Jesus’ Blood Never Failed Me Yet Essay

Known as a minimalist and experimental composer, Richard Gavin Bryars unleashed an emotionally intimate constructed piece out from a lone old vagrant singing, Jesus’ blood never failed me yet, this one thing I know, for he loves me so†¦ Originally recorded from footage of a documentary by his friend Alan Power in 1971 (Grimshaw), this aged voice served as the focal point and backdrop for Bryars’ poignant yet challenging work unfolding and reiterating itself over the course of 74 minutes in length. Whereas music that falls under Minimalist movement, sometimes associated the emotional neutralization of repeated materials, Bryars’ has the reverse effect in which rather than numbing the listener’s sensibilities, he heightens them and instead of imposing postmodern indifference toward the subject matter, it forces confrontation with it (Grimshaw). The entire lengthy music might deflate the interest of its listeners as the lines simply repeated over the recording, but Bryars managed to extract the spirit of the tramp’s captive song as he slowly introduced an accompaniment. The first part was merely the sole voice of the old man then eventually enhanced by string quartet, followed by plucked bass and guitar. Moreover, as the instruments subsequently fade out, the tramp’s song continues and eventually underscored by a much richer sounding ensemble of low strings, then woodwinds, brass, and delicate percussion and finally full orchestra and choir (Grimshaw). The soul of the music originated from the compassionate nature of the old vagrant who sang the religious tune during the recording of Power’s documentary that was about the life of street-people around Elephant and Castle and Waterloo in London. Bryars’ recounted; while they are filming the documentary, some people broke into drunken ballad or opera songs, but there was a particular homeless old man sang â€Å"Jesus’ Blood Never Failed Me Yet†. When he played it at home, he noticed the exact tune of the singing to his piano, and, he discerned that the first section of the song that is 13 bars in length formed an effective loop that repeated in a slightly unpredictable way. Therefore, he took the tape to Leicester and copied the loop onto a continuous reel of tape having the idea of adding orchestrated accompaniment to it. During the act of copying, he left the door that lead to the large painting studios, and when he came back, he found people weeping and silently listening over the old man’s singing, at that point, he realized a great emotional influence from the noble faith and tranquil music (Howse), a merely accidental root behind this epic. This particular Bryars’ piece was a breakthrough as there were other versions made during the latter years. Tom Waits singing along with it in 1990 and Jars of Clay released their own version on their album Who We Are Instead in 2003, aside from the fact that it was also used for several theatrical presentations. Covering credits for its very straightforward message to the people, the unyielding constancy of the lyrics—repeated over 150 times—essentially keeps the music from achieving greater feats. It is said that no matter how many times you paint a house, it remains to be the same house. Still, that verse holds together the entirety of the minimalist piece, a factor that you cannot simply neglect. Focusing on keeping his music very simple yet haunting, this composer and double bassist is a native from Goole, East Riding of Yorkshire, England and born on January 16, 1943. His first musical reputation was as a jazz bassist working in the early sixties with improvisers Derek Bailey and Tony Oxley. He abandoned improvisation in 1966 and worked for a time in the United States with John Cage, until he collaborated closely with composers such as Cornelius Cardew and John White. He taught in the department if Fine Art in Portsmouth, Leicester from 1969 to 1978, and there he founded the legendary Portsmouth Sinfonia, an orchestra whose membership consisted of performers who â€Å"embrace the full range of musical competence† — and who played or just attempted to play popular classical works. He also founded the Music Department at Leicester Polytechnic (later De Montfort University) and served as professor in Music from 1986 to 1994. Meanwhile, his first major work as a composer owe much to the so-called New York School of John Cage—with whom he briefly studied, Morton Feldman, Earle Brown and minimalism. His earliest piece was The Sinking of Titanic (1969) and was originally released under Brian Eno’s Obscure Label in 1975 and the Jesus’ Blood Never Failed Me Yet (1971) both famously released in new versions in the 1990s on Point Music Label, selling over a quarter of a million copies. The original 1970s recordings have been re-released on CD by Virgin Records. A major turning point in his development was his first written opera Medea, premiered at the Opera de Lyon and Opera de Paris in 1984. He has written another two operas, both with libretti by his long time collaborator Blake Morrison: Doctor Ox’s Experiment, and G, commissioned by the Staatstheater Mainz for the Gutenberg 600th Anniversary. Aside from that, Bryars has also produced a large body of chamber music including three string quartets and a saxophone quartet both for his own ensemble and for other performers. He has also written extensively for strings as well as producing concertos for violin, viola, cello, double bass, saxophone and bass oboe. He has also written choral music, chiefly for the Latvian Radio Choir, with whom he has recently recorded a second CD, and for the Estonian Male Choir. From being a jazz bassist, composer, professor and opera writer, he also made a name as he collaborated with visual artists, worked with choreographers who have used his pieces, and written numerous Laude for the soprano Ana Maria Friman, to name a few. And to date, he recently completed a theatre piece, To Define Happiness, with Peeter Jalakas for Von Krahl theatre in Tallinn, and a project around Shakespeare’s sonnets, Nothing Like the Sun, with the Royal Shakespeare Company and Opera North. Gavin Bryars is an Associate Research Fellow at Dartington College of Arts and Regent of the College de ‘Pataphysique. And married to Russian-born film director Anna Tchernakova with three daughters and a son. He is currently living in England and British Columbia, Canada. WORKS CITED Howse, Christopher. â€Å"The Assurance of Hope†. Continuum International Publishing Group, 2006. xix. ISBN 0-8264-8271-6 Mckeating, Scott. http://www. stylusmagazine. com/articles/seconds/gavin-bryars-jesus-blood-never-failed-me-yet. htm Grimshaw, Jeremy. â€Å"All Music Guide†. http://www. answers. com/topic/jesus-blood-never-failed-me-yet-orchestral-classical-work http://www. gavinbryars. com/ http://www. myspace. com/gavinbryarsmusic http://en. wikipedia. org/wiki/Jesus%27_Blood_Never_Failed_Me_Yet

Jose Rizal’s Retraction Controversy Essay

The debate still continues if Dr. Jose Rizal, our national hero, really retracted? This has been the greatest controversy which is most talked about Rizal. He is recognized for the novels he had written during the Spanish period. Because of these courageous acts of rebellion against the said colonizers, he became our National Hero. But what if our national hero, at the last moments of his life retracted everything he had ever said and written? In 1935, a letter was found by Father Manuel Garcia. The said letter contains that Jose Rizal declared himself as a Catholic and that he retracts everything he had said, written, published and did against the Catholic Church. Opinions regarding this issue would not be the same because some may agree and some may not. There so many questions speculating his retraction if in the first place, all of this is what he really fought for. From Fr. Balaguer’s version, Rizal, on the 29th day of December 1896, wrote and signed the retraction papers in front of him and with the other Jesuit priest present at the death cell. Rizal asked for a confession twice and for a rosary from the priest between the two confessions. In Balaguer’s memorandum-record, Rizal asked for a mass and a request for Holy Communion, this was readily approved by the Jesuits and assigned Fr. Villaclara as the officiating priest of the mass inside the cell. He also mentioned that Rizal asked for the image of the Sagrado Corazon de Jesus which he carved when he was just 14. Balaguer described the scene as heart-warming because Rizal kissed the image that he had requested from the Jesuits. While kneeling and surrounded by the religious authorities in the death cell, Rizal read the retraction document. Balaguer also claimed that there was a servant-messenger for Josephine Bracken to prepare for the marriage at the San Ignacio Church where Fr. Simo will conduct the confession and other things needed for the ceremonies, which will be materialized on the morning of the 30th. Lastly, before the execution and in the presence of the Archbishop and the Jesuit superior Reverend Fr. Pio Pi, Rizal kissed the image of the cross presented to him and has a rosary entwined in his hand. But how did Father Balaguer convinced Rizal to be converted into Cathloic before his execution? This is one of the big unanswered questions of today. In addition to this, Rizal wrote a poem entitled â€Å"My Last Farewell† which was written on the eve of his execution, there was a line there saying,  Ã¢â‚¬Å"I’ll go where there are no slaves, tyrants or hangmen where faith does not kill and where God alone does reign (Rizal, 1896).† With this, he mentioned God in this poem. Before he was executed, he wrote an undated letter to his family when he was in Fort Santiago: â€Å"Bury me in the ground, place a stone and a cross over it. My name, the date of my brith and of my death. Nothing more. If you later wish to surround my grave with a fence, you may do so. No anniversaries. I prefer Paang Bundok.â€Å" Now, what do he mean by this? He wanted a cross over it. He died as a Catholic and was buried inside the sacred grounds of Paco Cemetery. Unfortunately, his instructions were not granted. It was also argued that Rizal retracted in order to save his family from further persecution, to give Josephine Bracken a legal status as his wife and to assure reforms from the Spanish government. Speaking of Josephine as his wife, there was an article from Jose Rizal University that one day of early March 1896; Rizal played a practical joke on Josephine, which frightened her terribly. As a result, she prematurely gave birth to an eight-month baby boy. The baby was very weak and can hardly breathe. With this, Rizal immediately baptized him Francisco in honor of his father. He tried to save the life of his son but all his knowledge and skill as a physician could not save little Francisco. Sorrowfully, Rizal saw his child die three hours after birth then he drew a sketch of his dead son and he buried him under a shady tree near his home. He prayed†: â€Å"Oh, God, I give you another tiny angel. Please bless his soul.† Again, this is one proof that even before the exile in Dapitan, he practiced being a Catholic. On the other hand, the copy of the retraction paper that was allegedly signed by Rizal that was even kept secret and was only published in newspapers. It was said that the paper was lost when Rizal’s family requested for the original copy. Are the Jesuits too irresponsible for not knowing the importance of the document? Or was it just hidden? But 39 years later, the original copy was found in the archdiocesan archives. Ricardo Pascual Ph. D, who was given permission by the Archbishop Nozaleda to test the document and later concluded in his book, â€Å"Rizal beyond the Grave† that the papers shown was a falsification. The common contradiction of this argument was either Father Balaguer or Father Pi had made errors in reproducing another copy of the original. The manuscript was also allegedly  misplaced from 1922 – 1935. Trinidad challenged the Jesuits to show to her the manuscripts so that she could validate that it was Rizal’s handwriting and signature. With this, finding out that there were several copies of it, some may imitate Rizal’s handwriting and signature. Another proof that Rizal did not retract is that when Father Balaguer claimed that Jose and Josephine, however, there were no marriage certificate or public record shown that could prove Father Balaguer’s accounts. In addition, he performed the ceremony between 6:00 – 6:15 AM of December 30, 1896 with the presence of one of the Rizal’s sisters but Rizal family denied that none of them were there and Dr. Jose Rizal was martyred at 7:03 AM. Also, nobody had reported that Bracken was in the area of Fort Santiago in the morning of the execution. Consider also the three priests (Fr. Jose Villaclara, Fr. Estanislao March, and Fr. Vicente Balaguer) to negotiate the expanse of the walk to give spiritual care to the condemned Dr. Jose Rizal, why is it that, only Fr. Balaguer stated that there was a wedding? Furthermore, where were Fr. Villaclara and Fr. March to verify the manifestation of a marriage ceremony? Or was there really even one at all? Showing the two sides, where do you stand? Do you believe that Rizal really abjured or not? It’s up to you but this controversy should not eradicate Rizal’s works for our country. He awakened our knowledge of nationalism and patriotism. Jose Rizal’s writings helped in motivating the Filipinos to fight for our freedom against the Spanish colonizers and inspired a lot of Filipino revolutionaries to stand up for a cost. In my opinion, I still believe that his contributions to our country are far greater than the issue brought by this letter. I stick to his advocacy that war is not the solution for independence. If you’re going to ask me if he really retract, I would say yes, because he really wanted to have peace and to stop the chaos during that time, he abjured everything due to the pressure to his family and became a Catholic. I stated earlier that he has some requests to his family for his burial that there should be a cross over his grave, with this, he died as a Catholic and his family, on the 11th day after his death, was informed that early of the next day, a mass was to be celebrated for the eternal rest of his soul. Adding to this, he experienced hardships in writing his third novel entitled â€Å"Makamisa† because he is not fluent in  Filipino language. How could he state: â€Å"A man who doesn’t love his native language, is worse than all animals and a smelly fish.†, if he, himself, can’t apply it. And let’s understand that he retracted for the sake of his family’s persecution and wanted a reform for our country against the Spanish government. I’m sure all of us really love our family and will do such extraordinary things just to save them and would love to have peace on earth. But all this and more will retract nothing from his greatness as a Filipino.

Analysis Of Human Cultural Identity

The aim of this paper is to include analysis of human cultural identity, see the following five historical and cultural periods: enlightenment; Greek and Roman culture; Jewish - Christian culture; Renaissance - Reform culture ; And industrialization - modernist culture. It also illustrates the relationship between clear examples of each era and the cultural era. The cultural identity of enlightenment can be described as the possibility to emphasize human reasons. This idea can be explained by examples like Thomas Jefferson, Dennis Diderot, Protestant. The interaction between culture and biology provides the basis for understanding cultural identity. A way to give meaning as a unit of psychological biology for integration and analysis to each person 's physiological state. Human basic physiological needs - food, gender, avoidance of pain etc - are part of a realistic model of cultural identity. Other parts include things that touch social order. With this level of psychosocial integra tion, universal needs are guided and organized by culture. Emotion, acceptance, recognition, attribution, identity, affiliation and necessity of interaction with others are active and can be identified through culture. For example, in response to the comparative state, it clearly shows that cultural integration and psychosocial integration intersect. The aim of this paper is to include analysis of human cultural identity, see the following five historical and cultural periods: enlightenment; Greek and Roman culture; Jewish - Christian culture; Renaissance - Reform culture ; And industrialization - modernist culture. It also illustrates the relationship between clear examples of each era and the cultural era. The cultural identity of enlightenment can be described as the possibility to emphasize human reasons. - Separating people's culture from the world and everything it provides. Some people think that this is because they do not like the direction of the world. Others believe that society will not accept the people they want to become. However, in some cases, the reason is as simple as religion. Amish is a perfect example of traditional culture and has more than 300 years history in the United States.

Integrated Marketing Communcations and Customer Satisfaction Strategy Assignment

Integrated Marketing Communcations and Customer Satisfaction Strategy - Assignment Example The advertising strategy of the company will reflect the company’s mission to improve product and service offerings and make these products and services readily available. Advertising is critical for the company to let the general public know about the existence of the company. Customer awareness is a very important element of any advertising campaign (Knoll, 2012). The advertising initiatives of 360UP are going to help the company reach its marketing goals because more potential customers are going to realize of the existence of the firm’s products and services. â€Å"The value of advertising is based primarily on the number of potential customers that it reaches† (Meyer & Hester, 2003). The use of mass marketing campaigns can be effective at increasing the customer reach of the company. 2) Discuss how the effectiveness of the advertising will be measured. An advertising campaign is good if it is effective at accomplishing the company’s goals. 360UP is th e firm that is starting out in the market, thus advertising is critical to the success of the company. The organization will use various methods to determine the effectiveness of its advertising efforts. A simple way to measure how effective advertising has been towards the bottom line of a company is by determining if the sales of the company increased as a consequence of its marketing efforts. Keeping a weekly log of sales and comparing the trend over time is a way to determine if the company has achieved any sales growth after an advertising campaign. Negative sales growth after the implementation of an advertising campaign is an indicator of marketing failure. In order for a company to increase its customer base it must invest in advertising (Hawkins, 2009). There are other specific ways to determine the effectiveness of advertising efforts. The numbers of Facebook or Twitter users that follow the company online are a good metric to measure the effectiveness of online social med ia advertising efforts. If the company uses banner advertising the number of people that click on the banner is a metric that measures the effectiveness of the campaign. 3) Discuss the promotional strategies that may be used in addition to advertising. 360UP is a company that seeks to expand its business beyond the United States into various international markets. The company will need to use communication adaptation in the future to adequately target foreign customers (Kotler, 2003). Promotions are a great way to increase the revenues of the company in the short term. The first step in evaluating the effectiveness of a promotion is to acquire an understanding of why a customer is interested in purchasing a product or service (Taylor, 1965). 360UP must use a wide variety of promotional techniques to acquire and retain customers. Based on Pareto’s 80-20 rule a firm receives 80% of their customers from 20% of their clients (Hafner, 2001). The use of promotional campaigns can he lp increase the customer retention rate of the company. Five promotional campaigns that the firm can use to attract customers are daily specials, Tuesday extravaganza, flyer coupons, family meals, and value menus. The daily special would consist of offering a different meal from the menu each day at a discounted price. The Tuesday extravaganza is an offer in which the company offers all the meals in its menu at half price from 11:00 A.M. to 2:00 P.M. The flyer coupons is a promotion that provides

Week 6 - Observation Journal Personal Statement Example | Topics and Well Written Essays - 500 words

Week 6 - Observation Journal - Personal Statement Example The conversation that one just described is a perfect example of BICS. The two ESOL students were speaking in English. Although there were many grammatical errors, they were able to understand each other. There were minimal pronunciation errors. They were quite familiar with the English vocabulary and they were able to express their thoughts well using the English language. Mark and Leo have already developed their basic interpersonal communication skills though one still notices a slight struggle in finding the right words. The next incident one observed was the English class where Mark and Leo were both enrolled. The topic for the day was a movie review of â€Å"The Hunger Games†. The teacher asked the students their reaction about the movie. Teacher: â€Å"Mark, what you mean is â€Å"violent†. Violet is a color. You should say, â€Å"I did not like the movie because I think that there is so much violence portrayed in the movie.† â€Å"Would you like to repeat that Mark?† Teacher: â€Å"Leo, do you mean you liked the movie because it was suspenseful?† Leo nods. â€Å"Oh, you should have said, â€Å"I liked the movie because I find it suspenseful.† Would you like to repeat that Leo?† Leo smiled and repeated Ms. Holly’s statement. Having observed the English class where Mark and Leo were enrolled, one can say that there so much room for improvement for the two students’ CALP. They still have difficulty with the use of the language skills academically. One can conclude that even if Mark and Leo can already speak the English language for social purposes, they need more support in terms of the use of the language academically. The choice of words and correct grammatical expressions must be further

Executive report describing how information technology impacts the Essay

Executive report describing how information technology impacts the Real Estate Industry - Essay Example Online purchasing for instance has reduced the number of agents, retail stores and warehouses needed - these very services were thriving a couple of decades ago. On the other hand, access to the most unusual information, the most uncommon places, the rarest of books and even personal web logs are now just a click away. Hence, the value of a product, service or piece of information has undergone an overhaul since the onset of the Information Technology revolution. Added, these values even after changes are not static but yet in the process of stabilizing, allowing for large potential differences between current value and future value. Traditionally, real estate value has been known to depend upon criteria such as size, location, amenities, and even climatic environments, and now, information technology is an added consideration. Cyberspace technology enables interested clients to browse through properties of their choice using various search options such as zip code, size, amenities and budget. It is also possible to take a virtual tour of the property, its interiors and its neighborhood.

Abraham Lincoln's First Inaugural Essay Example | Topics and Well Written Essays - 750 words

Abraham Lincoln's First Inaugural - Essay Example The nation was at the crossroads with the process of meeting the threat of secession and absorbing the shocks of the related challenges.Abraham Lincoln, the greatest American President, had to face the bitter critics for his style of functioning. In this connection, one important aspect related to his Presidency, is worth profound consideration. Wise people say desperate situations need desperate remedies. Lincoln was not a power hungry individual and he reached up to the office of the President by employing fair, democratic means. Those who accused Lincoln of â€Å"executive usurpation† need to bear in mind this trait of his personality. He acted and used the power of the Executive under extraordinary circumstances, when the nation was in the thick of Civil War. He took office as the President and then his executive branch consisted of a small number of staff but it had expanded substantially by the time his term was over. His critics leveled charges against and labeled him of being despotic for sidetracking a decision of the Chief Justice of the Supreme Court and for the suspension of habeas corpus. His actions were set as precedents by other Presidents at the time of war for increase of Executive authority. The discussion on the legal implications as for the power of the Executive was still at infancy when Lincoln assumed the office of the President. One of the examples quoted was, Lincoln waged war by raising armies but the Constitution directed the Congress to take action on those lines. Roy. P. Basler argues, â€Å"Now, it is insisted that Congress, and not the Executive, is vested with this power. But the Constitution itself is silent as to which or who is to exercise the power.†(601) Unity, integrity and security of the nation were of utmost importance. Actions of Lincoln needed to be judged from the angle of his conscience, and not in which legal frame they would fit into. In his address to the Congress in July 1861, he silenced his critics by stating categorically that he would do anything that he considered right in the interest of the nation in a state of rebellion. Basler substantiates this position and writes, â€Å"It was with the deepest regret that the Executive fo und the duty of employing the war power in defense of the Government forced upon him.†(609) Lincoln’s stand on the Emancipation Proclamation is liable to be interpreted both ways. That he was trying to usurp more powers for himself as the President of USA or was it the situational demand? That was a legal document written by Lincoln himself and it was drafted from defense view point. He did that as the Commander in Chief. He gradually expanded his powers as the President, like the horse that moves ahead, well-controlled by the jeans. That particular Executive decision was supported by indisputable legal stand. Under the umbrella of the legal provision Lincoln proceeded to act to abolish slavery and involuntary servitude. Even otherwise, Lincoln was a rebel against procedures, wherever they blocked national progress. Lincoln was a man of words and a man of action who delivered results to his country. Under any weak and wavering President, the unity of United States of Am erica would have been in peril and the country would have been torn into fragments. He was not inclined to over-reach for the sake of

Reflective journal Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Reflective journal - Research Paper Example Nonetheless, I was pleased at being able to widen my area of experience and I had a positive outlook at joining the hospital. The use of the fieldwork learning framework helped me a lot in the previous placements that I had undergone so I used it to set my goals and the targets I would achieve while undergoing this hospital placement. I find this framework is especially useful in setting ones goals as it helps one apply both personal and professional resources that are available in order to continually develop a persons skills in the work place (Larkin & Hamilton, 2010). The continuous cycle allows one to go back reevaluate the progress that they have made as well as examine the different aspects that have room for improvement. The main goals I set for myself were to improve my manual hand skills as well as my documentation and interviewing skills. I spent the first day familiarizing myself with my surroundings and getting to know the other members of the staff and I got the opportunity to meet with my supervisor and formally introduce myself. I was formed on what my role as an Occupational therapist in the hospital would be and that we would mainly be focusing on the Oncology and General Surgery areas although there were many other areas that Occupational therapists could be involved in. I was a bit nervous as my knowledge on Oncology was not as thorough as I would have liked it to be and I hoped that things would go well but as the fieldwork learning framework suggests, learning is a continuous process that happens over time (Larkin & Hamilton, 2010). Once we began working, I was amazed at how busy the hospital was and the number of patients that we met on just the first day. I now believe that this plac ement will be harder than my previous ones but all in all I truly enjoyed my first day at the hospital. I have now finished my first week in the hospital and I have found it to be continually challenging. I have had to deal

Discuss the importance to businesses of having a good knowledge of Essay

Discuss the importance to businesses of having a good knowledge of elasticity's for planning and pricing policies, using examples and diagrams as appropriate - Essay Example th a price elasticity of 1.5, a 10 percent increase in the price of a bar of bath soap would cause a 15 per cent drop in the quantity demanded of the product based on the formula E = ΔQ / ΔP. The demand is relatively elastic (the demand curve is somewhat flat) if it is greater than 1, such as the one shown in the graph below, and relatively inelastic if less than 1, such as 0.9. Cross elasticity of demand is used when one products affects another because they are either complements or substitutes. An example would be coffee and sugar which are complements because an increase in demand in coffee raises the demand for sugar. So instead of the quantity demanded of coffee changing as its own price changes, we measure the quantity demanded of coffee to a change in the price of sugar. If we take another example, such as a cross elasticity of 2.0 for PC in relation to a printer. If the price of computer printers fell 3 per cent, demand for laptop will rise 6 per cent because the cross price elasticity is -2. These products are complements. In case of substitutes, a drop in the price of Japanese cameras will cause the quantity demanded of American cameras to drop. 1.3 Income elasticity of demand. When an individuals income increases, his demand for a computer laptop, for example, increases if the product is a normal good. If it is an inferior good such as canned sardines, an increase in income will reduce the quantity demanded of sardines because the individual might prefer to consume steak or chicken instead. If the demand is very elastic - that is, the elasticity is much higher than 1.0, lets say 3.0 - any increase in the price of a commodity or service would result in a loss of revenues for the marketer. This is because a 10 per cent increase in price would trigger a reduction in quantity demanded of 30 per cent. On the other hand, if the firm reduces his price, this can result in a three-fold increase in the quantity demanded, and therefore he makes more

Globalization Assignment Example | Topics and Well Written Essays - 250 words

Globalization - Assignment Example Clearly, the author locates much emphasis on the favorable side of globalization notwithstanding how competition would fare somehow if allies prove to struggle with success. Implicitly, the idea felt it would bear adverse impact on working class as a consequence of the necessity to increase production, with long hours of work and reduced time for break hence. Without guarantee of additional compensation, Fiat may run the risk of losing employees especially the tenured ones who have lived up to align their type of service and principle with the company’s vision and have accomplished goals on every item with unparalleled quality. Though the article appears enthusiastic with Mr. Marchionne to keep an eye on a 50% rise in sales in four-year time, since shareholders are bound to augment their share from either group or grow in number, Fiat might reach a point of obtaining lesser shares or dissolution of ownership at worst (Madslien). So in essence, globalization for Fiat in this overwhelming scenario amounts to moderate predictability on the positive side until such time that the risk factors could be directed to settle at the manageable advantage by the

Subsidies are also one form of social services as the Government Essay Example for Free

Subsidies are also one form of social services as the Government Essay With the increasing diversity and complexity in which services are facilitated by the United States Social Welfare system, it needs to be elaborated and reviewed accordingly so as to help benefactors get the best of what they have and necessitate the optimum available alternatives on their part. One important example given in the text is the power over decisions. This initiative enables and evokes the â€Å"right to make decisions that serve self-interests of a particular group with which decision maker is affiliated† (Chambers and Wedel, 2005, p.   94). This example can best serve if for example the healthcare department of one state agrees to place a qualified professional to make decisions on what programs need to be tackled for a particular period. On the other hand, this initiative can be costly to individuals and groups if the decision making process is tainted with a subjective purpose. For instance, a designated man may advocate a particular scheme because his company or service can benefit more in the process while disregarding the needs of other groups. Subsidies are also one form of social services as the Government tries to shoulder various expenses incurred in some aspects mandated by law (Chambers and Wedel, 2005). In here, the positive aspect of such facet can be the government reaching out to starting sectors in the economy and giving them the needed boost to succeed. On the other hand, one negative aspect of this is that not all sectors are given subsidies. Due to this, only selected and limited parties benefit from the process. Lastly, positive discrimination is a form of social service that tries to provide individuals and groups who have been treated harshly or unequally by the government (Chambers and Wedel, 2005). It is a form of setting restorative justice for those individuals discriminated by the old system. This connotes a positive attitude because it the Government tries to reach out and provide the necessary changes in their lives. For example, an African American was not given a good job despite his credentials has the option to apply for this. Contrary to these, it also brings about the question of its legality and notion of the action to create restorative justice. Due to this, limited people receive this kind of service and are primarily determined by court. Reference Chambers, D. E. and Wedel, K. R. (2005) Chapter 5: Who Gets What: Analysis of Types of Benefits and Services in Social Policy and Social Programs: A Method for the Practical Public Policy Analyst. 4th ed. Allyn and Bacon; Pearson Education 90-108.

I Never Worry About the Future Essay Example for Free

I Never Worry About the Future Essay Albert Einstein Some people are trying to live a carefree life, they say that they ‘’go with the flow’’ and are not preoccupied with the future. Others think about tomorrow and the day after it so much they are constantly under stress. So which is better, to worry or not to worry about the days which are ahead of us? Planning our days in advanced is somehow necessary these days. Our world is spinning so fast that one has to know what he is doing or he ends up doing nothing. Good example of that is choosing which school or even more important, which university to enrol in. When doing that we have to consider our interests as well as which occupations can our future degree provide us. When enrolled into a school we have to study in order to have good grades or we just might not end up having expected degree and doing the job we wanted. Therefore thinking about future is good when it keeps us trying hard to achieve our goals. On the other hand being concerned about what might happen has bad affects on our health and attitude. Few days before the exam of which results may have an impact on their future, some people are so worried that their immune system does not function as it should and they become ill. What is more, stress can also enable their abilities to learn and concentrate. And last but not least because of constantly worrying those people can express their frustrations with yelling on others and their relationship with them can get worse. To conclude I would like to state that thinking and worrying about the future is something that we all do, some less, others more. The important thing is that worries do not affect on our lives so much that we cannot enjoy the moment we are living in but are still present enough to force us try and make our dreams come true.

Enhancing Teaching and Learning Practices in Malaysia

Enhancing Teaching and Learning Practices in Malaysia Education is one of the main fundamentals in building up a nation. In Malaysia, education has always been the top priority of the government. About a quarter of the government 5 years budget is allocated to the ministry of education to maintain good education system in this country. The vision of the government is to make Malaysia a centre of educational excellence. There are three levels of education in Malaysia which are the primary education a period of six years, that is, from Standard One to Standard Six; secondary education five years, that is, from Form One to Form Five; and the tertiary level of education. Upon completion of secondary education, eligible students can opt to pursue two years of post-secondary education, Form Six. This is the university entrance preparatory course. The pre-tertiary education (pre-school to post-secondary education) is under the jurisdiction of the Ministry of Education (MOE) while tertiary or higher education is the responsibility of the Mini stry of Higher Education (MOHE).  [1]   Education is a priority of the Federal Government of Malaysia and it is committed to provide quality education to all. Most of the Five-Year Malaysian Plans have placed great importance on education, training and lifelong learning. In line with greater focus on human development, an average of about twenty-one percent of the total budget allocation has been allocated for the expenditure of education and training development. The national philosophy of education states that Education in Malaysia is an ongoing effort towards further developing the potential of individuals in a holistic and integrated manner so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God. It is designed to produce Malaysian citizens who are knowledgeable and competent, possess high moral standards, and are responsible and capable of achieving a high level of personal well-being as well as to contribute to the betterment of the family, society and nation at large.  [2]   In order to support Vision 2020 the education system is transforming which entail changing the culture and practices of Malaysias primary and secondary schools, moving away from memory-based learning to an education that stimulates thinking, creativity, caters to individual abilities and learning styles, and based on a more equitable access. At the same time, Malaysia is initiating many approaches in order to keep up with the changing world and current needs which will generate a well-structured development of higher education. The government has also clearly outlined the strategic thrusts in the National Higher Education Strategic Plan to make Malaysia an international centre of educational excellence by 2020.  [3]   MALAYSIAN EDUCATION SYSTEM Education is the responsibility of the Federal Government. Malaysias national education system is divided into pre-tertiary and tertiary education. There are two governing authorities for the education sector. Pre-tertiary education, that is, from pre-school to secondary education, is under the jurisdiction of the Ministry of Education (MOE) while tertiary education or higher education is the responsibility of the Ministry of Higher Education (MOHE). Under the national education system, a child begins his/her education with pre-school education at the age of four and will be admitted into the first year of the six years compulsory primary education when the child reaches the age of six on the first day of January of the current school year. The government provides eleven years of free primary and secondary education. Most schools in the country are government or government-aided schools and a number of private schools. The school starts in January and ends in November. Students sit f or common public examinations at the end of primary, lower secondary, supper secondary and sixth form levels.  [4]   Pre-school Education. Pre-school education is part of the National Education System under the Education Act, 1996. The aim of pre-school education is to provide a firm foundation for formal education. Pre-schools are run by government agencies, non-governmental organizations (NGOs) as well as private institutions. The major government agencies that are responsible for pre-school education are the Ministry of Education (MOE), the Ministry of Rural Development, and the Ministry of National Unity and Community Development. Children enroll between the ages of four and six and all pre-schools have to abide the curriculum guidelines set by the Ministry of Education. The curriculum enables pre-school children to acquire sufficient basin communication, social and other positive skills in preparation for primary schooling. The learning components include language and communication, physical development, cognitive development, moral and spiritual growth, socio-emotional development, aesthetic and creativity. Primary Education. Primary education is divided into two phases phase 1: Year 1-3 and phase 2: Year 4-6. Education at this level aims to provide the child with a firm foundation in the basic skills of reading, writing and arithmetic, as well as emphasizing thinking skills and values across the curriculum. While education at this level is not compulsory, more than ninety-nine percent of this age-group are enrolled in primary schools throughout the country. There are two types of schools at the primary level the National Schools and the National-Type Schools. In the National Schools the medium of instruction is the Malay language which is the national language. The medium of instruction in the National-Type Schools is either Chinese language or Tamil language. in both types of schools, the Malay language is a compulsory subject. English is compulsory and is taught as a second language in all schools. Chinese, Tamil and indigenous languages are also offered as subjects in national sch ools.  [5]   Secondary Education. Secondary education is basically an extension of primary level education. Education at this level is general in nature and is divided into lower and upper secondary level, and a special year transition program known as Remove Class for pupils from the National-Type Chinese and Tamil Primary Schools.  [6]   Remove Class. Remove Class is a transition year for pupils from the Chinese and Tamil medium schools to acquire sufficient proficiency in the national language to enable them to learn through this medium the following year. However, pupils who have performed well in the Primary Assessment Test (UPSR Ujian Penilaian Sekolah Rendah) at the end of Year 6, are allowed to proceed directly to Form 1. Lower Secondary Level (Form 1-Form 3). This level covers a period of three years. Education at this level is general in nature. All subjects are core subjects and compulsory for all. Chinese, language, Tamil language and Arabic language (Communication) are offered as additional subjects. Upon completion, pupils sit for a common examination, that is, the Lower Secondary Assessment (PMR Penilaian Menengah Rendah). Upper Secondary (Form 4-5). Education at this level covers a period of two years. Besides following the general education program, students begin to specialize in the science, arts, technical, vocational and religious discipline. Specific schools are designated for each discipline. These schools are academic schools, technical schools, vocational schools and religious schools. Upon completion, students sit for the Malaysian Certificate of Education (SPM Sijil Pelajaran Malaysia) examination. Secondary Technical Schools. Secondary technical education is aimed at producing an adequate pool of qualified students who excel in mathematics and science, as well as in basic engineering subjects. Students in secondary technical schools follow the same core subjects of upper secondary school curriculum and choose science and technical subjects as electives. Admission to these schools is through application based on the PMR results, and only students with strong background in Mathematics and Science are selected. Students from these schools are expected to continue their studies in science and technology-related courses at the higher levels as well as in advanced skills. Secondary Vocational Schools. These schools provide courses in pre-employment skills as well as general education. Courses are offered in two streams vocational education stream and skills education stream. In the former, emphasis is given to general and technical subjects in order to provide students with a good foundation for admission into polytechnics or other higher institutions. In the skills stream emphasis is given to practical work to develop competency in trade skills required by related industries. Students are prepared for the National Vocational Training Certificate. Upon completion of eleven years of free education, further education is no longer automatic but is subject to the individuals academic performance and financial stability. These upper secondary school graduates, that is, Form Five leavers, can opt to continue their education in post-secondary schools to obtain a pre-university qualification such as the Sixth Form or Matriculation program or GCE ALevel, or further their education at tertiary or higher institutions. Higher education includes certificate, diploma, undergraduates as well as postgraduate studies. Undergraduate studies consist of Bachelors degree levels and professional studies while postgraduate studies consist of Masters degrees and PhD levels. Generally, higher education at the diploma level is for secondary school certificate holders, that is, Form Five (Sijil Pelajaran Malaysia or SPM) from the age of seventeen onwards. The Bachelors degree is for students from the age of nineteen onwards with post-secondary qualifica tions such Form Six (STPM Sijil Tinggi Pelajaran Malaysia), which is equivalent to the GCE ALevel, or pre-university qualifications.  [7]   MALAYSIAN SCHOOL CURRICULUM The role of the school curriculum is to ensure the holistic development of the individuals potential, mentally, spiritually, emotionally and physically. The curriculum is to bring faster the Malaysian citizen who is balanced and well-rounded individual, trained, skillful and cherishes the national aspiration for unity. The Malaysian school curriculum has been reframed and realigned to present and future needs. Besides that, rapid developments in technology, new theories of learning and developments within Malaysia itself necessitated the systematic curriculum. The basis of the curriculum took into considerations four main aspects national development, individual development, learning theories, and the national philosophy of education.  [8]   The basic theoretical principle in the planning and design of the Malaysian curriculum is the integrated approach. Infusion of specific aspects of education such as moral values, patriotism, science and technology, language, environmental education, study skills, creative and critical thinking, and road safety across the subject disciplines is a basic feature in the Malaysian curriculum. Such an infusion is made with the purpose of consolidating these aspects which may already be in the school subjects but needs further emphasis. Patriotism, for example, is already discussed in History and Local Studies but because of its importance, the national curriculum requires that it be taught across other subjects. Others such as environmental education are taught across the curriculum because it cannot be accorded the status of subject due to constraints of time, facilities and the like. The technical, vocational and skills training offered in secondary technical and secondary vocational schools provide students with practical training and employability skills. Besides that, the use of technology as an enabler to facilitate teaching and learning activities have made learning interesting, motivating, stimulating, meaningful and develop skills that will prepare students to face greater challenges.  [9]   Pre-school Curriculum. The pre-school curriculum focuses on the whole-child development. The curriculum emphasizes on socialization process, the development of personality and the preparation of children to enter primary school. The components in the curriculum include language and communication, cognitive development, socio-emotional development, spiritual development, physical development and aesthetic and creativity. Primary School Curriculum. The Integrated Curriculum for Primary School (ICPS) is divided into two phases phase 1 for Year 1-3 and phase 2 for Year 4-6. The ICPS emphasizes the mastery, reinforcement and application of 3Rs, acquisition of complex skills and knowledge, pre-vocational skill, and the development of personality, attitudes and values. The ICPS consists of three areas, mainly communication, man and his environment, and self development. These areas are further divide into six components basic skills, humanities, art and recreation, living skills, communication, spiritually, values and attitudes. Secondary School Curriculum. The emphasis of Integrated Curriculum for Secondary School (ICCS) is on general education, the consolidation of skills acquired in primary school, the development of attitudes, values, personality, and interests as well as specialization for higher education and career options. CONTEMPORARY CHALLENGES IN EDUCATION In the twenty-first century, education in Malaysia will face significant challenge as it is in this century that the country is set to become industrialized. It is imperative therefore to understand what it is that needs to be given attention for the education system to prepare adequately for the century: Shift to K-economy. Knowledge has to be the basic form of capital in the twenty-first century to position Malaysia for industrialization. The education system must yield knowledge workers to push Malaysia into the K-economy. Knowledge workers are essential for the country to make investments in technology which will contribute to sustainable growth. Malaysian education must enhance knowledge and technology in every facet of its education system.  [10]   Improving Education Qualities. Given all the qualitative achievements at all levels of education with continuous growth of enrolment rates, Malaysian education has to shift to the dominance of qualitative target. Several factors have to be considered for determining educational quality. The areas of content and delivery that directly affect teaching and learning must be given emphasis. There have to be innovations within the approach for both the content and delivery at all levels of education. To ensure effective delivery, teacher professionalism has to be addressed to induce greater professionalism among school teachers. Recruitments, training and school restructuring should be the primary target areas for introducing professionalism among teachers.  [11]   Narrowing the Digital Divide. The equity issue in education should aim for providing equal access to education. The focus of democratization of the education in the twenty-first century will be in terms of providing equity in education with emphasis on knowledge and technology between rural and urban school population. Malaysian education has to achieve increase participation and improved performance in science and technology especially among the school population. Apart from providing the necessary infrastructure, science and technology have to be aggressively promoted to harness interest among students.  [12]   Redifining the Role of the Private Sector. The role of the private sector is vital particularly at the higher level of education. It releases some of the heavy financing load off the government, reduces the capacity constraints of the public institutions, and provide innovation and competition. Nonetheless, profit and commercial motivations have developed a number of problems. These problems if not address adequately will effect the quality of higher education in the country. One broad question that should be addressed is what should be the role of private higher education should they be complementary, supplementary or both.  [13]   Teaching Methodology. Two shortcoming are identified in the current practice: (i) lecture-based instruction students tend to become passive recipients of knowledge and resort to rote learning; (ii) teacher-centered students tend to rely on their teachers to decide what, when, and how to learn. This worked relatively well but it is not clear that students are learning at higher, conceptual level of thinking.  [14]   PROPOSED ENHANCEMENTS Several factors ought to facilitate the enhancements of the Malaysian education system, especially the national curriculum such as the introduction of new subjects and programs in schools. The facilitating factors include findings of research and studies, public opinions, world trends, social and economic needs and political pressures. In addition, they are to be facilitated further with the existence of the following supporting factors at varying degrees: The governments continued efforts to expand and improve education and training through increase in the budget for education. The experience over the years of the nations education policy in enhancing quality and access to education to meet the needs of rapid development of the nation. Availability of basic infrastructure and training, that is, in-service teacher training, seminars, forums and workshops to familiarize teachers with the curriculum and to upgrade teachers efficiency. Continuous training received by ministry officers both locally and overseas covering a wide range of topics which helps the officers to gain more knowledge and experience in planning and implementing curriculum reform initiatives. Public awareness and support to carry out educational reforms to fulfill the needs of cultural, social and economic development. Efforts by both the government and private sectors to intensify the acquisition and application of information and communication technologies in all fields of life as a result of globalization and modernisation. The strong commitment and awareness among parents of the importance of education in producing educated, knowledgeable and skillful Malaysians who are prudent, creative and innovative. In the learning process, to develop inter-personal and small-group skills teachers must provide opportunities for group members to know each other, support and accept each other, communicate accurately and confidently, and resolve differences constructively. Promotive interactions individual can achieve promotive interaction by helping each other, exchanging resources, challenging each others conclusion, provide feedback, encouraging and striving for mutual benefits. Individual accountability teachers should assess the amount of effort that each member is contributing. These can be done by giving an individual test to each student and randomly calling students to present their groups work. Group processing teachers should provide opportunities for the class to assess group progress. This would enable group to focus on good working relationship, facilitate cooperation in learning and ensure members get feedback.  [15]   The curriculum must be so designed and randomly monitored to help students achieve overall and balance development and improvement. Appropriate mix of learning strategies to ensure mastery of basic competencies and promotion of holistic development. More emphasis should be given on students understanding of a particular concept, guiding students in active learning, providing opportunities for discussion and elaboration, and encouraging them to work with peers and teachers. Encourage and support collaborative effort with students from other schools or even from other countries. The curriculum and teaching methodology must cater to students different capabilities, for example, their learning styles and levels of intelligence. Allow students to practice self-paced, self-accessed and self-directed learning which can be facilitated via the use of technology.  [16]   CONCLUSION The environment and socialisation process to which students are exposed remain as important factors contributing to academic success and character building. The Malaysian educational system, at pre-school, primary and tertiary levels have consistently emphasised on the importance of nurturing, among others, moral values and ethics among students. Thus, the quality of education that teachers provide to students is highly dependent upon what teachers do in the classroom. Teachers should have the knowledge on how students learn and how best to teach. In addition, contemporary learning and teaching methodology should be in line with the technologies of tomorrow where technologies and communications infrastructure are paving the way for a more sophisticated ICT-enabled teaching and learning environment. Indeed, with the advent of globalisation and modernisation, the education curriculum in Malaysia for sustainable development in the new century, call for a total commitments from all Malaysians, with a sense of urgency in the face of increasing competition. The Malaysian policy framework recognises that education development plays an ever important role in building a sustainable, resilient and competitive society. Interestingly, the global education scenario has similar development strategies, namely, by providing wider accessibilities, ensuring quality education, continuous strategic education reforms so that the respective countries can compete as global education providers. In fact, education has already evolved into a big economic entity for some countries. Malaysia ought to be ready to face these challenges in the field of education, both internally and externally, with the advent of globalisation, trade liberalisation, and the development of ICT in this new century.

Tunnels used in War Zones :: essays research papers

Tunnels The first characteristic of a tunnel complex is normally superb camouflage. Entrances and exits are concealed, bunkers are camouflaged and even inside the tunnel itself, side tunnels are concealed, hidden trapdoors, and dead-ends where used to confuse the attacker. Trapdoors were used extensively, both at entrances and exits and inside the tunnel complex itself. There where several different types of trapdoors, concrete covered by dirt, hard packed dirt reinforced by wire, or a basin type consisting of a frame filled with dirt. This latter type was particularly difficult to locate in that probing would not reveal the presence of the trapdoor unless the outer frame was actually struck by the probe. Trapdoors covering entrances were generally 100 meters apart. Booby traps were used both inside and outside entrance and exit trapdoors. Tunnels found in the War Zones were generally better constructed than those found in other areas. In some cases these complexes were multileveled, with storage and hiding rooms generally found on the lower levels. Entrance was often gained through concealed trapdoors and secondary tunnels. In the deeper complexes, foxholes were dug at intervals to provide water drainage. These were sometimes booby-trapped as well as containing punji-stakes for the unwary attacker. Average tunnel size was 2-feet wide and 2.5 to 3-feet high. They also used air or water locks that acted as firewalls, preventing blast, fragments or gas from passing from one section of the tunnel to another. A trained tunnel exploitation team was essential to the expeditions of VC tunnels since untrained people may have missed hidden tunnel entrances, taken unnecessary casualties from concealed mines and booby traps . To facilitate this, teams were trained, equipped and maintained in a ready status to provide immediate assistance when tunnels were discovered. Hiding VC attempted to evade and avoid all contact with government forces for any one of many reasons and this was the normal reaction for a VC unit when confronted with a superior government force. Frequently however, GVN tactics or time/distance considerations made it necessary for the VC to evade by physically hiding in villages, or becoming one of the local population. This article is concerned with this one aspect of VC escape and evasion technique and is especially oriented to the situation presented when search operations were made more difficult because they were conducted in the presence of a friendly or passive populace. Protection of equipment was equally important, if not more so, than protection of personnel.

Maurice Sendak’s Where the Wild Things Are, In the Night Kitchen, and O

Maurice Sendak’s Where the Wild Things Are, In the Night Kitchen, and Outside Over There The three titles of Maurice Sendak’s famous picture book trilogy, Where the Wild Things Are, In the Night Kitchen, and Outside Over There, name what Judith Butler calls â€Å"zones of uninhabitability,† places of abjection that form the borders of the self as both its constitutive outside and its intimate interior. These are dangerous places in the geography of childhood, places where the child’s very life and sense of self is threatened. More frightening still, they are present places, places that exist in the same time that the child inhabits, rather than the once upon a mythical time of fairy tales and legends. Hence they are places that beckon the child to trespass the boundaries of their current lived social and material landscapes and explore. What does happen where the wild things are? What goes on in the night kitchen? What fascinations lurk outside over there? Indeed because they are the mysterious places belonging specifically to childhood, Max, Mickey, and Ida negotiate these places such that they are more comfortable and empowered within these borderlands than they are on the outside. Max becomes King of the Wild Things, Mickey is the hero of the night kitchen, and Ida rescues her sister from the goblins that inhabit â€Å"outside over there.† Even though the protagonist of each book is different, there is nonetheless the sense that this trilogy tells a developmental story, a story of the ways in which a clean and proper social body emerges or is constituted through certain exclusions, and how that which has been abjected returns in both threatening and joyful guises. Thus a reading of these stories as a developmental narrative where... ... embodiment that must be worked through in childhood—fantasies of cannibalistic consumption, of the morph-ability of bodies, of infantile sexuality—in order to construct the lived body of adulthood. But as Sendak understands, these fantasies never completely go away, but always return to haunt or thrill the adult subject as terror and jouissance. Works Cited: Butler, Judith. Bodies That Matter: On the Discursive Limits of â€Å"Sex.† New York: Routledge, 1993. Kristeva, Julia. â€Å"Place Names.† Desire in Language: A Semiotic Approach to Literature and Art. Ed. by Leon S. Roudiez. New York: Columbia UP, 1980. Powers of Horror. Trans. by Leon S. Roudiez. New York: Columbia UP, 1982. Sendak, Maurice. In the Night Kitchen. New York: Harper & Row, 1970. Outside Over There. New York: Harper & Row, 1981. Where the Wild Things Are. New York: Harper & Row, 1963.

Greek Accomplishment and Foundation of the Western World Essay

Greek Accomplishment and Foundation of the Western World Most people today think that our ancestors made up our current cultures and traditions by themselves. However, most of western society is based upon Greek culture and ideas that were passed to the Romans and then passed on to Europe, and then Americas. We still share characteristics with the ancient world. The most important aspect that made Greek ideas so appealing was the idea that humans were able to reason: the highest value that a human could ascribe to. Their definition of reason was that a person should ask questions, and then use a system of thinking and activities to find physical answers and then know what they indicate. In modern day, this process is known as the scientific method. If done correctly, this system should lead to more questions and should never be answered by supernatural explanations. This was the beginning of a revolt against the Greek religion. It led to the idea of liberalism: a very optimistic belief in human potential. They believed that humans had capa city of improvement. If you believed in liberalism, you could understand and control natural and human forces. They believed that if you could control things, then you should be able to govern yourselves. The ability to reason makes them capable of self-government. The Europeans readily accepted this and other important ideas of that time. They also felt individualism, in that all rights and privileges were relative to themselves and not to a family or other group. Government Democracy, where people govern themselves instead of being ruled by a king, was first documented in ancient Greece, especially in the city of Athens. The government was a loose federation of cooperating city-state... ...e still valued today in the arts and school. Humans are still celebrated as the subject of art and theatre. The Greeks developed ideas such as materialism, commerce, and profit, and how to apply them to the physical world. Without those ideas our society could not have evolved the way that it did because capitalism may not have existed. They also coined the idea of individualism in that all rights, privileges, strengths, and weaknesses were relative to an individual and not to a family or society. In other words you will be punished or rewarded for your own doing. They also developed the idea that humans are equal except for their innate traits. The ancient Greeks developed a great deal of what we take for granted and in fact, we would be a completely different society if they had not existed. This is why Greece is often known as the Cradle of Western Civilization.

A Game of Thrones Chapter Four

Eddard The visitors poured through the castle gates in a river of gold and silver and polished steel, three hundred strong, a pride of bannermen and knights, of sworn swords and freeriders. Over their heads a dozen golden banners whipped back and forth in the northern wind, emblazoned with the crowned stag of Baratheon. Ned knew many of the riders. There came Ser Jaime Lannister with hair as bright as beaten gold, and there Sandor Clegane with his terrible burned face. The tall boy beside him could only be the crown prince, and that stunted little man behind them was surely the Imp, Tyrion Lannister. Yet the huge man at the head of the column, flanked by two knights in the snow-white cloaks of the Kingsguard, seemed almost a stranger to Ned . . . until he vaulted off the back of his warhorse with a familiar roar, and crushed him in a bone-crunching hug. â€Å"Ned! Ah, but it is good to see that frozen face of yours.† The king looked him over top to bottom, and laughed. â€Å"You have not changed at all.† Would that Ned had been able to say the same. Fifteen years past, when they had ridden forth to win a throne, the Lord of Storm's End had been clean-shaven, clear-eyed, and muscled like a maiden's fantasy. Six and a half feet tall, he towered over lesser men, and when he donned his armor and the great antlered helmet of his House, he became a veritable giant. He'd had a giant's strength too, his weapon of choice a spiked iron warhammer that Ned could scarcely lift. In those days, the smell of leather and blood had clung to him like perfume. Now it was perfume that clung to him like perfume, and he had a girth to match his height. Ned had last seen the king nine years before during Balon Greyjoy's rebellion, when the stag and the direwolf had joined to end the pretensions of the self-proclaimed King of the IronIslands. Since the night they had stood side by side in Greyjoy's fallen stronghold, where Robert had accepted the rebel lord's surrender and Ned had taken his son Theon as hostage and ward, the king had gained at least eight stone. A beard as coarse and black as iron wire covered his jaw to hide his double chin and the sag of the royal jowls, but nothing could hide his stomach or the dark circles under his eyes. Yet Robert was Ned's king now, and not just a friend, so he said only, â€Å"Your Grace. Winterfell is yours.† By then the others were dismounting as well, and grooms were coming forward for their mounts. Robert's queen, Cersei Lannister, entered on foot with her younger children. The wheelhouse in which they had ridden, a huge double-decked carriage of oiled oak and gilded metal pulled by forty heavy draft horses, was too wide to pass through the castle gate. Ned knelt in the snow to kiss the queen's ring, while Robert embraced Catelyn like a long-lost sister. Then the children had been brought forward, introduced, and approved of by both sides. No sooner had those formalities of greeting been completed than the king had said to his host, â€Å"Take me down to your crypt, Eddard. I would pay my respects.† Ned loved him for that, for remembering her still after all these years. He called for a lantern. No other words were needed. The queen had begun to protest. They had been riding since dawn, everyone was tired and cold, surely they should refresh themselves first. The dead would wait. She had said no more than that; Robert had looked at her, and her twin brother Jaime had taken her quietly by the arm, and she had said no more. They went down to the crypt together, Ned and this king he scarcely recognized. The winding stone steps were narrow. Ned went first with the lantern. â€Å"I was starting to think we would never reach Winterfell,† Robert complained as they descended. â€Å"In the south, the way they talk about my Seven Kingdoms, a man forgets that your part is as big as the other six combined.† â€Å"I trust you enjoyed the journey, Your Grace?† Robert snorted. â€Å"Bogs and forests and fields, and scarcely a decent inn north of the Neck. I've never seen such a vast emptiness. Where are all your people?† â€Å"Likely they were too shy to come out,† Ned jested. He could feel the chill coming up the stairs, a cold breath from deep within the earth. â€Å"Kings are a rare sight in the north.† Robert snorted. â€Å"More likely they were hiding under the snow. Snow, Ned!† The king put one hand on the wall to steady himself as they descended. â€Å"Late summer snows are common enough,† Ned said. â€Å"I hope they did not trouble you. They are usually mild.† â€Å"The Others take your mild snows,† Robert swore. â€Å"What will this place be like in winter? I shudder to think.† â€Å"The winters are hard,† Ned admitted. â€Å"But the Starks will endure. We always have.† â€Å"You need to come south,† Robert told him. â€Å"You need a taste of summer before it flees. In Highgarden there are fields of golden roses that stretch away as far as the eye can see. The fruits are so ripe they explode in your mouth—melons, peaches, fireplums, you've never tasted such sweetness. You'll see, I brought you some. Even at Storm's End, with that good wind off the bay, the days are so hot you can barely move. And you ought to see the towns, Ned! Flowers everywhere, the markets bursting with food, the summerwines so cheap and so good that you can get drunk just breathing the air. Everyone is fat and drunk and rich.† He laughed and slapped his own ample stomach a thump. â€Å"And the girls, Ned!† he exclaimed, his eyes sparkling. â€Å"I swear, women lose all modesty in the heat. They swim naked in the river, right beneath the castle. Even in the streets, it's too damn hot for wool or fur, so they go around in these short gowns, silk if th ey have the silver and cotton if not, but it's all the same when they start sweating and the cloth sticks to their skin, they might as well be naked.† The king laughed happily. Robert Baratheon had always been a man of huge appetites, a man who knew how to take his pleasures. That was not a charge anyone could lay at the door of Eddard Stark. Yet Ned could not help but notice that those pleasures were taking a toll on the king. Robert was breathing heavily by the time they reached the bottom of the stairs, his face red in the lantern light as they stepped out into the darkness of the crypt. â€Å"Your Grace,† Ned said respectfully. He swept the lantern in a wide semicircle. Shadows moved and lurched. Flickering light touched the stones underfoot and brushed against a long procession of granite pillars that marched ahead, two by two, into the dark. Between the pillars, the dead sat on their stone thrones against the walls, backs against the sepulchres that contained their mortal remains. â€Å"She is down at the end, with Father and Brandon.† He led the way between the pillars and Robert followed wordlessly, shivering in the subterranean chill. It was always cold down here. Their footsteps rang off the stones and echoed in the vault overhead as they walked among the dead of House Stark. The Lords of Winterfell watched them pass. Their likenesses were carved into the stones that sealed the tombs. In long rows they sat, blind eyes staring out into eternal darkness, while great stone direwolves curled round their feet. The shifting shadows made the stone figures seem to stir as the living passed by. By ancient custom an iron longsword had been laid across the lap of each who had been Lord of Winterfell, to keep the vengeful spirits in their crypts. The oldest had long ago rusted away to nothing, leaving only a few red stains where the metal had rested on stone. Ned wondered if that meant those ghosts were free to roam the castle now. He hoped not. The first Lords of Winterfell had been men hard as the land they ruled. In the centuries before the Dragonlords came over the sea, they had sworn allegiance to no man, styling themselves the Kings in the North. Ned stopped at last and lifted the oil lantern. The crypt continued on into darkness ahead of them, but beyond this point the tombs were empty and unsealed; black holes waiting for their dead, waiting for him and his children. Ned did not like to think on that. â€Å"Here,† he told his king. Robert nodded silently, knelt, and bowed his head. There were three tombs, side by side. Lord Rickard Stark, Ned's father, had a long, stern face. The stonemason had known him well. He sat with quiet dignity, stone fingers holding tight to the sword across his lap, but in life all swords had failed him. In two smaller sepulchres on either side were his children. Brandon had been twenty when he died, strangled by order of the Mad King Aerys Targaryen only a few short days before he was to wed Catelyn Tully of Riverrun. His father had been forced to watch him die. He was the true heir, the eldest, born to rule. Lyanna had only been sixteen, a child-woman of surpassing loveliness. Ned had loved her with all his heart. Robert had loved her even more. She was to have been his bride. â€Å"She was more beautiful than that,† the king said after a silence. His eyes lingered on Lyanna's face, as if he could will her back to life. Finally he rose, made awkward by his weight. â€Å"Ah, damn it, Ned, did you have to bury her in a place like this?† His voice was hoarse with remembered grief. â€Å"She deserved more than darkness . . . â€Å" â€Å"She was a Stark of Winterfell,† Ned said quietly. â€Å"This is her place.† â€Å"She should be on a hill somewhere, under a fruit tree, with the sun and clouds above her and the rain to wash her clean.† â€Å"I was with her when she died,† Ned reminded the king. â€Å"She wanted to come home, to rest beside Brandon and Father.† He could hear her still at times. Promise me, she had cried, in a room that smelled of blood and roses. Promise me, Ned. The fever had taken her strength and her voice had been faint as a whisper, but when he gave her his word, the fear had gone out of his sister's eyes. Ned remembered the way she had smiled then, how tightly her fingers had clutched his as she gave up her hold on life, the rose petals spilling from her palm, dead and black. After that he remembered nothing. They had found him still holding her body, silent with grief. The little crannogman, Howland Reed, had taken her hand from his. Ned could recall none of it. â€Å"I bring her flowers when I can,† he said. â€Å"Lyanna was . . . fond of flowers.† The king touched her cheek, his fingers brushing across the rough stone as gently as if it were living flesh. â€Å"I vowed to kill Rhaegar for what he did to her.† â€Å"You did,† Ned reminded him. â€Å"Only once,† Robert said bitterly. They had come together at the ford of the Trident while the battle crashed around them, Robert with his warhammer and his great antlered helm, the Targaryen prince armored all in black. On his breastplate was the three-headed dragon of his House, wrought all in rubies that flashed like fire in the sunlight. The waters of the Trident ran red around the hooves of their destriers as they circled and clashed, again and again, until at last a crushing blow from Robert's hammer stove in the dragon and the chest beneath it. When Ned had finally come on the scene, Rhaegar lay dead in the stream, while men of both armies scrabbled in the swirling waters for rubies knocked free of his armor. â€Å"In my dreams, I kill him every night,† Robert admitted. â€Å"A thousand deaths will still be less than he deserves.† There was nothing Ned could say to that. After a quiet, he said, â€Å"We should return, Your Grace. Your wife will be waiting.† â€Å"The Others take my wife,† Robert muttered sourly, but he started back the way they had come, his footsteps falling heavily. â€Å"And if I hear ‘Your Grace' once more, I'll have your head on a spike. We are more to each other than that.† â€Å"I had not forgotten,† Ned replied quietly. When the king did not answer, he said, â€Å"Tell me about Jon.† Robert shook his head. â€Å"I have never seen a man sicken so quickly. We gave a tourney on my son's name day. If you had seen Jon then, you would have sworn he would live forever. A fortnight later he was dead. The sickness was like a fire in his gut. It burned right through him.† He paused beside a pillar, before the tomb of a long-dead Stark. â€Å"I loved that old man.† â€Å"We both did.† Ned paused a moment. â€Å"Catelyn fears for her sister. How does Lysa bear her grief?† Robert's mouth gave a bitter twist. â€Å"Not well, in truth,† he admitted. â€Å"I think losing Jon has driven the woman mad, Ned. She has taken the boy back to the Eyrie. Against my wishes. I had hoped to foster him with Tywin Lannister at Casterly Rock. Jon had no brothers, no other sons. Was I supposed to leave him to be raised by women?† Ned would sooner entrust a child to a pit viper than to Lord Tywin, but he left his doubts unspoken. Some old wounds never truly heal, and bleed again at the slightest word. â€Å"The wife has lost the husband,† he said carefully. â€Å"Perhaps the mother feared to lose the son. The boy is very young.† â€Å"Six, and sickly, and Lord of the Eyrie, gods have mercy,† the king swore. â€Å"Lord Tywin had never taken a ward before. Lysa ought to have been honored. The Lannisters are a great and noble House. She refused to even hear of it. Then she left in the dead of night, without so much as a by-your-leave. Cersei was furious.† He sighed deeply. â€Å"The boy is my namesake, did you know that? Robert Arryn. I am sworn to protect him. How can I do that if his mother steals him away?† â€Å"I will take him as ward, if you wish,† Ned said. â€Å"Lysa should consent to that. She and Catelyn were close as girls, and she would be welcome here as well.† â€Å"A generous offer, my friend,† the king said, â€Å"but too late. Lord Tywin has already given his consent. Fostering the boy elsewhere would be a grievous affront to him.† â€Å"I have more concern for my nephew's welfare than I do for Lannister pride,† Ned declared. â€Å"That is because you do not sleep with a Lannister.† Robert laughed, the sound rattling among the tombs and bouncing from the vaulted ceiling. His smile was a flash of white teeth in the thicket of the huge black beard. â€Å"Ah, Ned,† he said, â€Å"you are still too serious.† He put a massive arm around Ned's shoulders. â€Å"I had planned to wait a few days to speak to you, but I see now there's no need for it. Come, walk with me.† They started back down between the pillars. Blind stone eyes seemed to follow them as they passed. The king kept his arm around Ned's shoulder. â€Å"You must have wondered why I finally came north to Winterfell, after so long.† Ned had his suspicions, but he did not give them voice. â€Å"For the joy of my company, surely,† he said lightly. â€Å"And there is the Wall. You need to see it, Your Grace, to walk along its battlements and talk to those who man it. The Night's Watch is a shadow of what it once was. Benjen says—† â€Å"No doubt I will hear what your brother says soon enough,† Robert said. â€Å"The Wall has stood for what, eight thousand years? It can keep a few days more. I have more pressing concerns. These are difficult times. I need good men about me. Men like Jon Arryn. He served as Lord of the Eyrie, as Warden of the East, as the Hand of the King. He will not be easy to replace.† â€Å"His son . . . † Ned began. â€Å"His son will succeed to the Eyrie and all its incomes,† Robert said brusquely. â€Å"No more.† That took Ned by surprise. He stopped, startled, and turned to look at his king. The words came unbidden. â€Å"The Arryns have always been Wardens of the East. The title goes with the domain.† â€Å"Perhaps when he comes of age, the honor can be restored to him,† Robert said. â€Å"I have this year to think of, and next. A six-year-old boy is no war leader, Ned.† â€Å"In peace, the title is only an honor. Let the boy keep it. For his father's sake if not his own. Surely you owe Jon that much for his service.† The king was not pleased. He took his arm from around Ned's shoulders. â€Å"Jon's service was the duty he owed his liege lord. I am not ungrateful, Ned. You of all men ought to know that. But the son is not the father. A mere boy cannot hold the east.† Then his tone softened. â€Å"Enough of this. There is a more important office to discuss, and I would not argue with you.† Robert grasped Ned by the elbow. â€Å"I have need of you, Ned.† â€Å"I am yours to command, Your Grace. Always.† They were words he had to say, and so he said them, apprehensive about what might come next. Robert scarcely seemed to hear him. â€Å"Those years we spent in the Eyrie . . . gods, those were good years. I want you at my side again, Ned. I want you down in King's Landing, not up here at the end of the world where you are no damned use to anybody.† Robert looked off into the darkness, for a moment as melancholy as a Stark. â€Å"I swear to you, sitting a throne is a thousand times harder than winning one. Laws are a tedious business and counting coppers is worse. And the people . . . there is no end of them. I sit on that damnable iron chair and listen to them complain until my mind is numb and my ass is raw. They all want something, money or land or justice. The lies they tell . . . and my lords and ladies are no better. I am surrounded by flatterers and fools. It can drive a man to madness, Ned. Half of them don't dare tell me the truth, and the other half can't find it. There are nights I wish we had lost at the Trident. Ah, no, not truly, but . . . â€Å"I understand,† Ned said softly. Robert looked at him. â€Å"I think you do. If so, you are the only one, my old friend.† He smiled. â€Å"Lord Eddard Stark, I would name you the Hand of the King.† Ned dropped to one knee. The offer did not surprise him; what other reason could Robert have had for coming so far? The Hand of the King was the second-most powerful man in the Seven Kingdoms. He spoke with the king's voice, commanded the king's armies, drafted the king's laws. At times he even sat upon the Iron Throne to dispense king's justice, when the king was absent, or sick, or otherwise indisposed. Robert was offering him a responsibility as large as the realm itself. It was the last thing in the world he wanted. â€Å"Your Grace,† he said. â€Å"I am not worthy of the honor.† Robert groaned with good-humored impatience. â€Å"If I wanted to honor you, I'd let you retire. I am planning to make you run the kingdom and fight the wars while I eat and drink and wench myself into an early grave.† He slapped his gut and grinned. â€Å"You know the saying, about the king and his Hand?† Ned knew the saying. â€Å"What the king dreams,† he said, â€Å"the Hand builds.† â€Å"I bedded a fishmaid once who told me the lowborn have a choicer way to put it. The king eats, they say, and the Hand takes the shit.† He threw back his head and roared his laughter. The echoes rang through the darkness, and all around them the dead of Winterfell seemed to watch with cold and disapproving eyes. Finally the laughter dwindled and stopped. Ned was still on one knee, his eyes upraised. â€Å"Damn it, Ned,† the king complained. â€Å"You might at least humor me with a smile.† â€Å"They say it grows so cold up here in winter that a man's laughter freezes in his throat and chokes him to death,† Ned said evenly. â€Å"Perhaps that is why the Starks have so little humor.† â€Å"Come south with me, and I'll teach you how to laugh again,† the king promised. â€Å"You helped me win this damnable throne, now help me hold it. We were meant to rule together. If Lyanna had lived, we should have been brothers, bound by blood as well as affection. Well, it is not too late. I have a son. You have a daughter. My Joff and your Sansa shall join our houses, as Lyanna and I might once have done.† This offer did surprise him. â€Å"Sansa is only eleven.† Robert waved an impatient hand. â€Å"Old enough for betrothal. The marriage can wait a few years.† The king smiled. â€Å"Now stand up and say yes, curse you.† â€Å"Nothing would give me greater pleasure, Your Grace,† Ned answered. He hesitated. â€Å"These honors are all so unexpected. May I have some time to consider? I need to tell my wife . . . â€Å" â€Å"Yes, yes, of course, tell Catelyn, sleep on it if you must.† The king reached down, clasped Ned by the hand, and pulled him roughly to his feet. â€Å"Just don't keep me waiting too long. I am not the most patient of men.† For a moment Eddard Stark was filled with a terrible sense of foreboding. This was his place, here in the north. He looked at the stone figures all around them, breathed deep in the chill silence of the crypt. He could feel the eyes of the dead. They were all listening, he knew. And winter was coming.

Human Nature View Essay

Within the western view of human nature, it emphasizes that humans are made in the image of God. It is mostly composed within Judeo-Christian tradition. This view looks at human nature to be loving, rational, and relational to God. The way the western view decides good or evil depends on actions and choices. Good expresses life, charity, happiness, and love. Evil would consist of discrimination, humiliation, destructiveness, and so on. Society would be fair and just to a point and limitation. The view expresses that we are all brothers and sisters under the image of God. That all of our actions and observed and judged. Depending on our actions, results into a metaphysical afterlife to heaven or hell. The western view is free and open-minded to all, and very safe to society. There would be no power group. In the hands of the less fortunate, it is taught that we should help them and think of them as the same position disregarding wealth. However, the eastern view of human nature differs. The eastern view is mostly related with the Hindu and Sufi traditions. Their state of thinking expresses that humans are caught in an illusion of difference. They believe in reincarnation and karma. Similar to the western view, they also believe in a system of good or bad choices. Although, there is a difference in beliefs. Unlike the western view, the eastern some may consider it to me more harmonious and free without believing in absurdities, while still being able to participate. There is no power group either. Everything is sought out for is for peace, harmony, and justice. On the basis of having disabilities or being less fortunate still considers to be assisted but viewed the same in regards to social status. This view, also believes in a rebirth while the western view does not. Practices of sacrifice for a better outcome in the future is also practiced in this view.

Bible Overview Booklet

Biblical studies have been mostly noted as one of the most complicated procedures that are subjected to several conflicts in the file of theological understanding. The different interpretations of the different religions with regards the theme of the Bible usually causes confusion among the followers of the Christian faith. Unfortunately, not everyone who wants to know the knowledge shared through the Bible is able to get the accurate knowledge that they intend to acquire from the Holy Scriptures.Although there are numerous assistance learning programs provided by the different religious churches in the world, there is still an assumed lack of understanding of the Bible among the majority of the population of people in the human society. This is the primary reason why the book of Max Anders entitled â€Å"30 Days to Understanding the Bible† Intends to suggest ways by which an individual could get the best gist of the biblical learning that is suggested by the Holy Scriptures.F rom this particular reading material, it could be learned that the key to understanding the Bible in a deeper manner is identified by an individual’s right disposition in thinking when reading the word of God. Through this right disposition, an individual would be able to utilize the understanding he has in understanding the Bible in a more complicated yet more practical way. (24) The chapters of this particular book directly points out the possibilities of an individual’s understanding of the Bible within the span of thirty days.It is not through word by word reading without deep understanding but through thematic comprehension that the author suggested an effective and progressive procedure of learning the entire message of the Holy Scriptures. In this particular writing, the author aimed to encourage everyone [Christian or Not] to think of the possibility that understanding the Bible within thirty days could bring an individual.Indeed, the author’s stressing of the major benefits of learning the Bible states the fact that the Holy Scriptures and its theme is designed not for the olden time generation as perceived by other people, instead the pages of the Bible have been written for the sake of the past, the present and the future generations of humankind. To start the discussion with, learning the main themes of the Bible is essential to help the readers get the main idea and the right motivation in reading the Bible.I. The Bible and Its Theme The entire theme of the Bible is focused upon the establishing the Kingdom of God, loosing it and the plan of reestablishing it again. As for a fact, the 66 books of the Bible overall pertain to the purpose of God in creating the Earth for mankind. It could be noted that this idea has been particularly assured by the by the fact that major passages in the Bible discusses the truth behind the plans of God towards the future of humans.Although the Bible had been written for the past hundreds and hun dreds of years, examining it clearly shall prove the fact that the central theme of the Bible is practically applicable to all the different generations of the human civilization. God’s holy Kingdom has been primarily established to give the humans a possibility to live the best lives they could as they are also expected to take advantage of the privilege given to them by their holy creator.The time when God lost the sovereignty of his rulership over the first humans Adam and Eve to the snares of the snake appearing to have been used by the devil as the personification of his voice ha been the reason why the issues on God’s rightful rulership over humans has been questioned. More than that, humans started to suffer for the sake of simply being able to get through with the day. The original purpose of God for humans has been lost by the first partner of humans.Since then, God planned to give his primary purpose upon earth a certain fulfillment in the future. The plans h e had been making for the fulfillment of his purpose has mainly been the entire theme of the Holy Scriptures. As for a fact, the phrase â€Å"Kingdom of God† had been mentioned in the Bible for hundreds of times. II. Bible and the Human History (A Discussion on Creation and the Exodus) One of the primary starting points of explaining the plan was the written history of mankind.From the creation of the first partner of humans towards the coming of the promised messiah, the first centuries of the human history has been presented in the Bible with clear description of the things that the different characters of the past had primarily been dealing with during their era of existence. As 2 Timothy 3: 16 says: â€Å"All Scripture is inspired of God and beneficial for teaching, for reproving, for setting things straight, for disciplining in righteousness, 17 that the man of God may be fully competent, completely equipped for every good work. †This pertains to the fact that the accounted written in the Bible basing form the History of mankind were written aforetime for the benefit of the generations to come which pertains to the present generation. The victories and the failures of the characters had been clearly outlined through the pages of the Bible. Unlike any biographical account books, the Bible gives a detailed description of the characters being discussed including their sins and the consequences of the said wrong doings so as to appeal to the generation that would read the said stories of the lives of the first century Christians.III. The Judges One of the most special sections of the Bible is the part where the procedures of judging the mistakes of the Israelites were given clear and accountable description. The Book of Judges primarily engraves the different principles followed by the Israelites during the olden times. Certainly, the impact of the book of Judges and the impact it has on the procedures of disciplining that true Christians should apply today is indeed strong and highly practical for application.It could be noticed form this particular book in the Bible, that the importance of clinging to the commandments of God is indeed an essential factor in becoming in â€Å"oneness† with God. People who were not able to follow through were not given high regard by the Almighty Creator of all things. Instead, the consequences of their acts are easily coming upon them, enough to remind them of the fact that they have erred against God. His commandments are not like the ones that have been formed within the human set of laws.The limitations set through the principles of God have been designed to protect the humans and are thus not burdensome to follow. As Mathew 11:29 points out: â€Å"Take my yoke upon YOU and learn from me, for I am mild-tempered and lowly in heart, and YOU will find refreshment for YOUR souls. For my yoke is kindly and my load is light. † This particular verse from the Bible supports the f act that although God himself has set the guidelines for his followers to obey and use as protection for their own selves if they do intend to follow the rules set for them.All these guidelines are particularly designed to assist the true Christians in living a fine a life in line with the laws of righteousness without being deeply hardened like as if they are forced to follow a certain set of rules. IV. The Eras of Exile The Israelites who were not able to follow the commandments set for them to follow fell into temptation of sinning against the true God. Exile is the expulsion from one’s own native land or home by authoritative decree; literally in Hebrew, â€Å"a departing. † Cain, who killed his brother Abel, was cursed in banishment from the ground to become a wanderer and a fugitive in the earth.He had been a farmer, but the ground thereafter would not respond to his cultivation. (Inspired by The Holy Scriptures, 1994, 25) In the same term, the Israelites lost th eir given privilege in a way that they were not able to follow the simple commandments of God to them written in His covenant with them. As a result, they were exiled to Babylon and became slaves in a foreign land. It was an assured result portraying the fact that God left their side because of their failure. This is a rightful way of reminding God’s people of their responsibilities as his so called sworn nation.Later on, they were returned back to Jerusalem with a new hope of renewing their faith and their belief in the Holy God, their Father, and Their Creator whom they owed their lives from. From this particular historical account, it could be noted that the Christians of the present era are reminded to have a strong belief in the truth and a strong conviction that following the commandments of God outlined for them in the Bible gives them the benefits that they need to be able to lead a successful way of living.V. The Gospels The Messiah’s coming forth paved way to the refurnishing of the existing Mosaic Law of which the early Christians followed as per given by God himself to protect them from the different effects of a lawless society. The Gospels were set by Christ when he arrived on earth and began to preach the good news to the people of Galilee and other places nearby. He went into places leading his twelve apostles to help people understand the laws of God in a more practical way.HE too set an example for his true followers to copy when he has already gone back to heaven as the right hand of his father. As Mathew 24:19-4 reads: â€Å"Then people will deliver YOU up to tribulation and will kill YOU, and YOU will be objects of hatred by all the nations on account of my name. Then, also, many will be stumbled and will betray one another and will hate one another. And many false prophets will arise and mislead many; and because of the increasing of lawlessness the love of the greater number will cool off. But he that has endured to the en d is the one that will be saved.And this good news of the kingdom will be preached in all the inhabited earth for a witness to all the nations; and then the end will come† Particularly, the Bible aims to help the people around the world realize that one way of copying Jesus’ examples as the giver of life and provider of safety for the ones who trust in him and his principles in living is to help others understand his gospels and the beautiful message about the hope that God gave to mankind regarding a bright future through preaching to them what one has learned for studying the Holy Scriptures. VI.The Missions Aside form the mission of preaching the good news to others that Christ has primarily left his followers with upon returning to heaven, there are two major commandments that needs to be fulfilled by true Christians today. The Bible further says: Let [YOUR] love be without hypocrisy. Abhor what is wicked, cling to what is good. In brotherly love have tender affecti on for one another. In showing honor to one another take the lead. (Romans 12:10) â€Å"He said to him: â€Å"‘You must love your God with your whole heart and with your whole soul and with your whole mind.’ This is the greatest and first commandment. The second, like it, is this, ‘You must love your neighbor as yourself. ’ On these two commandments the whole Law hangs, and the Prophets. † (Mathew 22:37-39) The two major Bible verses cited herein could be noted to have a focus upon the major missions of the true Christians of the present generation of humans. It could be noted that the main point is to inculcate love within the relationships that they establish with others and especially with God.From this point, it should be concluded that the importance of being able to understand this missions and fulfill them in actual application is indeed an essential part of pleasing the Creator of all things. VII. The Church The church is the institution tha t God has placed in assistance to his modern day followers. His holy spirit passes through his appointed ones, whereas he himself leads them carefully in providing the modern day Christian flock with the ample spiritual nutrition that they need to be able to survive the challenges of the world.For this reason, the church has been appointed to be on top of the list of providers of the ample guidance needed by Christians in understanding the Biblical explanations as well as the principles that are outlined for them to follow. From this explanation, it should be certain to modern Christians that religion and the church itself indeed sets the ground for an individual in being able to identify the requirements of God from them as His faithful followers.