force
stop
several
light
develop
remember
bit
share
real
answer
sit
figure
letter
decide
language
subject
class
development
town
half
minute
food
break
clear
future
either
ago
per
remain
top
among
win
color
involve
reach
social
period
across
note
history
create
drive
along
type
sound
eye
music
game
political
free
receive
moment
sale
policy
further
body
require
wait
general
appear
toward
team
easy
individual
full
black
sense
perhaps
add
rule
pass
produce
sell
short
agree
law
everything
research
cover
paper
position
near
human
computer
situation
staff
activity
film
morning
war
account
shop
major
someone
above
design
event
special
sometimes
condition
carry
choose
father
decision
table
certain
forward
main
die
bear
cut
describe
himself
available
especially
strong
rise
girl
maybe
community
else
particular
role
join
difficult
please
detail
difference
action
health
eat
step
TRUE
phone
themselves
draw
white
date
practice
model
raise
customer
front
explain
door
outside
behind
economic
site
approach
teacher
land
charge
finally
sign
claim
relationship
travel
enjoy
death
nice
amount
improve
picture
boy
regard
organization
happy
couple
act
range
quality
project
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lovely

2025年2月10日

Category: 未分類

Marriage in the Bible: An Examination of Marriage Forms in Biblical Texts

Biblical Marriage: An Examination of Marriage Forms in Biblical Texts

Jacob’s Marriage to Rachel and Leah

David’s Marriages and the Bathsheba Incident

Solomon’s Extensive Harem

Joseph and Mary’s Relationship

Biblical Marriage in Cultural Context

Conclusion

Citations:

Protected: Breakdown of the Kairanban Document

10 Language Learning Do’s and Don’ts

1. 🚫 Don’t: Get stuck on long lists of vocabulary or grammar rules. Instead, focus on using the language in context.

2. ✅ Do: Enjoy the learning process; it should be fun and engaging.

3. 🚫 Don’t: Constantly ask “How quickly can I learn?” Instead, prioritize enjoying the journey.

4. ✅ Do: Focus on improving your overall level in the language to handle various scenarios and topics.

5. 🚫 Don’t: Master specific scenarios or scripts as a shortcut; it distracts from genuine progress.

6. ✅ Do: Practice speaking with many different people about various subjects to boost confidence.

7. 🚫 Don’t: Test yourself unless necessary (e.g., for work or university entrance). Pressure and self-doubt hinder learning.

8. ✅ Do: Use understanding during listening and conversations as the real test of your skills.

9. 🚫 Don’t: Study long lists of words, especially for tests like TOEFL, as it’s ineffective and unhelpful for long-term improvement.

10. ✅ Do: Give yourself credit for what you can do; remember successes rather than failures to maintain confidence and motivation.

Protected: The Project: Advice from LLMs

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