Media and Anti Corruption

In some countries, such as Bulgaria, Macedonia, Bosnia Herzegovina, and Albania to a much lesser extent, the independent media has brought to the fore numerous corruption cases, exposing high officials. It has also been a major force behind mobilizing public opinion against corruption, as in the case of Bulgaria. At the same time it has exerted indirect pressure on the respective governments to take steps to limit corruption practices. The Bulgarian independent media, which has been marked by intensified anti-corruption reporting, stands out with its permanent engagement in the public debate about corruption and the efforts to curb it. It is characterized by improved quality coverage of corruption issues, expansion of the public dialogue in the media through inclusion of opinions of other civil society sectors and individuals and increased follow-up of reported cases, all of which speaks for a trend towards greater professionalism in its anti-corruption efforts. However, the limited role of the independent media in some countries should also be noted. In some, such as Bosnia Herzegovina, this has been due to the fact the media is mostly state controlled. In others, such as Albania, corrupted individuals have instigated distrust in the media, which lacks the professionalism necessary for investigative journalism and has fabricated and then denied its facts in corruption cases. A serious impediment to the greater role of the independent media is the fact that it is rarely truly independent. There is a problem of media ownership, symbiosis between business and media, the relations between the authorities and the owners of the media. On the Balkans the media is often financed by international organizations and thus has to rely on foreign help because of the small market size, in the case of Bosnia Herzegovina, or by certain business lobbies in the case of Albania. There are also cases of media close to current or former governments, in Bosnia Herzegovina, for instance, which can impede investigative journalism and its favorable impact on the efforts to combat corruption. Since it is also often regarded as a political tool by the owner, either the state or a private entity, the pressure exerted on journalists can often lead to biased coverage and impede impartial corruption investigation, which is illustrated by the Romanian press. A further hurdle to a greater role of the media is the fact it often lacks access to essential government information. For instance, in Romania, because of few laws giving access to public information or lack of their enforcement, the independent media has to rely on unofficial channels in corruption cases. Because of this unofficial information, which may be incorrect, the official authorities are even more unwilling to cooperate with the media on corruption scandals. The analysis of the media possibilities to investigate and report corruption represented the objectives of the Freedom House Assessment Report on media responses to corruption in some countries in the region summarizes the main difficulties: – Lack of independence – Lack of access to basic government information – Punitive libel law and prosecutorial abuse – Weak advocacy groups – Disincentives to investigative journalism – Lack of experience and training opportunities – Public cynicism regarding corruption

Higher education Essay

Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. Education frequently takes place under the guidance of others, but may also be autodidactic. [1] Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. Education is commonly divided into stages such as preschool, primary school, secondary school and then college, university or apprenticeship. A right to education has been recognized by some governments. At the global level, Article 13 of the United Nations’ 1966 International Covenant on Economic, Social and Cultural Rights recognizes the right of everyone to an education. [2] Although education is compulsory in most places up to a certain age, attendance at school often isn’t, and a minority of parents choose home-schooling, e-learning or similar for their children. Contents [hide] 1 Etymology 2 History 3 Formal education 3. 1 Preschool 3. 2 Primary 3.3 Secondary 3. 4 Tertiary (higher) 3. 5 Vocational 3. 6 Special 4 Other educational forms 4. 1 Alternative 4. 2 Indigenous 4. 3 Informal learning 4. 4 Self-directed learning 4. 5 Open education and e-learning 5 Development goals 5. 1 Internationalization 5. 2 Education and technology in developing countries 5. 3 Private v public funding in developing countries 6 Educational theory 6. 1 Purpose of schools 6. 2 Educational psychology 6. 3 Learning modalities 6. 4 Philosophy 6. 5 Curriculum 6. 6 Instruction 7 Economics  8 See also 9 References 10 External links Etymology[edit]. Etymologically, the word â€Å"education† is derived from the Latin educatio (â€Å"A breeding, a bringing up, a rearing†) from educo (â€Å"I educate, I train†) which is related to the homonym educo (â€Å"I lead forth, I take out; I raise up, I erect†) from e- (â€Å"from, out of†) and duco (â€Å"I lead, I conduct†). [3] Education can take place in formal or informal educational settings. History[edit] Main article: History of education Nalanda, ancient center for higher learning. Plato’s academy, mosaic from Pompeii Education began in the earliest prehistory, as adults trained the young of their society in the knowledge and skills they would need to master and eventually pass on. In pre-literate societies this was achieved orally and through imitation. Story-telling continued from one generation to the next. As cultures began to extend their knowledge beyond skills that could be readily learned through imitation, formal education developed. Schools existed in Egypt at the time of the Middle Kingdom. [4]. A depiction of the University of Bologna, Italy, founded in 1088 Matteo Ricci (left) and Xu Guangqi (right) in the Chinese edition of Euclid’s Elements published in 1607 Plato founded the Academy in Athens, the first institution of higher learning in Europe. [5] The city of Alexandria in Egypt, founded in 330 BCE, became the successor to Athens as the intellectual cradle of Ancient Greece. There mathematician Euclid and anatomist Herophilus; constructed the great Library of Alexandria and translated the Hebrew Bible into Greek. European civilizations suffered a collapse of literacy and organization following the fall of Rome in AD 476. [6] In China, Confucius (551-479 BCE), of the State of Lu, was China’s most influential ancient philosopher, whose educational outlook continues to influence the societies of China and neighbours like Korea, Japan and Vietnam. He gathered disciples and searched in vain for a ruler who would adopt his ideals for good governance, but his Analects were written down by followers and have continued to influence education in East Asia into the modern era. [citation needed] After the Fall of Rome, the Catholic Church became the sole preserver of literate scholarship in Western Europe. The church established cathedral schools in the Early Middle Ages as centers of advanced education. Some of these ultimately evolved into medieval universities and forebears of many of Europe’s modern universities. [6] During the High Middle Ages, Chartres Cathedral operated the famous and influential Chartres Cathedral School. The medieval universities of Western Christendom were well-integrated across all of Western Europe, encouraged freedom of enquiry and produced a great variety of fine scholars and natural philosophers, including Thomas Aquinas of the University of Naples, Robert Grosseteste of the University of Oxford, an early expositor of a systematic method of scientific experimentation;[7] and Saint Albert the Great, a pioneer of biological field research. [8] The University of Bologne is considered the oldest continually operating university. Elsewhere during the Middle Ages, Islamic science and mathematics flourished under the Islamic caliphate established across the Middle East, extending from the Iberian Peninsula in the west to the Indus in the east and to the Almoravid Dynasty and Mali Empire in the south. The Renaissance in Europe ushered in a new age of scientific and intellectual inquiry and appreciation of ancient Greek and Roman civilizations. Around 1450, Johannes Gutenberg developed a printing press, which allowed works of literature to spread more quickly. The European Age of Empires saw European ideas of education in philosophy, religion, arts and sciences spread out across the globe. Missionaries and scholars also brought back new ideas from other civilisations — as with the Jesuit China missions who played a significant role in the transmission of knowledge, science, and culture between China and Europe, translating works from Europe like Euclid’s Elements for Chinese scholars and the thoughts of Confucius for European audiences. The Enlightenment saw the emergence of a more secular educational outlook in Europe. In most countries today, education is compulsory for all children up to a certain age. Due to this the proliferation of compulsory education, combined with population growth, UNESCO has calculated that in the next 30 years more people will receive formal education than in all of human history thus far. [9] Formal education[edit] Systems of schooling involve institutionalized teaching and learning in relation to a curriculum, which itself is established according to a predetermined purpose of the schools in the system. School systems are sometimes also based on religions, giving them different curricula. Preschool[edit] Young children in a kindergarten in Japan Main article: Early childhood education Preschools provide education up to the age of between 4 and 8 when children enter primary education. Also known as nursery schools and as kindergarten, except in the USA, where kindergarten is a term used for primary education. Preschool education is important because it can give a child the edge in a competitive world and education climate. [citation needed] While children who do not receive the fundamentals during their preschool years will be taught the alphabet, counting, shapes and colors and designs when they begin their formal education they will be behind the children who already possess that knowledge. The true purpose behind kindergarten is â€Å"to provide a child-centered, preschool curriculum for three to seven year old children that aimed at unfolding the child’s physical, intellectual, and moral nature with balanced emphasis on each of them. â€Å"[10] This period of education is very important in the formative years of the child. Teachers with special skills and training are needed at this time to nurture the children to develop their potentials. [citation needed] Primary[edit] School children line, in Kerala, India Main article: Primary education Primary (or elementary) education consists of the first 5–7 years of formal, structured education. In general, primary education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of primary-age children are enrolled in primary education, and this proportion is rising. [11] Under the Education For All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior school. In India, compulsory education spans over twelve years, out of which children receive elementary education for 8 years. Elementary schooling consists of five years of primary schooling and 3 years of upper primary schooling. Various states in the republic of India provide 12 years of compulsory school education based on a national curriculum framework designed by the National Council of Educational Research and Training. Secondary[edit] Students working with a teacher at Albany Senior High School, New Zealand Main article: Secondary education In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, â€Å"post-secondary†, or â€Å"higher† education (e. g. university, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1–13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession. The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (for instance, the emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created, with a curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved  to be beneficial for both employers and employees, for the improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment. In Europe, grammar schools or academies date from as early as the 16th century, in the form of public schools, fee-paying schools, or charitable educational foundations, which themselves have an even longer history. Community colleges offer nonresidential junior college offering courses to people living in a particular area. Tertiary (higher)[edit] Students in a laboratory, Saint Petersburg State Polytechnical University See also: Higher education and Adult education Higher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school providing a secondary education, such as a high school or secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees. Higher education generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy. University education includes teaching, research, and social services activities, and it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Universities are generally composed of several colleges. In the United States, universities can be private and independent like Yale University; public and state-governed like the Pennsylvania State System of Higher Education; or independent but state-funded like the University of Virginia. A number of career specific courses are now available to students through the Internet. A liberal arts institution can be defined as a â€Å"college or university curriculum aimed at imparting broad general knowledge and developing general intellectual capacities, in contrast to a professional, vocational, or technical curriculum. â€Å"[12] Although what is known today as the liberal arts college began in Europe,[13] the term is more commonly associated with universities in the United States. [citation needed] Vocational[edit]. Carpentry is normally learned through apprenticeship. Main article: Vocational education Vocational education is a form of education focused on direct and practical training for a specific trade or craft. Vocational education may come in the form of an apprenticeship or internship as well as institutions teaching courses such as carpentry, agriculture, engineering, medicine, architecture and the arts. Special[edit] Main article: Special education In the past, those who were disabled were often not eligible for public education. Children with disabilities were often educated by physicians or special tutors. These early physicians (people like Itard, Seguin, Howe, Gallaudet) set the foundation for special education today. They focused on individualized instruction and functional skills. Special education was only provided to people with severe disabilities in its early years, but more recently it has been opened to anyone who has experienced difficulty learning. [14] Other educational forms[edit] Alternative[edit]. Main article: Alternative education While considered â€Å"alternative† today, most alternative systems have existed since ancient times. After the public school system was widely developed beginning in the 19th century, some parents found reasons to be discontented with the new system. Alternative education developed in part as a reaction to perceived limitations and failings of traditional education. A broad range of educational approaches emerged, including alternative schools, self learning, homeschooling and unschooling. Example alternative schools include Montessori schools, Waldorf schools (or Steiner schools), Friends schools, Sands School, Summerhill School, The Peepal Grove School, Sudbury Valley School, Krishnamurti schools, and open classroom schools. To a greater or lesser degree, ideas from these experiments and challenges to the system may in time be adopted by the mainstream, as to a large degree has happened with kindergarten, an experimental approach to early childhood education developed by Friedrich Frobel in 19th century Germany. Other influential writers and thinkers have included the Swiss humanitarian Johann Heinrich Pestalozzi; the American transcendentalists Amos Bronson Alcott, Ralph Waldo Emerson, and Henry David Thoreau; the founders of progressive education, John Dewey and Francis Parker; and educational pioneers such as Maria Montessori and Rudolf Steiner, and more recently John Caldwell Holt, Paul Goodman, Frederick Mayer, George Dennison and Ivan Illich. Indigenous[edit] Na Schoolyard. Teaching indigenous knowledge, models, methods in Yanyuan County, Sichuan in China Main article: Indigenous education. Indigenous education refers to the inclusion of indigenous knowledge, models, methods and content within formal and non-formal educational systems. Often in a post-colonial context, the growing recognition and use of indigenous education methods can be a response to the erosion and loss of indigenous knowledge and language through the processes of colonialism. Furthermore, it can enable indigenous communities to â€Å"reclaim and revalue their languages and cultures, and in so doing, improve the educational success of indigenous students. â€Å"[15] Informal learning[edit]. Main article: informal learning Informal learning is one of three forms of learning defined by the Organisation for Economic Co-operation and Development (OECD). Informal learning occurs in a variety of places, such as at home, work, and through daily interactions and shared relationships among members of society. For many learners this includes language acquisition, cultural norms and manners. Informal learning for young people is an ongoing process that also occurs in a variety of places, such as out of school time, in youth programs at community centers and media labs. Informal learning usually takes place outside educational establishments, does not follow a specified curriculum and may originate accidentally, sporadically, in association with certain occasions, from changing practical requirements. It is not necessarily planned to be pedagogically conscious, systematic and according to subjects, but rather unconsciously incidental, holistically problem-related, and related to situation management and fitness for life. It is experienced directly in its â€Å"natural† function of everyday life and is often spontaneous. The concept of ‘education through recreation’ was applied to childhood development in the 19th century. [16] In the early 20th century, the concept was broadened to include young adults but the emphasis was on physical activities. [17] L. P. Jacks, also an early proponent of lifelong learning, described education through recreation: â€Å"A master in the art of living draws no sharp distinction between his work and his play, his labour and his leisure, his mind and his body, his education and his recreation. He hardly knows which is which. He simply pursues his vision of excellence through whatever he is doing and leaves others to determine whether he is working or playing. To himself he always seems to be doing both. Enough for him that he does it well. â€Å"[18] Education through recreation is the opportunity to learn in a seamless fashion through all of life’s activities. [19] The concept has been revived by the University of Western Ontario to teach anatomy to medical students. [19] Self-directed learning[edit]. Main article: Autodidacticism Autodidacticism (also autodidactism) is a contemplative, absorbing process, of â€Å"learning on your own† or â€Å"by yourself†, or as a self-teacher. Some autodidacts spend a great deal of time reviewing the resources of libraries and educational websites. One may become an autodidact at nearly any point in one’s life. While some may have been informed in a conventional manner in a particular field, they may choose to inform themselves in other, often unrelated areas. Notable autodidacts include Abraham Lincoln (U. S. president), Srinivasa Ramanujan (mathematician), Michael Faraday (chemist and physicist), Charles Darwin (naturalist), Thomas Alva Edison (inventor), Tadao Ando (architect), George Bernard Shaw (playwright), Frank Zappa (composer, recording engineer, film director), and Leonardo da Vinci (engineer, scientist, mathematician). Open education and e-learning[edit] Main articles: Open education and E-learning In 2012, e-learning had grown at 14 times the rate of traditional learning. [clarification needed][20] Open education is fast growing to become the dominant form of education, for many reasons such as its efficiency and results compared to traditional methods. [21] Cost of education has been an issue throughout history, and a major political issue in most countries today. Open education is generally significantly cheaper than traditional campus based learning and in many cases even free. Many large university institutions are now starting to offer free or almost free full courses such as Harvard, MIT and Berkeley teaming up to form edX. Other universities offering open education are Stanford, Princeton, Duke, Johns Hopkins, Edinburgh, U. Penn, U. Michigan, U. Virginia, U. Washington, and Caltech. It has been called the biggest change in the way we learn since the printing press. [22] Many people despite favorable studies on effectiveness may still desire to choose traditional campus education for social and cultural reasons. [23] The conventional merit-system degree is currently not as common in open education as it is in campus universities, although some open universities do already offer conventional degrees such as the Open University in the United Kingdom. Presently, many of the major open education sources offer their own form of certificate. Due to the popularity of open education, these new kind of academic certificates are gaining more respect and equal â€Å"academic value† to traditional degrees. [24] Many open universities are working to have the ability to offer students standardized testing and traditional degrees and credentials. [citation needed] There has been a culture forming around distance learning for people who are looking to enjoy the shared social aspects that many people value in traditional on-campus education, which is not often directly offered from open education. [citation needed] Examples of this are people in open education forming study groups, meetups and movements such as UnCollege. Development goals[edit] World map indicating Education Index (according to 2007/2008 Human Development Report) Russia has more academic graduates than any other country in Europe. [when? ] (Chart does not include population statistics. ) Since 1909, the ratio of children in the developing world going to school has increased. Before then, a small minority of boys attended school. By the start of the 21st century, the majority of all children in most regions of the world attended school. There are 73 million children,[clarification needed] mostly female children in poor families, who did not start elementary school. There are more than 200 million children, mostly females from poor families, who did not go to secondary school. [25] Universal Primary Education is one of the eight international Millennium Development Goals, towards which progress has been made in the past decade, though barriers still remain. [26] Securing charitable funding from prospective donors is one particularly persistent problem. Researchers at the Overseas Development Institute have indicated that the main obstacles to receiving more funding for education include conflicting donor priorities, an immature aid architecture, and a lack of evidence and advocacy for the issue. [26] Additionally, Transparency International has identified corruption in the education sector as a major stumbling block to achieving Universal Primary Education in Africa. [27] Furthermore, demand in the developing world for improved educational access is not as high as foreigners have expected. Indigenous governments are reluctant to take on the recurrent costs involved. There is economic pressure from those parents who prefer their children to earn money in the short term rather than work towards the long-term benefits of education. [citation needed] A study conducted by the UNESCO International Institute for Educational Planning indicates that stronger capacities in educational planning and management may have an important spill-over effect on the system as a whole. [28] Sustainable capacity development requires complex interventions at the institutional, organizational and individual levels that could be based on some foundational principles: national leadership and ownership should be the touchstone of any intervention; strategies must be context relevant and context specific;[clarification needed] they should embrace an integrated set of complementary interventions, though implementation may need to proceed in steps;[clarification needed] partners should commit to a long-term investment in capacity development, while working towards some short-term achievements; outside intervention should be conditional on an impact assessment of national capacities at various levels; a certain percentage of students should be removed for improvisation of academics (usually practiced in schools, after 10th grade). Internationalization[edit]. Nearly every country now has Universal Primary Education. Similarities — in systems or even in ideas — that schools share internationally have led to an increase in international student exchanges. The European Socrates-Erasmus Program[29] facilitates exchanges across European universities. The Soros Foundation[30] provides many opportunities for students from central Asia and eastern Europe. Programs such as the International Baccalaureate have contributed to the internationalization of education. The global campus online, led by American universities, allows free access to class materials and lecture files recorded during the actual classes. Education and technology in developing countries[edit]. The OLPC laptop being introduced to children in Haiti Technology plays an increasingly significant role in improving access to education for people living in impoverished areas and developing countries. There are charities dedicated to providing infrastructures through which the disadvantaged may access educational materials, for example, the One Laptop per Child project. The OLPC foundation, a group out of MIT Media Lab and supported by several major corporations, has a stated mission to develop a $100 laptop for delivering educational software. The laptops were widely available as of 2008. They are sold at cost or given away based on donations. In Africa, the New Partnership for Africa’s Development (NEPAD) has launched an â€Å"e-school program† to provide all 600,000 primary and high schools with computer equipment, learning materials and internet access within 10 years. [31] An International Development Agency project called nabuur. com,[32] started with the support of former American President Bill Clinton, uses the Internet to allow co-operation by individuals on issues of social development. India is developing technologies that will bypass land-based telephone and Internet infrastructure to deliver distance learning directly to its students. In 2004, the Indian Space Research Organization launched EDUSAT, a  communications satellite providing access to educational materials that can reach more of the country’s population at a greatly reduced cost. [33] Private v public funding in developing countries[edit] Research into low cost private schools found that over 5 years to July 2013, debate around low-cost private schools to achieving Education for All (EFA) objectives was polarised and finding growing coverage in international policy. [34] The polarisation was due to disputes around whether the schools are affordable for the poor, reaching disadvantaged groups, provide quality education, supporting or undermining equality, and are financially sustainable. The report examined the main challenges that development organisations which support LCPSs have encountered. [34] Surveys suggest these types of schools are expanding across Africa and Asia and is attributed to excess demand. These surveys also found concern for: Equity, widely found in the literature, as the growth in low-cost private schooling may be exacerbating or perpetuating already existing inequalities in developing countries, between urban and rural populations, lower- and higher-income families, and between girls and boys. The report says findings are that LCPSs see evidence girls are underrepresented and that they are reaching some low-income families, often in small numbers compared with higher-income families. Quality of provision and educational outcomes: You cannot generalise about the quality of private schools. While most achieve better results than government counterparts, even after their social background is taken into account, some studies find the opposite. Quality in terms of levels of teacher absence, teaching activity and pupil to teacher ratios in some countries are better in LCPSs than in government schools. Choice and affordability for the poor: parents can choose private schools because of perceptions of better-quality teaching and facilities, and an English language instruction preference. Nevertheless, the concept of ‘choice’ does not apply in all contexts, or to all groups in society, partly because of limited affordability (which excludes most of the poorest) and other forms of exclusion, related to caste or social status. Cost-effectiveness and financial sustainability: Evidence is that private schools operate at low cost by keeping teacher salaries low, but their financial situation may be precarious where they are reliant on fees from low-income households. The report said there were some cases of successful voucher and subsidy programmes; evaluations of international support to the sector are not widespread. [34] Addressing regulatory ineffectiveness is a key challenge. Emerging approaches stress the importance of understanding the political economy of the market for LCPSs, specifically how relationships of power and accountability between users, government and private providers can produce better education outcomes for the poor. Educational theory[edit]. A class size experiment in the United States found that attending small classes for 3 or more years in the early grades increased high school graduation rates of students from low income families. [35] Main article: Educational theory Purpose of schools[edit] Individual purposes for pursuing education can vary. The understanding of the goals and means of educational socialization processes may also differ according to the sociological paradigm used. In the early years of schooling, the focus is generally around developing basic interpersonal communication and literacy skills in order to further ability to learn more complex skills and subjects. After acquiring these basic abilities, education is commonly focused towards individuals gaining necessary knowledge and skills to improve ability to create value and a livelihood for themselves. [36] Satisfying personal curiosities (education for the sake of itself) and desire for personal development, to â€Å"better oneself† without career based reasons for doing so are also common reasons why people pursue education and use schools. [37] Education is often understood to be a means of overcoming handicaps, achieving greater equality and acquiring wealth and status for all (Sargent 1994). Learners can also be motivated by their interest in the subject area or specific skill they are trying to learn. Learner-responsibility education models are driven by the interest of the learner in the topic to be studied. [38] Education is often perceived as a place where children can develop according to their unique needs and potentialities[39] with the purpose of developing every individual to their full potential. Educational psychology[edit] Main article: Educational psychology Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms â€Å"educational psychology† and â€Å"school psychology† are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists.

American Dream Essay Example | Topics and Well Written Essays - 1750 words

American Dream - Essay Example As such, it is one of the defining means by which an identity of what it means to be American has been able to be formed throughout the generations of the nation’s history. For instance, James Truslow Adams in his 1931 book entitled The Epic of America first described the American dream in the following way: â€Å"The American Dream is that dream of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement. It is a difficult dream for the European upper classes to interpret adequately, and too many of us ourselves have grown weary and mistrustful of it. It is not a dream of motor cars and high wages merely, but a dream of social order in which each man and each woman shall be able to attain to the fullest stature of which they are innately capable, and be recognized by others for what they are, regardless of the fortuitous circumstances of birth or position† (Adams, 2001). As a function of und erstanding this quote and the appreciation for what America portends to offer, the reader can and should consider some of the contributing factors that have made the American Dream possible within the past. ... But, in the past three decades the rich are getting richer, while it is becoming increasingly expensive for the poor and the middle class to afford basic necessities. The wealthiest one percent of individuals own more than a third of the total wealth in the United States, making it increasingly difficult for shareholders within the lower classes to break free from the constraints that bind them to their realities. As the article in question referenced, the American dream is under assault from a litany of different areas. For instance, the author references the fact that the United States, and by extension the American dream, was ultimately able to achieve a degree of success due to the fact that it engendered an economic and environmental system that represented cheap, oftentimes free, land, limitless supplies of labor, and the benefit of having a hegemonic level of control over the rest of the world. Whereas it can definitively be stated that the availability of cheap land has all b ut dried up, the availability of cheap labor has significantly altered over the past several decades; with almost all cheap labor now being found within the developing world. Beyond just this, the reader should note the fact that the hegemony of the United States is something that is fundamentally in question. Whereas it is true that the United States remains the world’s preeminent military power, the dominance of the United States dollar as the currency of exchange is something that has elicited a further degree of debate than ever before. Ultimately, runaway levels of debt, profligate spending, and the uncertainty of global economics creates a situation in which the United States dollar faces a litany

Preventing Alzheimer's Essay Example | Topics and Well Written Essays - 1000 words

Preventing Alzheimer's - Essay Example Alzheimer’s Disease is an acquired disorder leading to behavioral and cognitive impairments that can interfere extremely in social functioning and is the most common form of dementia striking, both, elderly and, on occasion, middle age Americans. It presently is affecting approximately 5.4 million people n this country and is estimated to effect more than twice that number by the year 2050.(Anderson, and Hoffmann) There is nothing more precious to most people than the memories of the lives they have lived, the people they have shared it with, and all the details that make us the individuals that we are. Alzheimer’s and other sever dementia disorders threaten to take all of those things away. This disease does not solely affect the sufferer, but can have a profoundly disturbing effect on the families and caregivers of the Alzheimer’s patient. It can be unbelievably difficult for family members of sufferers to watch someone they care about degrade from the strong i ntuitive people they once were into someone who is a stranger, lost in their own homes and trapped in their own fading memories. Parents that no longer recognize their own children or grandparents that no longer know their own spouse of fifty years can be devastating. That is why understanding, treating, and entirely preventing the development of Alzheimer’s is absolutely imperative. This disease, not only, affects the body it steals your sense of self identity. To be clear, everyone shows a certain amount of decline in memory and cognitive ability as they age. This is a completely natural occurrence. However, there are individuals well into their 80’s that seem barely affected, while others can suffer far greater memory and cognitive loss at a much younger age makes a definitive statement concerning the disorder. Simply put,†...Alzheimer’s is not a normal part of aging.†("The Alzheimer's Research and Prevention Foundation") This condition goes well beyond the normal degradation expected to appear as we age. That said, if it is not a normal, unavoidable part of the human aging, then it must be possible to eliminate it from effecting so many within the population and there must be a cause that can be addressed. Given the seriousness of this condition and its continual persistence within society finding ways to treat and prevent the disease is paramount. Unfortunately there are no current cures available but there are many suggestions as to how to prevent developing the disease. It has been determined that certain people carry a particular genetic mutation that can lead directly to the development of Alzheimer’s, so for a portion of the population prevention may be more difficult.(Kolata ) However, what we learn from these individuals may be a huge contribution into solving its origins and finding potential treatments. For the remaining population, where the development of the disease seems unfortunately random, there are many suggestions that can lower the risks of becoming a sufferer. One can lower the likelihood of developing the disorder by taking the same steps that are taken to avoid heart disease. Studies have shown that the same factors, high blood pressure, high cholesterol, excessive weight, and diabetic issues, which can contribute to poor heart health can, also, lead to Alzheimer’s Disease.("Mayo Clinic") The Alzheimer’s Research and Prevention Foundation had suggested that there are â€Å"4 Pillars† in the holistic approach to preventing the disorder. Again, they admit there are no guarantees, but following these steps is ideally essential in reducing your risk factor. The first is to, simply, get the proper amount of rest and nutrition on a regular basis. A diet involving large amounts of fruits and vegetables, consuming fish on a weekly basis, and avoiding foods high in trans and saturated fats will help you balance the body’s health.("Time Magazine-Health" 2) The second, involves controlling stress levels. Finding proper

Personality Tests Assignment Example | Topics and Well Written Essays - 750 words

Personality Tests - Assignment Example feel the same every time I am in the company of others, but it is true to a large extent and that is the reason my score is above average for this particular trait. I am an energetic individual and have high ambitions that I share with others. The score for my test for this particular factor is also above average which shows that I like to interact with people and share my thoughts and feelings. I think the result is quite right because it truly reflects my cooperative and friendly nature. I like to help others out in every situation I can and want to bring happiness on their faces as much as I can. Along with this, I also want to keep my image extremely good in the minds of others. The score for my test fort this particular factor is below average which shows that I do not focus on the ways to achieve my goals. I was really surprised to get this score for this factor as I am an ambitious and energetic individual who always tries to achieve things using the best approach. However, I do show some carelessness at times because of which I feel it hard to achieve all of my goals. This may be the reason why my score came low on this test. The score for my test fort this particular factor is above average which shows that I get stressed because of my emotions and feelings. I set high expectations got different things and when I do not get the response that I expect, I easily get stressed as a result. I am much prone to the feelings of stress and anxiety because I experience negative thoughts at times. I think my score is high on this factor also because I think on the negative perspectives more than the positive ones. The score for my test fort this particular factor is average which shows that I am half interested in arts and culture and related activities. I think this is true because I have not ever taken much interest in cultural activities. I am interested more in doings things practically instead of looking things in artworks and going in the world of

Discipleship Counseling Paper Research Example | Topics and Well Written Essays - 1250 words

Discipleship Counseling - Research Paper Example The absence of these three approaches in the counseling ministry will result in an ineffective ministry that will not adequately meet serve the members of the Kingdom of God. It is imperative to note that spiritual warfare includes the area of prayer, battles waged in the spiritual realm and the effects of spiritual oppression. When the concept of spiritual warfare is properly utilized without overemphasis that it is the only cause, it can be very effective. The Wholistic approach is when the body, soul and spirit are considered, even as relevant Christian theologies are also considered, taking care not to involve secular thoughts or those that are not Biblical. Dealing with counselee with compassion entails allowing for connection with the counselee so as to allow the individual to move out of the situation. Introduction While the aspect of discipleship counseling is often overlooked, it is a very important duty that should be practiced by Christian leaders upon their flock, conside ring the Lord Jesus Himself practiced it often upon His disciples and to the people who followed Him during His ministry on earth (Anderson, 2003). It should dawn on Christian leaders that counseling of the flock that God has laid into their hands is one of the most important aspects of their responsibilities. Proper training and readiness then by Christian leaders is important if the needs of the many people who are suffering from stressful and emotional problems are to be addressed in The United States of America and all over the world (AACC, 2004). Christian counseling can be more effective than psychological or normal counseling because of these three important aspects, spiritual warfare, the wholistic approach and compassion which are included, this is in spite of the fact that the counselee must be a Christian, one who believes Christ’s work of redemption (Anderson, 2003). In the world today, there is a wave of spiritual attack which has bound many people and made the s urrender to the Kingdom of God and the mind like that which was in Christ difficult. A well equipped Christian counselor will recognize this fact and take the necessary approach to counseling like being grounded in prayer and in the word of God from whom counsel and guidance and power will originate. This will place the counselor above an ordinary counselor whose efforts are only guided by human knowledge. The Christian counselor should always remember that effective counseling will be guided by the ability to wage effective spiritual warfare to the forces of opposition from beginning to the end. Compassion will also be actively be exercised to be effective at all times if the leader is to be effective. The effective counselor will also approach the problem at hand from a wholistic perspective, but not from a singular one for the best results. Spiritual warfare, which is essentially waged by spiritual forces on the mind is a very important concept to consider in discipleship counsel ing but not solely as the only concept. The statistics of divorce, rebellion in society and drug abuse among many problems are extraordinarily high all over the world and, an ill equipped Christian counselor can be over awed by individuals who come for his assistance to solve them (Anderson, 2003). Many people are on medication for high blood pressure resultant from anger and frustration. While ordinary counseling and Medicare will advocate for medical solutions and concepts, the

Culture CompetenceMOdel Essay Example | Topics and Well Written Essays - 500 words

Culture CompetenceMOdel - Essay Example Once this awareness is there, a nurse can develop skills which let him/her understand how the patient views the treatment being given and how they can be made to participate in the process of regaining their health. For example, with culturally aware skills, a nurse may be able to give an addict the right kind of motivation which lets the addict recover quickly. Additionally, as these skills are developed by nurses, the nurse gains knowledge about cultures and cultural aspects which are relevant to the profession of nursing which even include the understanding of why some people may associate illness with supernatural causes (Campinha-Bacote, 2001). Thus knowledge becomes the binding factor of cultural competence since the more knowledge a nurse has about culture and how culture affects the patient; the more able the nurse will be in handling cultural issues. Without this knowledge, a nurse would show incompetence when dealing with different cultures and this incompetence can be conscious or unconsciously produced (Campinha-Bacote, 2001). On the other hand, with the right knowledge about cultural competence, a nurse would show conscious competence about culture. This competence or incompetence would become evident in cultural encounters which put the nurse in contact with people from different backgrounds. These encounters can be difficult to deal with and may even cause discomfort for some nurses. However, those who are aware of cultural differences and those who have developed the skills to deal with different cultures may find them to be positive learning experiences rather than difficult to deal with situations (Campinha-Bacote, 2001). In fact, such nurses may even thrive on cultural encounters since they can be seen as opportunities to improve skills. All these factors are enclosed within the desire of the nurse to become better at dealing with people from different cultures and without this desire, no amount of skill or

Chapter 10-12 SA Assignment Example | Topics and Well Written Essays - 500 words

Chapter 10-12 SA - Assignment Example I try to maintain these values and improve them when possible. The efforts are adequate to allow me to achieve a level of success I want in these areas. In my opinion, I am required to improve in the community area. I need to contribute more to the society by offering my services to the benefit of the people around me. Personally, I would love to work in an organization with a strong culture. I have a high need for a success as an individual. This enables me to easily adapt to the attitudes and the behavior of the hardworking members of the organization. In addition, I can be comfortable with a strong-cultured organization. The high levels of need for success required me to have affiliations in order to achieve the needed success. Therefore, I have the agreeableness personality that enables me to get along well with people as we labor together to a common objective (Lussier & Achua, 2010). On the other hand, I am well accustomed to diversity at the workplace. My high need for affiliation leads to an open experience with variety of cultures from the people I relate with. As an individual, I enjoy working with a diversity of people because they offer different perspectives of ways through which things are to be done. This helps to broaden my approach with respect to diversity. Furthermore, the same people have different beliefs and customs. Therefore, I easily learn to respect them and work with them towards success of our individual tasks and those of the organization. This self assessment test is meant to test my personality, leadership and change. That is, the ability of employing either the strategic leadership style or the change leadership style. The strategic leadership is normally based on personality of an individual other than charismatic and transformational leadership. As an individual, I am a strategic thinker. With respect to my future business plans for the coming three years, I normally focus on long-term planning where I make choices based on

Strategy and Competitive Advantages of Aldi Group Essay

Strategy and Competitive Advantages of Aldi Group - Essay Example It is evidently clear from the discussion that by maintaining a healthy work culture the company is in an advantageous position to grab a large share of the market and expand its business. It is noted that the organizational culture is constructed socially and it is influenced by the environment change. It also depends on the leadership strategies adopted by the team leaders of the organization which influences the team members to perform well in teams and have a cooperative attitude. Good performance of the organization has a positive impact on the society and the company gains reputation in the international markets. A well-designed strategy involves the mission and vision of the organization and the way the employees can be motivated to contribute to the organization’s reputation. By applying the cost-cutting strategy the company earns a profit that it can utilize in future business activities. The company aims at developing a new business program in order to invite supplie rs as well as provide benefits to the employees. The business model followed by Aldi was based on efficiency as well as simplicity. The product strategy followed by the managers of Aldi depended on carrying a limited variety of the relevant products that are in high demand in the market. The change management theory involves the building blocks within the company in order to achieve the future goals. The managers of Aldi Inc. plans to carry out the change within the company so that it can compete with the modern world. The company follows the Kotter’s eight-step change management theory that involves various steps to undertake a change within the organization. The first step involves the process of identifying requirement of change within the company. The next steps deal with planning for the change by forming a team. The third step involves that Aldi Inc sets a vision for undertaking the change. The fourth step involves that the employees of Aldi understand the vision and ac cept it. The fifth step involves that managers Aldi plans the strategies in such a way so as to remove the obstacles in the path of undertaking the change. The sixth step involves that the employees and the managers of Aldi plan for a short-term win. The seventh step of the theory involves that the company hires employees to undertake the change and plan for the process to be followed to undertake the change. The ultimate step involves that managers of Aldi Inc. ensure leadership development within the organization for the success of the organization and to achieve its goal.

Abstract Emerging Technologies Essay Example for Free

Abstract Emerging Technologies Essay Emerging Technologies and the use of Wireless technology in them is a growing demand and a reason for concerned for any IT department.Who ever pioneers this concept must be ready to evolve making fast and quick decisions both at lower and upper management.Allocating resources for equipment that will help meet the demand and also strategizing how the company will go forward.One thing that I have seen especially with the company that I work for which is a leading telecommunications company in the world is that there are still rules and procedures that were implemented during the end of the 2G era to the start of the 3G era. These were very successful during that time but currently they are absolute and they need to be replaced based on the current technology and current situations on the ground now. The importance of such procedures being investigated will help to focus the organisation on success and how to meet them.Since this is a competitive market how you move the company to respond to the growing market will help us maintain our market share and also grow our market share.Wireless technology is now a part of many households and am not referring to their cell phones.From Blue Ray players, TVs tablets ,cameras,refrigerators, rice cookers and the new cars are just a typical example of one household and all what they have and more that depends on wireless technology.How do we support all these devices making sure they have throughput and very little latency The objective is to bring the support and implementation part of these technology by asking the correct questions.How can we effectively deploy these technologies and the same time support them and provide the best customer service for our customers.We have to take a lot things into consideration when talking about the implementations. At what rates is the deployment going to take how much data will be allocated to customers based on need. Another important part also is are we going to be supporting some of these device like OnStar on Ford or we just provides the wireless and the end user does the support eg a PC.These are very important as there are contracts that have to be drawn to clearly specify where and when our responsibility starts and ends.

Report On The Transformational Grammar English Language Essay

Report On The Transformational Grammar English Language Essay The relationship between grammar and language helps in understanding the Chomskian principle of transformational grammar. David W. Carroll views grammar as a description of a persons linguistic knowledge. Language is considered to be an infinite set of well formulated sentences and it can be deduced by grammar, like that of mathematics or logic. Hence grammars are the theories of language composed of hypotheses of the structure of some part of the language. Chomsky suggests three criteria about the theory of language. First criterion is known as observational adequacy. It is applied in several levels of language in which grammar defines, what is and what is not an acceptable sequence in the language. At the other level grammar should have rules that generate grammatical sentence. The second criterion is the descriptive adequacy which indicates that grammar specifies the sequence in a language. Grammar should also explain how it relates with sentences which have the same or opposite meaning .The third criterion is the explanatory adequacy. Chomsky views that it is theoretically possible for a number of grammars, all based on different principles to attain the other two forms of adequacy and determines that the best descriptively adequate grammar pertains to the language acquisition in children. He suggests that the child learning a language is presented with samples of the language and must determine the grammar from the samples. Chomsky notes that children choose one particular grammar from the incoming data consistent with a number of grammars. Hence this implies that there are certain innate language constraints enable the child to deduce the correct grammar. The final level of adequacy goes beyond the ability to explain to describe patterns in a particular language; instead, it involves the ability to explain the role of linguistic universals in language acquisition. These theories played a significant role in the development of linguistic theories. Chomsky initially developed transformational grammar because of the descriptive inadequacy of grammar based on phrase structure rules. In transformational grammar, the insight that sentences have more than one level of structure is captured in the distinction between deep structure and surface structure. These are both tree structures, which differ in emphasis. Deep structure is considered as the underlying structure of the sentence that conveys the meaning of a sentence. Deep structures are the output of the phrase structure rules and lexical rules; transformations operate on these and gave rise to the surface structure. Surface structure refers to the superficial arrangement of the constituents and reflects the order in which the words are pronounced. David Carrol refers to three arguments regarding the usefulness of the distinction by considering the following sentence as an example. Ex: Flying planes can be dangerous. The ambiguity in this sentence is called deep-structure as it may be paraphrased as, The act of flying planes can be dangerous or Planes that are flying can be dangerous. This type of ambiguity comes from a single surface structure that is derived from two distinct deep structures. The second reason for the distinction is that some pairs of sentences are similar in their phrase structure but not in their underlying structure. Ex: John is easy to please. (2) John is eager to please. (3) The above sentences, when paraphrased reveal their dissimilarity even though they are apparently similar. John is the object of the deep structure in (2) and the deep structure subject (3). The next set of sentences in active and passive voice is distinct in their surface arrangement but similar in their deep structure. Ex: Arlene played the tuba. (active) The tuba was played by Arlene. (passive) So the active and the passive sentences are considered as two manifestation of the same deep structure. These grammatical relationships posit a second level of structure with a new set of rules called transformational rules. The entire deviation of a sentence is known to be a two part process in transformational grammar. In phrase structure the assumed largest syntactic unit, the sentence is progressively expanded by the application of rules into strings of smaller units, terminating with a combination of lexical items and grammatical elements. The phrase structure is explained with labeled tree diagrams and they are said to be inadequate for a full structural exposition. Therefore phrase structure is incapable of explaining the open ended creativity of a natural language. Upon the output of the phrase structure rules transformation rules are applied. These transformational rules involve not the division of the sentences or its parts into smaller parts, but, the alteration or rearrangement of a structure in various ways. Transformation also reflects parts of the speakers intuitive awareness of relations between sentences of different basic types. The associations of active and passive sentences , positive and negative sentences and statements, commands, and questions rests on native speakers recognition of their semantic relatedness, which is expressed by the relatedness of grammatical structure. The phrase structure rules are said to be useful in generating the underlying tree structure which is referred to as deep structures and secondly a sequence of transformational rules is applied to deep structure and the intermediate structures, ultimately generating the surface structure of the sentence. The transformations apply to the entire strings of constituents where as phrase structure rules apply to only one constituent at a time. These transformations are done by adding, deleting or moving the constituents. David Carroll gives a few transformations and explains how they work. One such transformation is called the particle -movement transformation. From the following two sentences know that they mean the same thing: EX: John phoned up the woman. (4) John phoned the woman up. (5) Here the concern is with the placement of the particle up; in these sentences, the particle may occur either just before or just after the noun phrase. Accordingly, we might write two different phrase structure rules for the two instances, the first might write two different phrase structure rules for the two instances, the first conforming to (PS) VP Æ’Â   V + (part) +NP And the second to (PS) VP Æ’Â   V + NP + (part) The problem with this approach is that it lacks descriptive adequacyit does not reveal the similarity of the two sentences. In this approach, the two sentences are derived from two different phase-structure rules. An alternative approach is to assume that the two sentences have the same deep structure and to apply the particle- movement transformation to (4). The transformational rule looks like this: (T1) V + part + NP Æ’Â   V + NP + part It can be noticed that the transformational rule simply moves the last two constituents of the verb phrase. Phrase -structure rules rewrite one constituent into a series of constituents but transformational rules begin with a series of the constituents and transform them. Then he goes on to explain it considering the following sentences: John phoned up the interesting woman. (6) John phoned the interesting woman up. (7) John phoned up the woman with the curly hair. (8) John phoned the woman with the curly hair up. (9) In each case the particle is shifted around the entire NPtwo words in (5), three in (7), and six in (9). The particle movement is defined in terms of constituents, not words. This condition gives transformational grammar tremendous power to apply to an infinite no of NPs. Instead of stating the number of words which varies from sentence to sentence, it is stated that in terms of grammatical structure it is known as structure dependent. One final property of transformational rules is that it may be blocked under certain circumstances. For example, the particle movement transformation does not work with pronouns: (35) John called them up. (36) *John called up them. These restrictions and transformations would be specified in the description of the rule. The rule would operate under specified conditions but would be blocked when these conditions did not apply. The earliest work shows the inadequacy of context free grammar for the analysis of natural languages. In the 1960s, transformational grammarians concentrated on the relationship between syntax and semantics. Transformational grammar explains certain aspects of language such as deep-structure ambiguity and the limitations of the phrase-structure rules. Transformational grammar has evolved over the decades and there were many changes and alternative approaches that gave rise to other new theories on transformation. The influence of Chomskys revolutionary theories on linguistics and his contributions like Syntactic Structures, Aspects of the theory of syntax, stands out as the most significant development which led to the beginning of various other transformations in grammar and linguistics.

Queen Myongson Essays -- Korea Korean Leaders Essays

Queen Myongson (Queen Min) Queen Myongsong was born in 1851 in Yohung Min Chan. After the death of her father, the queen would not be able to build her own political power base in the patriarchal Korean society. At that time, the real power was in the hands of Hungsun Taewongun. Taewongun arranged his son to take Queen Min, whom lacked power and thus would not pose a threat to himself or Kojong. In 1866, at the age 14, Queen Min became wife to Kojong whom assumed power in 1864 at the age of 12. (2) At the time of her marriage, King Kojong's father, Taewongun, ran the country in his son's name. When King Kojong came to power in 1864, his father became the Regent. But the old man stayed on even after King Kojong became old enough to take over. To add insult to injury, Taewongun attempted to designate an illegitimate son of King Kojong the heir to the throne. In 1873, the Queen’s intelligence and cunningness enabled to convince her young husband to declare himself king in fact as well as in name. After throwing out Tawongun, Min placed her relatives in key positions of power and began to dismantle Taewongun's 'hermit' isolationist policy and opened up the country to foreign trades and friendly relations. Encouraged by his wife, King Kojong signed the Kanghwa Treaty with Japan and instituted a series of modernization and reform programs. (6) This created a bloody conflict between Queen Min and her father-in- law. In addition Queen Min had a difficult time giving birth t o a son, who was necessary to continue the royal line. In Korea, a woman could not inherit the throne in her own right. Therefore, having a son was crucial to the success of any queen. Growing impatient with the ... ...Network at Lost Angeles – Queen Min (http://www.gkn-la.net/history_resources/queen_min.htm) 2. QUEEN MIN--GRADE LEVEL: 10-12 AUTHOR: David M. Hanna SUBJECT: Global History, East Asian Civilization (http://www.koreasociety.org/MAIN/KS_LessonPlans/ Lessons/klp_xxix.pdf) 3. Bird, Isabella. Korea and Her Neighbors. London: KPI Limited, 1985 (first published in 1897). (http://kn.koreaherald.co.kr/SITE/data/html_dir/2001/02/10/200102100030.asp) 4. Tourism – Sightseeing (http://english.kg21.net/tour/sightseeingSite.jsseq=19&page=1&caller=category&query=h) 5. [New Horizon] Assassination of Empress Myongsong by Kim Byong-kuk (http://times.hankooki.com/lpage/opinion/200211/kt2002112117172711350.htm) 6. A Brief History of the US-Korea Relations Prior to 1945 by Kim Young-Sik, Ph.D. (http://www.kimsoft.com/2003/us-kr-relation.htm)

Comparing How Two Midwestern Towns Respond to Immigration Essay

How Two Midwestern Towns Respond to Immigration    The phrase, "small Midwestern towns," often brings to mind an unfortunate stereotype in the minds of big-city urbanites: mundane, backward people in a socially unappealing and legally archaic setting. Small Midwestern towns, however, are not all the hovels of provincial intellect that they are so frequently made out to be. The idiosyncrasies each of them possesses are lost on those who have never taken more than a passing glance at them. After living in two small towns, I have developed an appreciation for their unique respective qualities. Wausau, Wisconsin and Goshen, Indiana are no exception to this rule of singularity. In addition to their specific identities, these towns have the added variable of two distinct and sizable immigrant populations, Wausau's immigrants being largely Ming, Goshen's immigrants being largely Mexican. While Wausau and Goshen may seem similar on a map of size, population, and non-immigrant demographics, they share little in their economic makeup, positional character, or active response to immigration. These differences of identity shape their attitudes towards immigration. Wausau's identity is supple and accommodates the redefinition that immigration demands. Goshen's identity is taut and rejects the redefinition. One reason for Goshen's comparatively negative attitude towards immigration is the perceived threat to job security. There is a large population of blue-collar factory workers and there are numerous factories in the Goshen area. Indeed, one can hardly go anywhere within the Goshen municipality and be out of eyesight of some factory or industry-related structure. (My personal favorite o... ...ograms in place to protect immigrants are more effective and broadly supported. The political identities of these two towns shape their ability to respond effectively to immigration. Restricted by employment fears, a sense of urban expendability and relative political conservativism, Goshen's identity has little room for the challenge of immigration. Wausau's less industrial economy, stronger sense of urban importance and comparatively liberal politics create a more flexible and malleable identity. Once examined beyond the traditional barometers of population, region and size, Wausau, Wisconsin and Goshen, Indiana actually have little in common. Certainly neither town is in any way definable as, "mundane, backward or legally archaic," but rather each is striving, in their own singular ways, to achieve a balance between stable identity and unavoidable change.

Polonius and Laertes Assist Hamlet :: Essays Papers

Polonius and Laertes Assist Hamlet 1. In his play, Hamlet, William Shakespeare uses various foils to make the play more complex. These foils involve numerous characters that help to develop different relationships and conflicts. Without these foils, the relationships and conflicts would not happen, and the play could not develop. They help us to understand Hamlet[']s actions and bring diversity to the play. Polonius and Laertes are the main foils for Hamlet. Polonius shows how irrational Hamlet thinks, and Laertes shows that Hamlet must pay for his actions, even if he is royalty. This plot and conflict develop from the similarities and differences between Hamlet and the foils. 2. Why are foils required to understand and develop the play? A foil is a minor character used to help develop or understand a major character. The foil must have some similarities with the major character in order to create a link with him. A foil must also be different in order to show or distinguish something about the major character. The foil does not always have an active role. Sometimes the foil is just someone for the major character to talk to. This allows his ideas to come through to the audience without a narrator; therefore, the foil is a kind of prop to help develop the role of the major character. Without a foil, there is no one to help develop or understand the major character, [;] thus his ideas cannot be revealed to the audience. Polonius was an important foil for Hamlet. 3. Polonius and Hamlet were similar in that they both loved Ophelia and tried to protect her. While Polonius died trying, Hamlet encouraged [?] her to go to a nunnery. Unfortunately, she died anyway. Also, Hamlet and Polonius both died trying to protect a woman. Polonius was trying to protect Ophelia from Hamlet, just as Hamlet was trying to protect his mother from Claudius. [Nice point] Both men were also loyal to a king--Polonius to Claudius, and Hamlet to his father. Here again, both kings were killed. 4. Polonius and Hamlet also had their differences. While Polonius was loyal to Claudius, Hamlet was not loyal or even respectful to him. Hamlet knew Claudius was a murderer and Polonius was not even suspicious of King Hamlet’s death. Although they both died, Polonius and Hamlet[']s murders were different.

The New Economic Policy

How far were economic problems responsible for Stalin’s decision to replace the New Economic Policy in 1928 with the first Five-Year Plan ? There seemed to be various reasons why Stalin decided to replace the New Economic Policy with the first Five-Year Plan in 1928. These included economic problems, the role of ideology, a fear of invasion and political considerations. Although economic problems certainly were an important reason for Stalin’s decision, the most significant reason must have been political, since the consolidation of his power position had always been Stalin’s prime concern.The occurrence of economic problems presumably played a major role in Stalin’s decision to move away from the New Economic Policy (NEP), although it must be noted that, before that time, the NEP had had its, albeit limited, success: By 1925 the NEP had returned the economy to its pre-war levels, and by 1927 both agriculture and industrial production exceeded their pre-wa r level. However, the NEP had run into problems such as the scissors crisis in 1924 and the grain procurement crisis of 1927-28.For Stalin and many pragmatists who had supported the NEP because it had been working, the grain procurement crisis brought matters to a head. Russia was by 1928 still an economically backward country compared to the large economies of Western Europe and especially the USA. Farming methods still were fundamentally backwards and unproductive. In industry there was a genuine necessity for the economy to develop and compete with western competitors far ahead of Russia.Economic problems were likely to be a catalyst for the bold measures of the first Five-Year Plan, since Stalin felt that without it Russia would keep lagging behind. Ideological aspects too seemed to matter in Stalin’s decision making, although his own ideological position can be seen as somewhat blurred, since he used to frequently change policies according to what suited him best in his pursuit of a leading role in the Communist Party. For example, before his policy U-turn in 1928 Stalin had defended the NEC against opposition from the left wing of the Party.By 1927-28, when the NEP began to experience problems, Stalin sensed that stressing Communist ideological believes would gain him a lot of support. Many Communists, especially those of the left wing, saw the NEP as a retreat from Marxist, anti-capitalist principles and the urban working class resented the special position of the peasants under the NEP. Growing mass unemployment in the towns and food shortages combined with the ideological distaste felt by many Communists for the NEP and the Nepmen.This led Stalin to wage a class war against the peasants and the Kulaks in particular, branding those who would resist collectivisation as ’enemies of the people’ or ’enemies of the revolution. ’ Communist ideology played their part in Stalin’s decision making since it ensured suppor t not only from the Party but also from the workers and gave Stalin the moral grounds to prevail and secure control of the state. A fear of invasion must also have been influential in Stalin’s decision, as since back during the Civil War of 1918-21, when the western powers had clearly supported the ’Whites’, the Communists had a certain suspicion for them.Russia found itself in a far from ideal international climate during the late 1920s, which clearly suggested that the Soviet Union was surrounded by hostile nations which undermined its national security. Stalin seemed to have felt the necessity for both setting up self-sufficiency in food production and industrialise rapidly in order to built up the armed forces and prepare Russia for war against the capitalist powers, or, as he would say at a Party meeting ’Either we do it – or they crush us. Since under the NEP these goals were unlikely to be accomplished, a fear of invasion probably was an imp ortant motivator behind the shift to the first Five-Year Plan. Finally, and most importantly, political considerations led Stalin to replace the NEP. It could be seen as a continuation of the leadership struggle that had set in after the death of Lenin in 1924 and demonstrated Stalin’s victory over Bukharin, who was the leading advocate of the NEP. Stalin could show that he was able to apply his own policies and, in doing so, consolidate his position.The Plan would further gain him the support of the left wing of the Communist Party, which had been leaderless when Zinoviev, Kamenev and Trotsky were defeated and humiliated in 1927. In addition, he still advocated socialism in one country and therefore appealed to Russian nationalism. Self-sufficiency in food production and not being dependant on foreign grain imports was popular as it would make Russia appear stronger and save money which could be used to improve living conditions.Political considerations were of prime importa nce to Stalin since he knew that if he could deliver all these things, it would serve the basic aim of securing his leadership position for the time to come. Overall, while it was possibly a combination of all factors discussed that played a role in Stalin’s decision to abandon the NEP in favour of the first Five-Year Plan, political considerations must have been the major driving force.However urgent a resolution of the pressing economic problems was, Stalin had proven consistently throughout the leadership challenge of 1924-1928 that his basic aim was the consolidation of his power. He had repeatedly changed his policies to decimate both the left and right wing of the Party. Like so many times before, it is quite probable that his decision was yet another piece of opportunism. Had it not been for the unpopularity of the NEP among many Party members, it is questionable whether Stalin would have taken such bold steps.

The Purpose Of Measurements Health And Social Care Essay

In this practical, we are making hand-on measuring on length and comprehensiveness of the topic. By mensurating the length and comprehensiveness, it will enable us to gauge the organic structure frame and organic structure composing of the topic. For illustration, biepicondylar humerus ( elbow comprehensiveness ) is a good step of frame size and skeletal dimensions. It is less affected by adiposeness comparison to other anthropometric dimension and it is besides extremely associated with musculus size and thin organic structure mass. Beside that, length and breadth step can besides assist jocks to find the best organic structure composing for public presentation. For illustration, a swimmer may necessitate larger biacromial measuring to execute good in his athletics. Other than that, length and breadth step can besides utilize to supervise the growing and development of kid. The challenges we face in executing the measuring include trouble in landmarking. For illustration, as an inexperient pupil, we found trouble in placing the acromiale particularly in feeling the spinal column of the shoulder blade. Besides, we besides find trouble in mensurating the biepicondylar thighbone as we have difficulty in placing the sites of the epicondyles due to the midst hypodermic bed below the tegument. Furthermore, during the practical, while we use the anthropometer or calliper to use force per unit area to compact the overlying tissue in order to obtain a more accurate reading, the calliper will be given to skid off from the site of the landmark. This job particularly occur in mensurating biacromial and biepicondylar thighbone. The consequences of organic structure fat and musculus mass got from computations and utilizing bioelectrical electric resistance analysis ( BIA ) are different. By computation, the organic structure fat and musculus mass obtained are 21.1 % and 78.9 % severally. Whereas for BIA, the organic structure fat and musculus mass obtained are 25.6 % and 74.4 % severally by utilizing manus held machine and 28.9 % and 71.1 % severally by utilizing 4-point machine. There is difference of consequence for organic structure fat and musculus mass from computations and utilizing BIA. This is because consequence of organic structure fat and musculus mass from computation are utilizing skinfold thickness measuring. During the measuring of skinfold thickness, there may hold some intra-measurer mistake from site of landmarking and measuring, skinfold squeezability, variableness between readings and besides technique of utilizing the equipment. Whereas by utilizing BIA machine, less proficient mistake w ill happen as we merely identify in information such as age, gender, tallness and weight to acquire the per centum of organic structure fat. Therefore, computation of organic structure composing utilizing BIA machine have higher preciseness. The organic structure fat and musculus mass obtained are 25.55 % and 74.45 % severally by utilizing manus held machine and 28.95 % and 71.05 % severally by utilizing 4-point machine. There is a difference of consequence between manus held machine and 4-point machine as manus held machine merely has 2-point electrodes directing electric current to the organic structure while 4-point machine has 4-point electrodes directing electric current which is more accurate in gauging organic structure composing. Harmonizing to the Recommended Percent Body Fat Cut-off Points for Adult Individual ( 18 old ages and above ) , the per centum of organic structure fat obtained from both machine is still within the acceptable ( upper terminal ) . Skinfold measuring is easy to make one time accomplishment has been mastered. In general, combination of skinfold measuring provides a more valid appraisal of organic structure fat content and can bespeak the distribution of hypodermic fat. It does non necessitate much clip as consequence can be produced instantly. It is besides a noninvasive method for step organic structure fat and musculus mass. The equipment used for illustration harpender, slender usher and Lange are cheap and portable comparison to other machine for mensurating per centum organic structure fat such as double energy X ray and plethymography. The restriction may include big technician mistake from site of landmarking and measuring, skinfold squeezability and besides technique of utilizing the equipment. For illustration, some of the finger-thumb pinch or caliper arrangement during measurement may be excessively deep ( musculus ) or excessively superficial ( tegument ) . Another illustration is mid-arm point is fa lsely measured or marked. Besides, skinfold thickness may besides impact by factor other than sum of fat, for illustration exercising, hydrops, dermatitis which will increase the skin thickness and besides desiccation which will diminish the skinfold thickness. It may non besides be an ideal measuring for those who are corpulent and really thin. Bioelectrical electric resistance analysis ( BIA ) is non-invasive, particularly compared to the hydrostatic deliberation and skinfold calliper method. It besides give a good appraisal of organic structure fat per centum. It is besides speedy and easy to utilize in the field by merely key in information such as age, gender, tallness and weight to acquire the per centum of organic structure fat of the topic. The machine is besides low in cost and portable to convey to anyplace compare to other machine for mensurating per centum organic structure fat such as double energy X ray and plethymography. The restriction of BIA is that BIA is hydration-dependent. To guarantee accurate organic structure unstable consequences, the topic should non exert or execute any vigorous activity for at least 8 hours. Besides, the topic should non devour drinks such as caffeine or intoxicant in big measures 12 hours before the trial as these drinks are water pills. The status of the topic such as desiccati on, hydrops, fed or fast province will besides impact the consequence. For a particular status that patient has an automatic implantable cardiac defibrillator ( AICD ) , so BIA should non be done. Waist and hip perimeters can utilize to cipher waist to hip ratio ( waist perimeters divided by hip perimeters ) . The waist to hip ratio is a utile method to separate blubber between abdominal country and lower organic structure country. Lower organic structure fleshiness is frequently referred to as â€Å" gynoid fleshiness † as it is more typical to female while abdominal fleshiness is called â€Å" android fleshiness † which is more common among male. Whereas corpulent work forces and adult females can be classified into either group without refering about their sex. The hypodermic fat which is the external fat are mostly found in lower bole while the splanchnic fat which is the internal fat are chiefly found in abdominal country. Deposition of extra fat in the venters as a proportion of entire organic structure fat is strongly associated with increased hazard of developing certain metabolic upsets and obesity-related disease such as hyperinsulinemia, Type 2 diabete s mellitus, lipemia, high blood pressure, coronary bosom disease and others. This sort of fleshiness realted diseases are more likely to be associated with an abdominal fleshiness than a lower organic structure fleshiness. Apart from that, persons with higher waist and hip perimeter will be higher in entire organic structure fat mass. Therefore, beside BMI, waist and hip perimeter should besides be consider every bit good when determinining whether an person is healthy or non. This is because if an person has a normal BMI, but have waist perimeters or waist and hip ratio greater than the acceptable scope, the person is still holding hazard of developing obesity-related disease and metabolic upsets. The % of TEM calculated from skinfold measuring: triceps, subscapular, biceps, and suprailiac are 2.3 % , 3.6 % , 4.2 % , and 1.9 % severally. The values are still acceptable as compared to the mark TEM. Calculations of TEM are needed in skinfold measuring due to skinfolds are notoriously imprecise and both within and between tester mistake can be big. In this practical, due to single work, within tester mistake will be the chief concerned. Poor preciseness frequently reflects within tester mistake ensuing from unequal preparation, instrument mistake and trouble in doing the measuring.

The Good Shepherd, John 10

Jesus, Our One True Shepherd Tuesday, October 30, 2012 Introduction Throughout the Gospel of John, Jesus offers to those around Him, most specifically His Disciples, metaphors to help them understand who He is and what His purposes are. Jesus uses common phrases to illustrate His point. He does this twenty-three times in the Gospel of John Repeating important. He begins seven of those important statements with two exceptional words, â€Å"I AM†. These words illustrate his world-saving purpose.For example in John 6, Jesus makes the profound statement â€Å"I am the bread of life† right after feeding a huge crowd and speaking of Moses and the manna God gave from Heaven. Without the manna, the nation of Israel would not have survived their time in the desert. Later, in John 8 Jesus speaks of walking in light versus darkness, and makes the statement, â€Å"I am the Light of the world†¦Ã¢â‚¬  We know that a belief in Jesus allows us to walk in the light, to be out of the darkness of sin and death. By the time we reach chapter 10 in the Gospel of John, Jesus is going say again, twice, an â€Å"I AM† statement.The rest of this paper will focus on John 10:1-18. It is important however, to understand that what Jesus is doing in these verses is in the midst of a long line of hugely important moments between Him and those He came to save. In the tenth chapter of the Gospel of John, Jesus makes two huge â€Å"I AM† statements. The first one Jesus speaks to is addressed in verses 1-10, and is spoken in vs. 7, â€Å"I AM the door of the sheep. † The second comes later in vs. 11, â€Å"I AM the good shepherd. † In John 10, the structure of the passage comes in two parts, yet concludes with one main theme, Jesus is our true Shepherd.The paper will take a look at the first part of the passage where Jesus talks about being the â€Å"gatekeeper†, and then will shift focus into what Jesus being the â€Å"Good Shepherd† means. While again, each could be looked at independently, the focus of this paper will be to demonstrate that each part works together to help Jesus’ followers then and people today understand what it means for Jesus to be the one true Shepherd. It is important to understand weight of each of the â€Å"I AM† statements that Jesus speaks in John 10. In order to gain a better understanding of the premise of Jesus as â€Å"Shepherd†, here are a few important things to note.First, sheep and goats were two of the most well known and spoken about animals in the Bible. Also, â€Å"sheep and goats require constant care, since they are practically defenseless† and such would require a Shepherd, someone to guard them, and provide a constant watch over them. So now, Shepherds became a pivotal part of God’s story. Shepherds not only tended to the feeding and providing of care for the sheep, they guarded and protected them against thieves and robbers. It was the Shepherd’s sole responsibility to care for and tend to his sheep – to make sure they were accounted for and maintained to the best of his ability.Second, even thought this is the first time in John that Shepherding is mentioned, the other Gospels also discus this ‘job’. It is also, as previously mentioned, seen a huge amount throughout the Old Testament. Think back to David or some of the great Prophets, like Ezekiel, Jeremiah, or Isaiah, and you find a vivid picture of what it means to be a Shepherd, one of the sheep, or part of the flock. In John Chapter 10, Jesus will identify Himself as a Shepherd, and the implications of this are great. Not only does Jesus speak about being the ‘gatekeeper’ of the sheep, He also says that he is the â€Å"Good Shepherd†.Both concepts help to illustrate Jesus’ purpose and one main idea, â€Å"Jesus is our one true Shepherd†. The Gatekeeper In the first part of the passage (John 10:1 -10), Jesus is going to identify Himself as the gatekeeper, the guard and protector of the sheep from thieves and robbers. To understand this properly, and to put the first part of this passage in context, we must go back to what the people would have understood as he said this, and why they would have understood its implications. Ezekiel 34 is the starting point for this analysis. The basic implication of Ezekiel 34 is the rebuking the false shepherds of Israel.Making note that one day He will gather the lost sheep and bring them to Himself, as promised. From Ezekiel, Verses 2, 4-5, and 11-12 â€Å"Son of man, prophesy against the shepherds of Israel. Prophesy and say to those shepherds, ‘Thus says the Lord God, â€Å"Woe, shepherds of Israel who have been feeding themselves! Should not the shepherds feed the flock? † 5 â€Å"They were scattered for lack of a shepherd, and they became food for every beast of the field and were scattered. † 11 For thus says the Lord God, â€Å"Behold, I Myself will search for My sheep and seek them out. 2 â€Å"As a shepherd cares for his herd in the day when he is among his scattered sheep, so I will care for My sheep and will deliver them from all the places to which they were scattered on a cloudy and gloomy day. The idea of false or evil shepherds can also be found in Jeremiah 23: 2-5. 2Therefore thus says the Lord God of Israel concerning the shepherds who are tending My people: â€Å"You have scattered My flock and driven them away, and have not attended to them; behold, I am about to attend to you for the evil of your deeds,† declares the Lord. â€Å"Then I Myself will gather the remnant of My flock out of all the countries where I have driven them and bring them back to their pasture, and they will be fruitful and multiply. 4â€Å"I will also raise up shepherds over them and they will tend them; and they will not be afraid any longer, nor be terrified, nor will any be missing,† dec lares the Lord. What Jesus does by introducing the rightful gatekeeper in the first 10 verses of John is to open the door to Him being the true Shepherd for the sheep, His people.When looking at the passages in Ezekiel and Jeremiah, it is easy to see how the idea of false or evil shepherds was standard in this time. Up until this point, Jesus’ greatest adversaries had been the Pharisees, the ones who claimed to be the most righteous and Godly men around. They were the ‘gatekeepers’ to religious law and practice. They held the mandates and seemed to ultimately decide who was right, or â€Å"in† with the Father. The people also listened to them. They paid heed to everything the Pharisees said and did.When Jesus, in the opening verses of John 10 describes thieves and robbers, He is speaking to these individuals, and all the other leaders of the past that had led Israel astray. John 10:3 details how the doorkeeper recognizes the shepherd, and how the sheep hea r his voice and follow. This is such rich imagery. We may not value this as significant, because in the Western World most sheep are herded by a dog, or by the movement from a ranch hand from behind the flock. In the Near Eastern culture this is not the case. D. A.Carson describes it like this: â€Å"The Sheep listen to the shepherd’s voice†¦ Near-Eastern shepherds have been known to stand at different spots outside the enclosure and sound out their own peculiar calls, their own sheep responding and gathering around their shepherd. † Jesus is making a bold statement in verse 5 to say, â€Å"A stranger they simply will not follow, but will flee from him, because they do not know the voice of strangers. † Jesus is asserting that those who have come before Him, and who have pretended to be His people’s shepherds are nothing more than strangers.He shows that a time will be coming when He will call the names of those whom He loves, and they will know His voice, because they are already His. This moment links us directly to Jesus as Messiah – coming to save those who have been as scattered sheep. Only the one true Shepherd will call His sheep, and only then will the people hear the voice of the this Shepherd. Jesus being the ‘gatekeeper’ is so very important. So not only is the gatekeeper responsible for the sheep in the sense that he decides who will come and go from the fold, Jesus being the ‘gatekeeper’ or the ‘door’, is the means to eternal salvation.Only the one true Shepherd can be held responsible for those who come into the fold. In verse 7 Jesus makes the first â€Å"I AM† statement – He says, â€Å"I am the door of the sheep. † Not only now do the sheep recognize Him as the Shepherd, He now is their passage through the gate into the fold. Jesus points out again in verse 8 that those who came before Him were nothing but thieves and robbers, and that the sheep did not recognize them. The thieves and robbers were only out for their own interests (looking back to Ezekiel 34) and because of this, the sheep are eternally destroyed.But Jesus as the door to the fold, the gate itself, gives life, and does not take it away. Jesus as the one true Shepherd is the only door there is to the Father, the only true gate in which a sheep can enter into the fold. Up until this point, the passage has reflected on the Jewish nation. Jesus as â€Å"The Good Shepherd† will become an even bigger idea, also helping to verify Jesus as the one true Shepherd, and for all people. The Good Shepherd In this portion of the passage, Jesus makes several important claims about His role as the one true Shepherd of the flock.In the earlier verses, this same idea was true, but only for a certain subset of people. As we look through the following portion of the text we will see how Jesus is â€Å"The Good Shepherd† for all, and therefore is the one true Shephe rd of the flock. Right away, John points out something crucial to the passage, and that hints to earlier parts of the passage. He opens up by saying this: â€Å"I am the good shepherd; the good shepherd lays down His life for the sheep. â€Å"He who is a hired hand, and not a shepherd, who is not the owner of the sheep, sees the wolf coming, and leaves the sheep and flees, and the wolf snatches them and scatters them. This mention of a hired hand again points to those who came before Jesus, who were even there at that time, pretending to be Israel’s shepherds. They, the religious leaders and Pharisees were nothing but hired hands, looking after the sheep yes, but in the sight of danger, they would flee. The ‘hired hand’ cares much more for his own interest than the interests of his flock. We know Jesus to be the complete opposite, and He truly hits it home when He says that as The Good Shepherd, not only will He protect His sheep, He will die for them.Only the one true Shepherd would do that for His sheep. The next portion of the text is also monumental in meaning when it comes to Jesus being the one true Shepherd. Right after Jesus emphasizes that He will know His sheep and His sheep will know Him, He makes a gesture not only to those who already know Him, but also to those who have yet to know Him. From John 10:16, â€Å"I have other sheep, which are not of this fold; I must bring them also, and they will hear My voice; and they will become one flock with one shepherd. The significance of this moment in scripture is profound.Jesus states here that He is the One who will bring all to the fold. That no longer will there be a division between Jews and Gentiles, but that there will only be one flock, with the one true Shepherd. Many times throughout the New Testament this same grand gesture is given to the Gentiles. See Galatians 3: 26-29: â€Å"26 For you are all sons of God through faith in Christ Jesus. 27 For all of you who were bapti zed into Christ have clothed yourselves with Christ. 28 There is neither Jew nor Greek, there is neither slave nor free man, there is neither male nor female; for you are all one in Christ Jesus. 9And if you belong to Christ, then you are Abraham’s descendants, heirs according to promise. † This moment says exactly this! Jesus is the one true Shepherd, fulfilling a long foretold promise that He and He alone will bring ALL the sheep into the fold and He will be the only Shepherd. The final portion of this text helps us to understand more clearly who â€Å"The Good Shepherd† is. As The Good Shepherd, Jesus makes some declarations about who He is in not only relation to His sheep but His Father, thus explaining His own sovereignty. Jesus’ life is not taken, it is given up by Him and Him alone.This is why God sent Him. The choice to watch over, guard, protect, and call-in His sheep was the plan, the plan of a great and sovereign Shepherd, who had to give His l ife so that His sheep could live, so that they could go through the gate. Jesus was not forced to be The Good Shepherd, the one true Shepherd, He choose to do this willingly. Conclusion Throughout the first 18 verses of John 10, John helps us to understand the implications and simple delight that Jesus is our one true Shepherd. He does this first by helping us to see Jesus as the â€Å"gatekeeper† or the â€Å"doorway† through which we enter into life eternal.John also tell us of the personal relationship that a Shepherd has with his sheep, and likewise that Jesus has with each of His sheep – He knows them, and they know Him. Furthermore, John points out that there have been and will probably always continue to be, false or evil shepherds that come like thieves or robbers in the night to try and steal or sway the sheep. But in regards to the text, the sheep shall not worry, but rather hear the voice of the true Shepherd and follow Him. The second portion of the text discusses the sovereignty of the one true Shepherd.Jesus, by choice is The Good Shepherd, and subsequently came to be the one true Shepherd for all. By His choice to lay down His life for all of His sheep, we are able to enter into the fold where He will reign as our Shepherd for eternity. If another shepherd offered this same promise, or was able to, then Jesus would not be The Good Shepherd, He would simply be like the rest before Him – thankfully this is not the case. The verses in John 10: 1-18 clearly demonstrate that Jesus is our one true Shepherd, by means that He is not only The Good Shepherd, but also the â€Å"door† that we must come through to have eternal life.There are some implications that come from knowing this. As followers of Christ in the modern age, we are prone to listen to other shepherds – often times even letting ourselves run and follow after other voices. It is in fact shameful how easy and accustomed we have become to listening to the other voices, which try and replace our one true Shepherd. We find it easier to place our faith in the hands of those hired and not the One high above. We become attuned to religious practice and not the stillness of the green pasture that He leads us to.We become fixated on practice and not righteousness, letting ourselves adhere to the rules put in place, rather than the standard in which the fold was formed. We forget that our one true Shepherd laid down His life for His sheep – doing this so that they might be able to live a life, which with Him alone is full. Knowing that Jesus is the one true Shepherd also helps us to know how to be good shepherds to those around us. It helps us to better understand how to tend to the flocks that we are a part of. It helps us to understand how to love on the weak and care for those who wander.Finally, it helps us to understand the importance of truly knowing our flocks. As is found later in John, Jesus commands of those who truly l ove and follow Him – â€Å"feed My lambs,† â€Å"love My sheep,† and â€Å"tend My sheep. † The one true Shepherd offers this for us, and in turn we are to offer it, as He has commanded us, to all. Jesus is our one true Shepherd, and the Shepherd of all. Sited Works: 1. The MacArthur Study Bible, NASB 2006. The Gospel of John, pg. 1557 2. The MacArthur Study Bible, NASB 2006. The Gospel of John, pg. 1564 3. Mattingly, G. L. (2000). Shepherd. In D. N. Freedman, A. C. Myers & A. B. Beck (Eds. , Eerdmans dictionary of the Bible (D. N. Freedman, A. C. Myers & A. B. Beck, Ed. ) (1208). Grand Rapids, MI: W. B. Eerdmans. 4. New American Standard Bible: 1995 update. 1995 (Eze 34:11–12). LaHabra, CA: The Lockman Foundation. 5. New American Standard Bible: 1995 update. 1995 (Je 23:2–4). LaHabra, CA: The Lockman Foundation. 6. D. A. Carson (1991) The Gospel According to John, Pg. 382 7. New American Standard Bible: 1995 update. 1995 (Jn 10:5). LaHabra, CA: The Lockman Foundation. 8. New American Standard Bible: 1995 update. 1995 (Jn 10:11–12). LaHabra, CA: The Lockman Foundation. 9. New American Standard Bible: 1995 update. 995 (Jn 10:16). LaHabra, CA: The Lockman Foundation. 10. New American Standard Bible: 1995 update. 1995 (Ga 3:26–29). LaHabra, CA: The Lockman Foundation. ——————————————– [ 1 ]. The MacArthur Study Bible, NASB 2006. The Gospel of John, pg. 1557 [ 2 ]. The MacArthur Study Bible, NASB 2006. The Gospel of John, pg. 1564 [ 3 ]. Mattingly, G. L. (2000). Shepherd. In D. N. Freedman, A. C. Myers & A. B. Beck (Eds. ), Eerdmans dictionary of the Bible (D. N. Freedman, A. C. Myers & A. B. Beck, Ed. ) (1208). Grand Rapids, MI: W. B. Eerdmans. [ 4 ]. New American Standard Bible: 1995 update. 1995 (Eze 34:11–12).LaHabra, CA: The Lockman Foundation. [ 5 ]. New American Standard Bible: 1995 update. 19 95 (Je 23:2–4). LaHabra, CA: The Lockman Foundation. [ 6 ]. D. A. Carson (1991) The Gospel According to John, Pg. 382 [ 7 ]. New American Standard Bible: 1995 update. 1995 (Jn 10:5). LaHabra, CA: The Lockman Foundation. [ 8 ]. New American Standard Bible: 1995 update. 1995 (Jn 10:11–12). LaHabra, CA: The Lockman Foundation. [ 9 ]. New American Standard Bible: 1995 update. 1995 (Jn 10:16). LaHabra, CA: The Lockman Foundation. [ 10 ]. New American Standard Bible: 1995 update. 1995 (Ga 3:26–29). LaHabra, CA: The Lockman Foundation.