What to Expect from College Meal Plans

One of the big differences between high school and college doesnt happen in the classroom,  but at meal time. No longer will you eat meals around the family table. Instead, youll make your own food choices in the college dining hall. To pay for your meals, chances are youll need to purchase a meal plan for at least part of your college career. This article explores some of the questions you may have about these plans. Key Takeaways: College Meal Plans Most colleges require residential students to get a meal plan. This is especially true for first-year students.The price of meal plans will vary significantly from school to school and the type of plan. Options ranging from 7 to 21 meals a week may be available.At most schools, your meal card will work at all dining facilities on campus giving you a wide range of options.At some schools, the money for unused meals can be spent at a campus convenience store or even with local merchants. What Is a Meal Plan? Essentially, a meal plan is pre-paid account for your on-campus meals. At the start of the term, you pay for all the meals you’ll eat in the dining halls. You’ll then swipe your student ID or a special meal card every time you enter a dining area, and the value of your meal will be deducted from your account. How Much Do Meal Plans Cost? Whenever you look at the cost of college, youll need to factor in much more than tuition. Room and board costs vary widely, typically between $7,000 and $14,000 a year. Meals will often be half of that cost. Meal prices dont tend to be unreasonable, but they certainly arent as cheap as making meals in your own kitchen. Colleges usually subcontract meal services to a for-profit company, and the college will also earn a percentage of the meal fees. Students who live off campus and enjoy cooking can often eat well and save money compared to a meal plan. At the same time, the convenience and variety of a meal plan have many advantages. Do You Need to Buy a Meal Plan? At most schools, first-year students are required to have a meal plan. This requirement might be waved if you are commuting from home. Mandatory meal plans have a variety of purposes. Schools often want first-year students to become engaged in the campus community, and on-campus meals play an important part in that process. It’s also possible the requirement is coming from a contract with the food service provider, not the college itself. And, of course, the college makes money from the meal plan, so it benefits the schools bottom line when a plan is required. Which Meal Plan Should You Get? Most colleges offer many different meal plans—you may see options for 21, 19, 14, or 7 meals a week. Before purchasing a plan, ask yourself some questions. Are you likely to get up in time for breakfast? Are you likely to go out to the local pizza joint for dinner? Few students actually use 21 meals a week. If the reality is that you often skip breakfast and tend to eat pizza at one in the morning, then you might want to choose a less expensive meal plan and spend your saved money buying food at local eateries at the times that better match your habits. What Happens If You Don't Use All Your Meals? This varies from school to school, but often unused meals are money lost. Depending on the plan, the credit for unused meals may disappear at the end of the week or the end of the semester. You’ll want to check your balance frequently—some schools have small grocery stores where you can spend the money from unused meals. Some schools also have arrangements with local merchants, restaurants, and even farmers market that make it possible to spend dining dollars off campus. Should You Get a Bigger Meal Plan if You Eat a Lot? Nearly all college campuses offer all-you-can-eat dining in at least some of the dining halls, so the same meal plan can accommodate you whether you eat like a mouse or a horse. Just watch out for that freshman 15—all-you-can-eat can be bad for your waistline! Nevertheless, athletes with giant appetites rarely complain about going hungry in college. What Can You Do if You Have Special Dietary Needs? When a college has thousands or tens of thousands of students, it is going to have many students who cant eat gluten, have dairy allergies, or are vegetarian or vegan. Food service providers at colleges are prepared to handle students special dietary restrictions. Some schools even have entire dining halls dedicated to vegan and vegetarian options. At very small colleges, its not unusual for students to develop relationships with the food service staff to have custom meals prepared for them. When Your Friends or Family Visit, Can They Eat with You? Yes. Most schools allow you to swipe in guests with your meal card. If not, your guests can always pay cash to eat in the dining hall. More College Life Essentials How Are College Academics Different from High School?10 Things You Should Know Before You Start CollegeWhat to Pack for College10 Tips for Getting Along with Your College Roommate

Comapring Naivete and Satire in Jonathan Swifts...

Naivete and Satire in Jonathan Swifts Gullivers Travels and Voltaires Candide A child has the ability to make the most critical and objective observation on society and the behavior of man. How is this possible? A child has yet to mature and lacks proper education and experience. However, it is for this very reason that a child would make the perfect social scientist; his or her naivete may provide an excellent means of objective criticism and most often satire. A childs curious nature and hunger for knowledge would bring about an unbiased questioning of social structures, minus the brainwashing of these very institutions, and his or her vulnerability would expose any societal dangers present. This child-like†¦show more content†¦Finally, both works are travel tales, which expose the main characters to many perspectives. This allows the authors to satirize many aspects of society. These two satirical works make litotes of preposterous situations, thus shedding light on the absurdity at hand. This is an especially effective technique, because a character or narrator is involved in a ridiculous situation. The reader, from an aesthetic distance, is then able to recognize the foolishness of the incident. After careful consideration, a satirical conclusion may be drawn. For example, Voltaires narrator describes a brutal battle scene in a lighthearted manner: Nothing could have been more splendid, brilliant, smart or orderly than the two armies . . . . then rifle fire removed from our best of worlds about nine or ten thousand scoundrels who had been infesting its surface. The bayonet was also the sufficient reason for the death of several thousand men. (22-23) The diction in this passage is ironic. By referring to a battle as splendid (22) and brilliant (22), the narrator demonstrates how common the idea of warfare has become and how little the human life is valued. Also, the phrase, Our best of worlds (22-23) identifies optimism as a focus of this satirical attack (Maurois 100). In this way, the narrator nonchalantly discusses grave matters. Maurois cited both Voltaire and Swift as using this

Marketing in an International Environment for Milk Company

Question: Discuss about theMarketing in an International Environment for Milk Company. Answer: Introduction In the present scenario, marketing is essential for enhancing the volume of sales and profitability of businesses. Nowadays, companies focus on developing and implementing different marketing strategies to attract new customers and retain the old ones (Armstrong et al. 2015). However, it can be critically argued that carrying out marketing in an international environment is not an easy task for organizations as it requires lots of efforts and resources. The present study is based on Nestle, which was founded in the year 1905 in Switzerland. The selected business enterprise offers various products linked with food and drinks to different international customers. This research explores the history of Nestle along with its critical resources and their capabilities. Nestles overall strength and weaknesses are also reflected in the present study. Company Background History of the company In the year 1866, the Anglo- Swiss Condensed Milk Company was founded, and in the year 1867, Henri Nestle founded an infant food company. Furthermore, both these companies decided to merge their operations in 1905, and the result of this was the foundation of Nestle Group. It can be expressed that since its establishment, Nestle has always followed an aggressive strategy in the context of mergers and operations (Nestle 2017). For example, in the year 1929, the selected business organization carried out the merger with brands such as Peter, Cailler, Kohler Chocolats Suisses. In 1971, it merged with Ursina-Franck with an objective to improve its overall efficiency (Nestle 2017). The most renowned product of Nestle, i.e., Nescafe was launched in 1938, and in 1977, Nestle SA was incorporated. It was the year 1935 when the company launched the most famous international chocolate bar which is KitKat. The brand has been very successful in its domestic market, and it has been able to acquire a substantial market share because of its product quality. Regarding expanding in the new international market, the objectives of Nestle can be to increase its sales and profitability, to find new customers, to enhance existing customer brand and to improve the overall brand image in the international market. Organizational resources /capabilities It can be expressed that human and technology are the two major resources available with Nestle. The HR practices adopted by Nestle can be termed as effective enough to ensure that a pool of talented and skilled employee is available for the organization (Galalae George 2017). Further, the workers are highly motivated and contribute a lot to the overall success of the company. Nestle also focuses on providing training and development programs to its employees so that their skill set and core competencies can be improved (Benyon Dunkerley 2014). On the other side of this, Nestle also emphasizes on adopting new and advanced technology and integrating the same in manufacturing and overall business operations (Brem, Maier Wimschneider 2016). The use of upgraded technology assists the organization in carrying out the smooth flow of all activities and business practices. In addition to this, technological resources also play a vital role in delivering fast, accurate and satisfactory pro ducts/services to people in the market. Organizational strength and weakness The brand image of Nestle in international market can be termed as the biggest strength of the company. The organization lies in the category of fortune 500, and it is also considered as the large corporation in the food industry in the context of revenue generated (Moura, Branco Camoesas 2015). Another key strength of Nestle is its team of research and development which is efficient enough to innovative new products and satisfies the demand of people in the market. Strong product portfolio and high quality of goods offered are some other strength of Nestle. On the other hand, consumer and legal issues at regular interval can be considered as the primary weakness of Nestle. The ban of products such as Nestle Maggie in India and Boycott of Nestle baby Formula has adversely affected the brand of the image of the organization. Further, products such as Carnation milk can also be termed as the weakness of Nestle as these products are not able to satisfy the need and demand of people in present scenario (Bharucha 2016). Market Selections Analysis of target country market micro environment Kit Kat can be termed as one of the most popular products of Nestle, and it has been very successful in many international markets. It was introduced in the year 1935 and still today, Kit Kat is in high demand. Now, the company can look forward to increasing its market share and can introduce Kit Kat in new markets such as Japan (Hamilton Webster 2015). The rationale behind selecting and targeting a whole new market is that it will provide potential opportunities for growth and development to the chosen organization. However, the product will be affected by the political, legal, environmental, social, technological and economic factors existing within the selected market. It can be expressed that Nestles product will be directly affected by the political environment which exists in India. Kit Kat is very popular in international markets but in Japan the government is paying huge attention to diseases such as obesity. Kit Kat is the product which is generally consumed by teenagers and kids (Cavusgil et al. 2014). Further, strict laws and regulations are developed by the government of Japan to protect issues linked with obesity in teenagers. To operate in the new market, Nestle will be required to carry out certain changes in Kit Kat, and it may also need to reduce the calories and sugar level in the products. The strict laws can results in adversely affecting the sales of Kit Kat in new market. Japans economy is very strong and it is also considered as one of the largest economies in the globe. Furthermore, the economic conditions of Japan are favourable to introduce Kit Kat in the new market. Apart from this, social factors such as growing population of youngsters and demand of chocolate bars among kids will also positively affect the sales of Kit Kat in Japan. In context of technology, it can be asserted that at present, the selected new market is having the most advanced technology in the world (Huff, Song Gresch 2014). Thus, Nestle also has an opportunity to set up its manufacturing unit in Japan for carrying out the production of Kit Kat. The advanced and upgraded technology (machines and systems) will also play vital role in making the selected product successful in new market. However, it can be argued that the legal environment in Japan is rigorous and the brand will be required to follow all regulations and laws while carrying out its business operations. Negligence of corporate and labour laws can affect the sales and overall brand image of Nestle negatively. The new market is also stringent regarding environment protection, and the brand will be required to take care of the same (Ang, Benischke Doh 2015). Like other international chocolates, Nestle can introduce Kit Kat bars in foil covers as it will help in lowering down the environmental pollution. Apart from this, green practices for manufacturing of the bar will also be needed to conduct smooth operations in the new market. Detailed micro research The target market here for Nestle is Japan where the company will be looking forward to introducing the most famous chocolate bar, i.e., Kit Kat. Over the past few years, the demand of chocolate in Japan has grown well, and this can be major success factors for Nestle in a new market (De Beule, Elia Piscitello 2014). The country is also considered as the biggest consumer of chocolate in the entire Asian market. Furthermore, the growing population of kids and youngsters will provide a potential platform to Nestle regarding introducing and selling Kit Kat in the new market. The demand for chocolate bars is growing, and at present, it is an excellent opportunity for Nestle to enter the market (BLOOMBERG 2016). Nowadays, the chocolate manufacturers in Japan emphasize on factors such as healthy labeling of the foods, awareness about consumer changing demand and aggressive product development strategies (Powell 2014). The target customer of Nestle in Japan is going to be kids and teenagers who fall under the category of middle and higher income group in the society. Apart from this, aggressive marketing of Kit Kat bar will be carried out by Nestle in Japan to create awareness among target customers. To sustain in the competitive market, Nestle will be required to conduct changes in its overall strategies and products at regular intervals by changing customer demand in a new market. Competitor analysis In the present scenario, competitor analysis is an important function of management as it helps in identification of the key strategies and plans adopted by other market players. The analysis helps in generating useful information which can be used in areas such as product development or formulation of new marketing strategies. Mars can be termed as the biggest competitor of Nestle Kit Kat in Japan. Further, the objective of Mars is manufactured different food products in such a way that all the stakeholders are benefited from the same (Baker 2016). Mars Snickers are one of the most famous chocolate bars in Japan, and it can give direct competition to Kit Kat. In addition to this, Mars has adopted a moderate price strategy and a marketing strategy which is quite aggressive. It can be expressed that Nestle will be required to invest the significant amount of efforts and resources to steal the market share from Mars and make Kit Kat successful. The quality of Snickers is exceptional, a nd thus, Nestle will be required to adopt an innovative strategy in product development and marketing. Conclusion From the above report, it can be concluded that Nestle is one of the most renowned brands in the food industry of the world. Further, it is successful operation in more than 85 countries of the world. High brand image, sufficient research and development team can be termed as the major strength of the company. On the other hand, controversies at frequent intervals have emerged as the weakness of Nestle. To enhance its existing market share, sales and attract new customers, the company will be looking forward to entering the new market such as Japan with one of its most popular products which are Kit Kat. It can be inferred that factors such as economic, social, technological are favourable and thus will contribute in long terms success of the company. On the other hand, Nestle will also need to ensure that it follows the corporate and labour laws developed in the new market. It can be concluded that Mars is going to be the biggest competitor of Nestle in Japan and Kit Kat will face d irect competition from Snickers. Recommendation Some recommendations to Nestle for making Kit Kat successful in Japan are mentioned below as: It can be recommended that the company should go for the strategy of adoption instead of focusing on standardization. As per the recommended plan, Nestle will be required to carry out certain changes in its product and marketing strategies according to the need and culture people in the new market. The rationale behind this is that adoption will support in meeting the demand and needs of consumers in the Japanese market in the best possible manner. It will also play an important role in making Kit Kat successful in the market. It can be suggested that aggressive marketing practices should be used by Nestle in its new market. More focus should be given to social media and online marketing tools. It can be expressed that aggressive marketing will help in developing demand of Kit Kat among people in the market. Further, it also supports the selected business enterprise in getting a competitive advantage over other market players operating in the industry. The strategies and products should be developed from information gathered through macro, micro and competitor analysis of the new market. The data collected will play a vital role in determining the best possible and suitable strategy for the new market. In addition to this, it will also provide a potential platform for long term growth and sustainability to Nestle in the market. References Ang, SH, Benischke, MH Doh, JP 2015, 'The interactions of institutions on foreign market entry mode.', Strategic Management Journal, vol 36, no. 10, pp. 1536-1553. Armstrong, G, Kotler, P, Harker, M Brennan, R 2015, Marketing: an introduction, Pearson Education, New York. Baker, PAFS 2016, 'Food systems transformations, ultra-processed food markets and the nutrition transition in Asia.', Globalization and health, vol 12, no. 1, p. 80. Benyon, J Dunkerley, D 2014, Globalization: the reader, Routledge, New York. Bharucha, J 2016, ' Cadbury Vs Nestle: A Study of The Chocolate War', International Journal of Research in Social Sciences, vol 6, no. 9, pp. 609-620. BLOOMBERG 2016, Growing demand for premium chocolates in Japan, viewed 17 August 2017, https://www.straitstimes.com/lifestyle/food/growing-demand-for-premium-chocolates-in-japan. Brem, A, Maier, M Wimschneider, C 2016, 'Competitive advantage through innovation: the case of Nespresso', European Journal of Innovation Management, vol 19, no. 1, pp. 133-148. Cavusgil, S, Knight, G, Riesenberger, JR, Rammal, HG Rose, EL 2014, International business, Pearson Australia, Melbourne. De Beule, F, Elia, S Piscitello, L 2014, 'Entry and access to competencies abroad: Emerging market firms versus advanced market firms', Journal of International Management, vol 20, no. 2, pp. 137-152. Galalae, C George, S 2017, Case Study 1: Nestl in Mexico: The Good Food Versus The Good Life Dilemma. In Strategic Marketing Cases in Emerging Markets , Springer International Publishing., New York City. Hamilton, L Webster, P 2015, The international business environment, Oxford University Press, Oxford. Huff, K, Song, P Gresch, EB 2014, ' Cultural intelligence, personality, and cross-cultural adjustment: A study of expatriates in Japan', International Journal of Intercultural Relations, vol 38, pp. 151-157. Moura, A, Branco, M Camoesas, M 2015, 'NESTL, A GLOBAL FIRM AND ITS CUSTOMER RELATIONSHIPS', International Management Conference, p. 96. Nestle 2017, Key dates, viewed 17 August 2017, https://www.nestle.com/aboutus/overview/keydates. Nestle 2017, The Nestl company history, viewed 17 August 2017, https://www.nestle.com/aboutus/history/nestle-company-history. Powell, KS 2014, 'Profitability and speed of foreign market entry', Management International Review, vol 54, no. 1, pp. 31-45.

Saudi Arabia Flight 163 August 1980 free essay sample

19th of August, 1980. Saudi Arabia Flight 163, a Lockheed Tristar flight with 301 people aboard had experienced a cargo fire. The problem started when the crew was unable to find the correct evacuation procedures and start then. They began an emergency approach into Riyadh and were successful to make a landing. Poor communication and cockpit management did not lead to an effective evacuation call or to have fire trucks waiting for the flight and attack the fire. For several minutes the aircraft waited on the ground until the fire consumed the entire airplane, killing all 301 passengers and crew. (Aviation-Safety. Net) Flight SV 163 landed at Riyadh at around 16:06h GMT for a scheduled intermediate stop after a flight from Karachi. At 18:08hrs the aircraft took off for the final leg to Jeddah. Six minutes and 54 sec after take off while climbing visual and aural warnings indicated smoke in the aft cargo compartment C-3, a return to Riyadh was initiated. We will write a custom essay sample on Saudi Arabia Flight 163: August 1980 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page About two minutes later smoke was noted in the aft of the cabin, and passengers were panicking. They let the aircraft roll down the runway for almost 3 minutes. The engines weren’t shut down for approximately another 3 minutes, preventing the rescue personnel from entering the aircraft. Additionally because of the unfamiliarity of the emergency exits, the rescue personnel required even more precious time to enter the aircraft. In all 23 minutes elapsed after landing before rescue crews could access the fuselage. But it was too late all 301 perished. (Baron, 2005) One of the problems that were observed was the fact that cockpit crew didn’t complete their emergency drill promptly and effectively. The crew managed to fly the aircraft back safely to Riyadh and perform a normal landing but after they landed they failed to immediately stop the aircraft engines and begin the emergency evacuation drill that was the standard operating procedure and checklist to do. This could be possibly brought by poor task management. The last minute change of decision and approach procedure by the captain and the crew members is a crucial factor.   Another deficiency observed was that the crew didn’t have the Riyadh fire rescue equipment spray down the aircraft on landing. They had contacted the fire rescue and the fire trucks to go to the back of the airplane as soon as possible. There is too much delay that the Riyadh fire rescue haven’t prepared the fire truck and fire rescue equipment spray   to stop the rapid effect of fire in the aircraft. They requested for fire trucks but due to lack of coordination and immediate response, fire equipment suffered from delay. The captain didn’t have the flight attendants evacuate the aircraft, in spite of questions to that effect. The captain could have underestimated the threat or danger of their situation so he didn’t have the flight attendants evacuate the aircraft as early as possible. The captain’s situation awareness is limited that he didn’t make a sound decision at that point in time. This was one of the biggest mistakes of the captain, his neglect to have the flight attendants and other passengers to leave or evacuate the aircraft safely before it ignited. What could be the caused of this monumental break down in leadership, communication and cockpit resource management? This is just one of the major questions asked on why this kind of accident happened. People all know that the leadership skill of the captain is very important. The captain or the pilot is the most failure prone system in all the staff involved. The captain failed to delegate the responsibility. Although the captain is the final authority as to the final decision there is still a need for equal input of decisions coming from all available people and resources. The First Officer unfortunately also has limited experience on the L1011 and lack of support from the captain has affected the situation. This accident could have been possibly and highly prevented. Crew resource management is very important factor. Like in this case, the crew should have been trained properly to coordinate in times of emergencies. The accident could have been avoided or at least the impact and casualties lessened. There could be a safer and faster flight if crew members were better oriented and trained in emergency situation. Reference Baron R., (2005) â€Å"Crew Coordination/Decision Actions: Saudi Flight 163.† Human Error vs. Airborne Terrorism. Retrieved October 9, 2008 from http:// www.airlinesafety.com/   Ã¢â‚¬Å"Human Factors Still the Current Challenge of the Aviation Industry† (2008) CulturAiles: Human Factors in Air Safety. Retrieved September 20, 2008 from http://www.culturailes.net/ â€Å"Saudi Arabia Flight 163: August 1980† (2008) Aviation-Safety.Net. Retrieved October 1, 2008 from http://www.aviation-safety.net/

Acute Health Effect Definition

Acute Health Effect Definition An acute health effect is the effect caused by the initial exposure of a hazardous chemical on a human or animal body. When a hazardous materials acute health effect is listed, the effects are generally severe and dangerous adverse effects, but subside after the exposure stops. In contrast, chronic health effects persist following exposure, even if the exposure stops. Acute health effects typically appear immediately or shortly after exposure and occur after relatively high exposure to a hazardous substance. Examples of Acute Health Effects Common examples of acute health effects include: Allergic reactions (including anaphylactic shock)IrritationRashes or dry skinBurnsDermatitisMetal fume feverLethal Concentration (LC)LC50Hearing loss Note dermatitis may also occur as a chronic health effect. Lethal concentration is the amount of a substance that is immediately dangerous to life and may cause death. LC50 is the concentration of a substance that causes death to one half or 50% of test subjects.

Free sample - The Texas State Board of Education curriculum. translation missing

The Texas State Board of Education curriculum. The Texas State Board of Education curriculumThe communication triangle Referential: Between the student (writer) and the topic Interpersonal: Between the student and the instructor (reader) Directive: Between the instructor and the topic The workplace continues to experience change due to rapidly changing technology and global economic forces. These transform the work requirements of students that necessitate them to graduate ready to perform work that require strong academic skills and application of essential skills such as critical thinking, literacy and analytic capabilities, as well as increased proficiency in math and science. The graduation requirements for secondary school should therefore reflect the changes in the workplace. The promotion of the curriculum ensures that more students enter college or workforce when they are ready to succeed. This move is an effort to ensure that students gain necessary skills for college and work. The curriculum prepares students for post-secondary success. Students at all levels, including those who may not want to go to college, benefit from the curriculum. The performance in the courses has a startling effect on the students’ readiness for college. The costs associated with training students who are not ready to go to college is high, and this may be higher when they are unprepared for work. The curriculum is designed to ensure that each student enters work or college with a higher probability of success. The curriculum in high school should ensure development of a talented labor force that is economically competitive in the world. The curriculum provides better and more rewarding quality of life for the citizens. The courses are the gatekeepers to well-paying jobs. Preparation for work and college consist of courses that are taken in high school, which is the foundation The more rigorous courses the students take enable them to persist and obtain a degree at the end. They have higher rate of staying persistent on the academic track as compared to students who did not take such coursework. These students stay enrolled and work for a degree. Students’ outcome will always be related to the type and quality of available curriculum. Rigorous courses such as have positive effects on college graduation as well as on earnings later in life. Not all rigorous courses are equal (Rose Betts 33). Students who pass through a rigorous curriculum in high school can immediately enter a dual enrolment program in colleges (Ravitch 355). These students leave school much further along. This reduces cost as well as time for a post secondary degree. Students may not be ready for college unless they take additional courses from the traditional core. The content and quality of the core courses need to be improved through additional courses that students take, and this reflects how rigor the curriculum is. The courses enable all students to have equal opportunities to be prepared for post secondary education. Many students who take the core curriculum are unprepared for college and work challenges. Positive outcomes can be achieved through rigorous courses as qualified and professional teachers are recruited to teach. Thus, the schools are able to assign teachers to courses that they can handle best. The content of the rigorous curriculum can be taught and learnt effectively. Students in rigorous schools improve their ACT test scores in mathematics. Most students do not take the right number and kind of courses they need to be ready for college and work. The requirements for graduation must be aligned with readiness expectations of college and work. These courses cover what students ought to know and are capable of doing in their high school courses in specific subject areas. As such, students can have solid foundation to begin next courses. The courses will improve teacher support in education and preparation, which are crucial to the success of students in classroom. The quality of courses can be enhanced through hiring of qualified teachers and provision of training or professional development support to the existing teachers. The teachers are assigned on the basis of their qualification to handle a subject area. Inexperienced teachers are not allowed to teach the students who need best teachers. The rigorous courses must be offered under high quality standards so that students are prepared for work and college education. The students are frequently monitored so that they are able to learn what they are needed to learn. In such cases, interventions can be made to improve students’ progress as required. Conclusion The global economy is technology based and students are in danger of competing in international arena if the vigor of the courses is not raised. The students’ competitiveness in the world must be raised and maintained. It is also important to strengthen the high school curriculum to improve the readiness of students for college. Substantial proportion of students has not been offered education they deserve in order to receive boost to be ready for college and success after graduation. The nation is at risk of losing to the better prepared international students who take technology-based and other courses oriented at overcoming global challenges. Works cited Ravitch, Dianne. Brookings Papers on Education Policy. Brookings Institution Press, 2003. Rose, Heather and Betts, Julian R. Math matters: the links between high school curriculum, college graduation, and earnings. Public Policy Institute of CA, 2001

Research Journal Assignment Paper Example | Topics and Well Written Essays - 1000 words

Journal Assignment - Research Paper Example e was able to get their recommended daily intake of fruits and vegetables, we would see dramatic decreases in our nation’s deaths from heart disease, diabetes, and other chronic illnesses†. This resource contains a lot of information that should be made available to the public. Inn deed, I have learnt through this source that supplements do not protect me from irresponsible eating habits as earlier thought. This article begins by informing us that there are people who take supplements not knowing that they are taking illegal supplements that are detrimental to their health. The weight loss drug DNP has resulted to at least three deaths. Supplements have increasingly gained acceptance especially to gym goers who want to enhance their physique. However this people fail to understand that proteins, whose main constituent is amino acids, are the best option. Supplements can be used effectively when used between meals. â€Å"One product being sold illegally but still available online,  mainly from  suppliers based outside the UK,  is 2,4-Dinitrophenol (DNP). DNP is a combination of compounds that was originally marketed in the 1930s as a weight loss drug. It is highly toxic and causes significant side effects, and has led to at least three reported deaths.† This article begins by stating how difficult it is to build muscles. It mocks those who think that supplements can build their muscles within days. Type II muscle fibers are responsible for strength and size. You must lift weights and cause enough tension for them to recruit satellite cells so that they grow. This article begins by pointing out that it has been confirmed by the American dietetic Association that balanced diets are more. Dietetic professionals should take the initiative to educate the general public on healthful dietary patterns and healthy use of nutritional supplements. While a balanced diet is better than junk food and will protect against vitamin deficiency, the main problems with the

Maya Angelou Research Paper Example | Topics and Well Written Essays - 1250 words

Maya Angelou - Research Paper Example In addition, Angelou has been nominated for the Pulitzer Prize for her poetic volume titled Just Give Me a Cool Drink of Water ‘Fore I Diiie (Moyer). Recently Angelou was awarded the Presidential Medal of Freedom that is the highest civilian honor in the United States. On the political side Angelou was an active member of the esteemed Harlem Writers Guild that was instrumental to the Civil Rights Movement. Her contributions to the Civil Rights Movement are numerous and undeniable. She served with Dr. Martin Luther King during the Civil Rights Movement that speaks for her involvement in the movement. Angelou has been differentiated from other authors based on her representation of autobiographical fiction. Her first published work I Know Why the Caged Bird Sings saw her being heralded as a pioneer in a generation of new memoirist. The work was the first of its kind in its projection of the lives of African American women. Angelou’s public discourse on her personal life ma de the work all the more interesting and controversial at the same time. Her efforts over the years through her work and her public dialogue have made her an unofficial spokesperson of African American people and women (Lupton). Within the domain of her written work, Angelou has done her best to challenge the traditional structure of autobiographies. This can be seen as a deliberate attempt on the author’s part given her pervasive use of critique, changes and expansion of the frontiers of memoirs. Most of Angelou’s work is based on themes such as racism, identity crisis and familial issues. While retaining the interest of the audience using unconventional techniques, Angelou has nonetheless raised controversy after controversy so that some of her works have been banned inside the United States. Her work can be gauged better if it is seen through the lens of the author’s personal experiences and her reflections in her memoirs. This text will attempt to analyze An gelou’s work and personal experiences in order to paint a better picture of the author’s struggle against racial injustice. One of the primary themes in Angelou’s work is racism that can be traced in her works ranging from the first piece I Know Why the Caged Bird Sings to her last piece titled A Song Flung up to Heaven. The author has utilized the metaphor of a caged singing bird that is trying to escape its confine repeatedly in order to portray the author’s personal social confinement. The primary means of this confinement were none other than racism and oppression (Lupton). Another aspect of this metaphor is that the bird is singing from the start of the struggle to its very end indicating a determined spirit who is ready to take onto life as it comes along. Angelou’s personal life is a reflection of this commitment to live through thick and thin alike. Certain critics have observed that Angelou’s perspective on evil in society being div erted at young African American women was instrumental in shaping her ideas from childhood to adulthood (Als). In the start of her works, the author can be seen as â€Å"fanatically opposed to white people† (Hagen) however, this can be seen changing as the series progresses. This is not to indicate that the author is somehow racist herself or possess racial hate but it merely indicates the progression of ideas from a young child’s mind to the understanding of an adult person. Throughout the series Angelou

Diversity Assignment Example | Topics and Well Written Essays - 1250 words

Diversity - Assignment Example The company intends to foster remarkable cultures that celebrate diversity. In order to achieve the company’s commitment to promoting diversity, the company has the following objectives. Focusing on providing a remarkably inclusive workplace, which enables each of the employees to utilize skills and competencies and participate in innovation and creativity for the benefit of the company (Bond & Haynes, 2014). In addition, the company exhibits its commitment to diversity in its promotional strategies. Notably, all the employees who have the relevant qualifications for the promotion are eligible to apply. The selection process will have its basis of merit in accordance with the equal employment opportunity and diversity policies. In order to ensure that none of the staff members is disadvantaged, the teams responsible for the promotion give consideration to none traditional patterns of achievement that are evident in any member of the staff regardless of the gender, ethical backgrounds, or disability. In addition, the company will consider a proper assessment of an individual’s achievement relative to opportunity (Armache, 2012). Therefore, applicants should always include their achievements and inform the team so that fairness and diversity can be promoted. The company is committed to ensuring that all the employees receive further training and education in order to improve their competencies. The company appreciates the qualifications of each employee, but has in place a program for training all the new employees. The company operates in unique ways and wants all the employees to understand the basic operations that define the company’s business. In addition, the company also offers training programs for each team. The training programs for different teams are suited to fit their job description. Usually, the training needs of each group are identified from the group

Development of Sports Psychology Program

Development of Sports Psychology Program In this essay I will formulate and validate a mental skills program. The foundations in which this programme will be created will be on the applied sport psychology of self-talk and imagery. The preferred result of this mental skills programme is to help a footballer improve their confidence in regards to their penalty taking ability, which will be achieved by applying the sport psychology theories of self-talk and imagery. I will also be critically analysing the selected mental skills for the program in this essay. Psychological skills training or PST is the use of organised practice of psychological skills to improve performance, and improve general happiness in their physical activity (Weinberg and Gould, 2011). Gill (2000) provides a straightforward description of PST when he states that psychological skill training is a combination of methods which have been chosen for the purpose of achieving psychological skill needs. An individual may at times face new challenges or barriers in sport which repeatedly test the limits of their psychological skills and may even produce negative effects to their game (Weinberg and Gould, 2011). Psychological skills training was developed to help the athlete or participant to overcome these problems and set them back on the successful path of achieving the goals set for them. There is no individual package for Psychological Skills Training, each stage or element must be sport specific or identifiable to the individual and must be based upon the individual’s psychological state. When attempting to put together a successful (PST) program it is important that you are able to recognize the difference between (PST) methods and (PST) skills. (PST) methods can be usually used as a tool to aid improving the (PST) skill and (PST) skills are the psychological attributes in which development is required e.g. concentration (Calmels et al, 2003). To maximise the effectiveness of your Psychological Skills Training program, Thelwell and Greenlees (2001) argue that a (PST) program will be more effective if there are a few mental skills employed instead of just one but they must be sport specific. Judging from the literature that has been published, it seems that the Soviet Union was the first nation to use mental skills training with their athletes and coaches way back in the 1950’s (Williams Struab, 2006). This proves just how long Psychological skills training has been used in sport, although systematic contents did not emerge until the early 1980’s when it grew to become the major focus for practice and research within North America. A common mistake in which coaches and athletes make is the factors in a sporting situation, with an example being losing concentration when attempting to take a penalty kick in football cannot simply be rectified by practising penalty kicks on a regular basis but more importantly by improving ones psychological skill as it is the individual’s lack of mental skills which usually lead to the penalty miss (Weinberg Gould, 2007). A perfect example of a footballer who is known for their goal scoring ability and dead ball situations is Lionel Messi. The link below shows Messi miss a penalty at a time where he had been a run of two attempts missed attempts in his previous matches. https://www.youtube.com/watch?v=MnuI3kYTyfc The psychological skills program in this essay will be centred on a 23 year old male professional footballer plying his trade in championship, who for the purpose of this essay will be referred to as Jerome. In the league in which he plays he is one of the deadliest strikers, who is used to putting the ball in the back of the net both in open play and in set pieces i.e penalties and free kicks which when awarded he is first in line to take. This being said he has not been successful in his last 4 penalty attempt which is very unfamiliar for a player of his track record. The player has confessed that he has lost confidence in his penalty taking abilities due to missing his last 4 attempts and is considering stepping down from his penalty taking responsibilities in the team. After much thought and analysis of the scenario, the psychological methods in which I have chosen for his personal skills training are imagery and self-talk as I believe these methods are most beneficial and effect ive in restoring the young footballer’s confidence in his penalty taking ability. The application of these chosen methods within his psychological skills training program will allow him to visualise himself scoring a penalty using imagery whilst using positive self-talk to assure himself that he can score as he walks up to take the penalty kick. Both self-talk and imagery are skills so to increase the chances of success for Jerome they must be practiced. One way in which Jerome could practise imagery could be a couple hours or match day morning before a game, he could spend a few minutes of his time picturing himself walking unto the football pitch, going through his pre-game warm up routine, in game situations i.e penalty kick, free kicks etc. Vealey and Greenleaf (2006) believe that this imagery method should enable the athlete to identify and understand particular behaviours and thoughts that they can actively engage in to begin to move toward their ideal self-image.’ Weinberg Gould (2003) state that In order to maximise the effectiveness of the exercise an athlete must assimilate all the various senses which are related to their experience. So Therefore it is important that Jerome try to imagine things that make him feel as though he is going through the experience e.g the feel of the grass on his boots, the feel of the ball on his feet, the noise from the crowd and generally anything which is familiar to him when he’s on the field of play. This type of imagery is described as â€Å"event-day† imagery. Vealey Greenleaf (2006) describes imagery as the process in which an individual creates or recreates an experience in the mind. These images will usually be of times of previous experiences or a completely made up scenario where the performer is successful in completing challenges or performing physical skills on the pitch (Weinberg and Gould, 2011). The use and effectiveness of imagery is maximised when the focus is placed on the individual using imagery to control his or her emotions. It is not uncommon to see an athlete freeze up or even at times lose control of their emotions. For the purpose of eliminate this issue, the athlete when using imagery must recreate or imagine a possible or previous negative experience for him or herself, once they have done this they must then remove that particular image from their mind and imagine the same situation but in a positive manner or outcome. By the use of imagery our young footballer Jerome will be able to imagine/ recreate a negative e xperience taking a penalty and then replace that experience with the desired outcome of him scoring the penalty kick, which may help greatly reduce the chances of Jerome ‘choking’ or minimising his performance due to prying emotions. Munroe et al (2000) contends that imagery can also be used to augment one’s sport skills, strategies, confidence and also maximise the chances of achieving set goals. Jerome could use this to rectify any errors or weaknesses within his play, which in turn will help him increase his confidence. Bandura (1986) indicated that experiences originating from one’s own imagination are an excellent source of situation specific self-confidence /self-efficacy. Imagery can be separated into two forms with these two training methods being either internal i.e. creating images in the mind or they can be external i.e. observing visual images (Weinberg and Gould, 2011). Research by Callow and Hardy (19972001) suggests that the use of external imagery could be better suited for the programme due to the athlete’s level of performance. This being said I will be focusing more on the internal training methods. One of the limitations of imagery is that some athlete’s do not have a great deal of imagery to begin with and as a coach it is pretty much impossible measure an athlete’s level of imagery as it is a mental process which cannot be observed. Morris et al (2005) expresses his belief in imagery stating that imagery is one of the most commonly used method of mental training for athletes. Imagery is an integral part of many mental skills programs as it offers vast range applicability with imagery also being applicable in a wide range of sporting experiences. Moritz et al (1996) states how the correct use use of imagery can help improve confidence through rehearsing mental images. Imagery can also be used by a number of different individuals ranging from elites or professionals and novices or amateurs. Imagery also can be built into and around an athlete’s daily routine or workday in order to suit the individual needs of the athlete. This being said it is important that the athlete be in a good state mentally before beginning the process of imagery. Gregg, Hall and Hanton (2004) explains that before an athlete attempts or begins any imagery sessions it is important that he or she be in a good frame of mind and must als o be in the right mood as this better prepares them for the sessions maximising the chances of success in the process. . Self-talk is another psychological skills training technique that will be assimilated into Jerome’s (PST) program. Hackfort Schwenkmezger (1993) define Self talk as the verbal dialogue in which an athlete can not only understand their perceptions and feelings but also evaluate how their feeling and then give themselves instructions or reinforcement. Self talk can be used both in a sporting environments e.g. the changing rooms, during competition before competition, after competition and in a non-sporting environments e.g. at home or a quiet/peaceful place. Landin and Herbert (1999) states that self talk can be separated into three different categories which are positive i.e. motivational, negative and instructional. Self talk can be separated into three different categories positive i.e. motivational, negative and instructional. Conventionally positive self talk is used to increase an athlete’s endeavour and to promote a positive attitude although positive self talk does not implement any sport specific target or task e.g. (a golf player can say to himself â€Å"im going to sink this putt† ). Instructional self talk can be used in mental skills training to assist in the maintenance of an athlete’s focus on task associated areas of their own performance with the desired outcome being that they augment the execution of a skill e.g. (â€Å"a footballer could say to himself to self to focus on his technique when striking the ball†). The third and final category is negative self talk and this can be described as when an athlete is over critical of them self which can decrease the athlete’s chances of achieving their goals, this can also lead to anxiety which can also bring an athlete’s performance down. A good example of negative self talk could be a footballer telling them self that their passing is below par or they do not have the ability to compete with the opposition etc. one limitation of self talk is that if an athlete does not fully focused they may become distracted as they could find themselves confused as their overloaded with stimuli. Self talk used correctly can be useful in a number of different tasks in sport, this being said it is important that the practitioner evaluate what would be the most suitable type of self talk for the selected task which will then maximise the chance of future performance augmentation for an athlete. Mikes (1987) suggests that there are six rules which can aid an athlete with performance implementation, these are as follows: First person should be used and present tense Keep phrases as short as possible and be specific The phrases should be constructive and positive Speak to yourself in a kind manner Phrases should be meaningful Phrases should be repeated frequently In consideration of all the bullet points stated there are also a number of other strategies which have been found to improve self-talk. Changing negative self-talk and thought stopping are some of the most successful strategies used in psychology in sport. The term Thought stopping describes the way in which an individual or disregards or deals with negative thoughts before they begin corrupt the mind-set of the individual which whether you’re an athlete or amateur could lead to a negative impact on performance. The term Changing negative self-talk to positive self-talk can be described as when an individual is coping with negative thoughts and then transforms them into positive self-talk which could change the mind frame of the individual as the athlete or amateur will be more than likely more motivated. Jerome could use this particular mental skills method of positive self talk before attempting to take a penalty or free kick simply telling saying â€Å"I will score† . Jerome’s psychological skills training program (PST) will be conducted in phases as he attempts to improve his confidence in his penalty taking.as previously stated the program will be based on the two mental skills training methods of imagery and self-talk. This program should be used and repeated for over 6 weeks as anything less could cause the effects of the skills training to be temporary. Phase 1 (Night prior to match)   Picture your customary match day routine as detailed as possible then once the match has ended picture yourself falling asleep. Phase 2 (Night prior to match) Picture yourself before kick-off walking with your teammates through the tunnel, the cheers of the crowd, while also trying to imagine or recreate how that makes you feel, then end the image with you falling asleep. Phase 3 (Training) Picture you on the pitch stepping up to take a penalty kick saying to yourself repeatedly â€Å"I will score†. Phase 4 (Night prior to match) Picture yourself going through your customary match day routine, then imagine as detailed as possible yourself in a game situation just about to step up to take a penalty telling yourself obscurely â€Å"I will score† you should then imagine yourself scoring the penalty and celebrating moving on to your customary post match routine then ending the image with you falling asleep. Phase 5 (Match) Prior to taking a penalty you should use imagery to picture yourself scoring and then use self talk saying to yourself obscurely and repeatedly â€Å"I will score†. After analysing the current evidence and research in imagery and self talk it is safe to say that both are effective practices. The psychological skills training program provided will allow for the chosen athlete to improve his confidence in his penalty taking ability if both the practitioner conducts the program correctly and the athlete participates in the program willingly and in the right frame of minds. Jerome should be able to improve his confidence with regard to his penalty taking ability. The development of Strong mental skills may help Jerome to perform at his maximum level and may also lead to him becoming a more consistent performer. Although, a number of limitations have been recognized that could affect the success of these types of programs. The person delivering the programme plays a key role in the success of the program as the person delivering the programme has to be able to correctly impart to the player the basics behind the use of these methods as lack of knowle dge of the methods could have a negative effect in the players motivation as they might start to lose faith in the methods. This could possibly lead to a decrease in effort from Jerome as motivation could play a key role in him being able to work on and maintain his ability to produce mental images. Another limitation that can affect the success of the program is the time spent on it as it is important that the athlete spend almost as much time practicing these skills as they do practicing their physical skills. A common mistake made in the application of these programmes is that the practitioner or athlete does not keep to the recommended time period which in order to augment and maintain not only their mental stability but also their confidence in these methods should be recurrently practiced throughout the football season. Reference list Bandura, A. (1986). Social foundations of thought and actions: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Calmels, C. et al. (2003) Competitive strategies among elite female gymnasts: An exploration of the relative influence of psychological skills training and natural learning experiences. International Journal of Sport Exercise Psychology. Callow, N. Hardy, L. (2001). Types of Imagery with Sport Confidence in Netball Players of Varying Skill Levels.Journal of Applied Sport Psychology. 13 (1), p1-17. Gregg, M. Hall, C., Hanton, S. (2004). Perceived effectiveness of mental imagery. Manuscript submitted for publication. Gill, D. (2000) Psychological Dynamics of Sport and Exercise, 2nd edition, Champaign, Illinois: Human Kinetics. Hackfort, D., Schwenkmezger, P. (1993) Anxiety. In R. N. Singer, M. Murphy, L. K. Tenant (Eds.), Handbook of research in sport psychology. New York: Macmillan. Moritz, S. Hall, C. Martin, K. Vadocz, E. (1996). What are confident athletes imaging?: An Examination of Image Content. The Sports Psychologist. 10 (1), p171-179. Mikes, J. (1987). Basketball fundamentals: A complete mental training guide. Champaign, IL: Leisure Press. Munroe, K. J., Giacobbi, P., Hall, C. R., Weinberg, R. S. (2000). The 4 W’s of imagery use: Where, when, why and what. The Sport Psychologist, 14 Landin, D., Hebert, E. P. (1999). The influence of self-talk on the performance of skilled female tennis players. Journal ofApplied Sport Psychology, 11, 263–282. Thelwell, R.C. and Greenlees, I.A. (2001) The effects of a mental skills training package on gymnasium triathlon performance. The Sports Psychologist, Vealey, R. S., Greenleaf, C. A. (2006). Seeing is believing: Understanding and using imagery in sport. In J. M. Williams (Ed.), Applied sport psychology: Personal growth to peak performance 5th ed. (pp. 285-305). Mountain View, CA: Mayfield Publishing. Weinberg, R. and Gould, D. (2003). Foundations of sport exercise psychology (3rd ed.). Champaign, IL: Human Kinetics. Weinberg, R and Gould, D (2007). Foundations of Sport and Exercise Psychology.. Champaigne, IL: Human Kinetics. Weinberg, R, and Gould, D (2011). Foundations of sport and exercise psychology. 5th ed. Leeds: Human Kinetics. p.247-362. Williams, J.M., Straub, W.F. (2006). Sport Psychology: Past, present, future. In J.M. Wiliams (Ed.), Applied Sport Psychology: Personal growth to peak performance (5th ed). Boston: McGraw-Hill

Assignment About Google Essay

The question requires the student to evaluate how successful Nintendo Wii has been in meeting the needs of today’s gaming through new product development. The answer here is dependent on the student’s ability to analyse and evaluate the case study. The students are expected to make reference to retail marketing mix in their answer. Students’ answer should include the following or other equivalent answers: – Considerations when developing new product strategy: i. Ongoing Corporate Planning ii. Ongoing Market Planning iii. Ongoing Technology Management iv. Opportunity Analysis/Serendipity . Market Penetration vi. Market Development vii. Product Development viii. Diversification Application of Pearson’s Uncertainty Map: i. Exploratory Research ii. Development Engineering iii. Applications Engineering iv. Combining Market Opportunities Question 2 Based on the case study, how can Nintendo Wii better manage innovation as a competitive tool in the field of developmental gaming? Answer: The question requires the student to identify organization characteristics and further recommend organization changes to facilitate innovation process within Nintendo Wii. The answer here is dependent on the student’s ability to analyse and give reason for choosing any relevant issues. The organization characteristics that facilitate the innovation process, students’ answer should include the following or other equivalent answers: – i. Growth orientation ii. Vigilance and external links iii. Commitment to technology and R&D intensity iv. Acceptance of risks v. Cross function cooperation and coordination within the organization structure vi. Receptivity to change vii. Space for creativity viii. Strategy towards innovation ix. Diverse range of skills Question 1 | Percentage| | Background of the case should be clearly discussed. | 15%| 2| Feasible application should be discussed in depth| 15%| 3| Identify the multi-dimensional concept of float glass technology. | 10%| 4| Use of proper language, grammar, referencing, and acknowledgement of external sources| 10%| | | | | Total| 50%| | | | Question 2 | | 1| Explain the dilemma, recog nize the difficulties of managing uncertainty. | 20%| 2| Answers should be justified and must be logical and critical. | 20%| 3| Use of proper language, grammar, referencing, and acknowledgement of external sources| 10%| | Total| 50%| Marking Scheme

Hydrogen vehicle

The riots are still raging In the streets and gas prices are $200 a gallon. It has been 15 days since we have been told that there Is no more fossil fuels. Our civilization Is at the tipping point; Like I said there is violent riots in the streets the lights are not turning on and neither Is the water. My mom tells me it's like this because when she was a kid everyone abandoned the Idea of â€Å"clean energy† because they were told that scientists figured out how to clean up the pollution. No one thought of when we were going to run out fossil fuel and now e have.We need a new source of power, a clean and unlimited reserve of energy, hydrogen. Hydrogen Is a clean and unlimited resource. Hydrogen Is a completely clean resource, when used in cars it's only emission is water vapor and heat. Hydrogen is virtually unlimited when hydrogen runs out our universe will have ended ( most likely one hundred trillion years) years from now. Hydrogen is extremely efficient, it is 3 times mor e efficient than gasoline. You can get 480 miles a tank with the Toyota FICHE. From coral you can make it all the way to San Diego, CA and go another 156 mi on one tank.Some argue that hydrogen is very flammable and can explode. Those that argue this are 100% correct but it is not any more flammable than the gasoline in your car right now. Hydrogen is only $1. 80 gallon and 3 times more efficient than gasoline. You would be paying half the price of gasoline and going 3 times as far. Hydrogen would be saving you a lot of money for family trips or Just every day getting around and doing errands. Hydrogen fuel cells would be saving people money and time used filling up the tank. Hydrogen fuel is extremely efficient and will be getting people around everywhere.

25 Things Every Teacher Wants From Their Stakeholders

25 Things Every Teacher Wants From Their Stakeholders Teachers often make do with what they have and are happy with any credit they receive. They are not teachers because of the money or the glory. They simply want to be known as difference makers. Their jobs are not easy, but there are many things that others can do to make their jobs easier. Teachers want several things from their students, parents, administration, other teachers, and the local community. Many of these things are easy to comply with, yet stakeholders often fail to fulfill these simple requests that could make each teacher tremendously better than they are. So what do teachers want? They want something different from each of the stakeholder groups that they deal with on a daily basis.  These are basic and simple requests that when unfilled frustrates teachers, limits effectiveness, and keeps them from maximizing student potential. Here, we examine twenty-five things that teachers want that would boost student learning and improve teacher effectiveness significantly across all classrooms. What Do Teachers Want..........From Students? Teachers want students to come to class each day ready to learn. They want them to come prepared, focused, and motivated. They want students to enjoy the learning process and to be active participants in the learning process.Teachers want students to be respectful. They want students to respect their authority. They want students to respect each other. They want students to respect themselves. A respectful and trusting environment allows teachers to maximize learning opportunities each day.Teachers want students to understand that the concepts they are teaching them are meaningful. They want their students to make real-life connections. They want their students to see the big picture and to understand that they truly are there because they want to make a difference.Teachers want students to be critical thinkers. They want students who desire to understand the process of finding the answer as much as the answer itself. They want students who are not lazy and are as invested in learnin g as the teacher is in teaching. Teachers want students to recognize individual strengths and weaknesses. They want students to apply their strengths so that others in the class can learn from them. They want students to be aware of their weaknesses and to make a continuous effort to improve upon those weaknesses. What Do Teachers Want..........From Parents? Teachers want parents to understand that they genuinely have their child’s best interest in mind. They want parents to understand that they are not out to get their child. They want parents to see them as the educational expert that can provide their child with a quality education.Teachers want parents to communicate their concerns appropriately. Teachers do not want parents to avoid or skirt around an issue. They want an open, trusting relationship with parents so they can figure out the best approach for teaching the student together.Teachers want parents to support them. They want parents to take them at their word and not to question their motives. They want parents to support and reinforce classroom management strategies which they have in place. They want parents who will volunteer to help out in any area help may be needed.Teachers want parents to be involved with their child’s education. They want parents to take an active role in the education of their child. T hey want parents who will ensure that all homework gets done and that the child is getting plenty of rest so that they will be alert in class each day. Teachers want parents to value education. They want parents to stress the importance of education from an early age. They want parents to read with their children each night, to help with homework, and to challenge them academically. What Do Teachers Want..........From the Administration? Teachers want administrators to have their back in difficult situations. This includes student discipline, disagreements with parents, or confrontation with another faculty member. Teachers want to feel like their administrator(s) will listen to their side and back them if the evidence supports them.Teachers want administrators to provide them with adequate resources. Teachers understand that money can be tight for schools, but there are certain resources that they must have. If a teacher finds a resource that they believe will benefit all students, then they expect the administration to find a way to fund it.Teachers want administrators to provide encouragement and advice. Most teachers appreciate honest, accurate evaluations. They want to be encouraged when things get difficult and often need advice in those situations.Teachers want administrators to understand what they are doing in their classrooms entirely. This is true, especially for great teachers. They want their administrat or(s) to know what they are doing in their classroom because they are proud of it. Teachers want administrators to communicate clear expectations. They want to understand school policy and procedures that affect themselves. Teachers want administrators to clarify and explain the district’s expectations with issues such as classroom management, student learning, and communication. What Do Teachers Want..........From Other Teachers? Teachers want other teachers to be professional. They do not expect other teachers to talk about them with their students, a parent, or another faculty member. They expect other teachers to value their opinion. They expect other teachers to adhere to the policies of the district.Teachers want other teachers to collaborate. They value other teachers’ opinions. They want them to share best practices and offer advice. They want a strong working relationship with other teachers in which they feel comfortable to share frustrations and success stories.Teachers want other teachers to be supportive. They want to know that other teachers believe that they are doing a terrific job. They want to know that their peers believe they are an effective teacher who does a solid job in preparing their students.Teachers want other teachers to be unified. They want other teachers to have the same general philosophy of educating students. They want to build relationships with other teachers that go beyond the walls of the school. Teachers want other teachers to respect differences. They want other teachers to understand that there is no one way to teach. They want them to understand that education would be boring if every teacher was the same. They want other teachers to steal brilliant ideas being used in their classroom and to apply it to their own. What Do Teachers Want..........From Community Members? Teachers want community members to get involved. They want them to volunteer to help in classrooms, read a book to students, or help with a fundraiser. They want them to donate money to projects that they are doing. They want them to offer their services in any capacity that they would be able to help.Teachers want community members to share their mission and vision. They want them to pass bond issues. They want them to sit on school committees to gain their perspective and insight. They want them to take ownership of what the school is doing.Teachers want community members to understand the value of education. They want them to externalize the importance of a good education. They want education to be a high priority in their community. They want them to understand that the education the school is providing will have a significant impact on their future.Teachers want community members to be proud of their school. They want them to know that they have excellent teachers. They want the m to be proud of the facilities. They want them to celebrate in student achievements in academics, athletics, and other extracurricular activities. Teachers want community members to stay involved. They do not want community members to disappear once their children are no longer in school. They want them to stay involved in the process. They believe that there is power in continuity.

Bengal Tigers Essay Example

Bengal Tigers Essay Example Bengal Tigers Paper Bengal Tigers Paper Royal Bengal Tiger The Royal Bengal Tiger, once known as the reigning feline of Asia, are now on the brink of extinction. This beautiful species is quickly disappearing due to human activity. Land development has pushed back forestry, which is making it almost impossible for tigers to survive in their range of natural habitat. Additionally, even though it’s illegal to own, hunt or trap tigers, poachers continue to trap and sell tiger parts on the black market. Furthermore, tigers are being separated by â€Å"population fragmentation† which prevents them from mating and producing healthy cubs. Although conservation centers are providing safe havens for tigers, they are not seeing the results they expected. Royal Bengal Tigers are a majestic and alluring animal that will no longer exist if humans continue to poach them and take away their natural habitat. Due to massive human population increase in India, tigers have lost most of their natural habitat in the rain forest. According to the World Wildlife Federation, â€Å"Royal Bengal Tigers have lost 93% of their range and habitat in the last forty years. At the expense of tigers, forestry and grass lands were destroyed to develop land for agricultural and housing use to accommodate the accelerated population of humans. Jonathan Wright, an expert on Royal Bengal Tigers, explains that male tigers are loners and do not share their hunting grounds, with other males’ only females; they need a large home range. Each male tiger requires 20-30 square miles to mate, hunt and roam, however, this natural process cannot take place without the sanctuary of trees, grasslands and vegetation tigers need to exist. A large amount of forest range in Asia as has been destroyed to improve the lives of humans but has endangered the existence of tigers. Although, it is illegal to hunt, own or kill a tiger, the reduced size of the forest has made it easier for human poachers to trap, kill and sell them on the black market. A National Geographic article says, there were over 100,000 Royal Bengal Tigers just over 100 years ago but now there are less than 2,000 in the wild and about 300 in captivity. These numbers show that there has been a high demand for tigers and their body parts for a long time. According to Tigers in Crises, â€Å"Using tiger body parts in traditional Chinese medicine is nothing new, but what is new is not being able to meet the huge demand for the body parts. † Not only is there a demand for a Tigers fur, rugs and coats, but their bones and organs are also in demand. A small bowl of tiger gall bladder soup cost $320. 00. Not one medical treatment using tiger parts has been proven to cure or even help any illnesses. The high demand for a tigers body parts and the unbelievable prices that human will pay are what encourage greedy poachers to trap and kill these endangered tigers. Population fragmentation,† is another dangerous threat the Royal Bengal faces, prevents the tigers to mate and reproduce healthy cubs. According to the Environmental Investigation Agency (EAI) in London, â€Å"As habitat is lost, people move farther into what was the forest. Groups of tigers become separated from one another by villages, farms, fences and roads. † Tigers in one area can no longer mate with tigers in nearby areas. Instead, tigers breed with the same small group of animals. Over time, this inbreeding weakens the gene pool and tigers are born with birth defects. Many inbred cubs don’t live to the age of two. If more land is not given to tigers in the wild they will be extinct by 2022, and those living in conservation centers will soon follow. Conservation centers are safe havens to protect tigers with hope to save them from extinction, the results are disappointing. Leigh Pitsko, a zoologist, studied many of the conservation centers and discovered that some of the cats had strange habits. The tigers would pace back and forth and twist their head from side to side. She discovered the tigers were doing these strange behaviors because they were stress and bored. The area they lived in was too small for them to run, roam and hunt. Many tigers raised in these centers would eventually get released into the wild but were not surviving. While living in conservations, tigers would not hunt for food, workers would prepare it for them. So when they were released in the wild they would starve and die. Conservation did not have live animals for the tigers to hunt, so they never learned how to hunt their prey. Conservation centers want to help tigers but they need their natural habitat to survive. All in all, if humans don’t stop poaching tigers and taking their land there will no longer be Royal Bengal Tigers for us to look at in awe. In the near future we will talk about the beautiful majestic cat that once existed. But, this does not have to happen. If more land is preserve for them to roam and hunt and mate. In their natural habitat they can multiply in a safe and healthy environment. Also, laws against poaching, selling and buying tiger body parts need to be strongly enforced with punishment. Tigers can still be saved and eventually taken off the endangered list, if and only if, humans can keep their paws off the tiger and their land. Royal Bengal Tiger Introduction (thesis statement) Tigers are a majestic and alluring animal that will no longer exist if humans continue to poach them and take away their natural habitat. I. Due to massive human population increase in India, tigers have lost most of their natural habitat in the rain forest. A. Loss of range and habitat because of humans B. Tigers need large range areas II. Although, it is illegal to hunt, own or kill a tiger, the reduced size of the forest has made it easier for human poachers to trap, kill and sell them on the black market. A. Poaching for coats, rugs, B. Poached for medicine III. â€Å"Population fragmentation,† is another dangerous threat the Royal Bengal faces, prevents the tigers to mate and reproduce healthy cubs. A. Tigers become separated B. Tigers cannot breed IV. Conservation centers are safe havens to protect tigers with hope to save them from extinction, the results are disappointing. A. Tigers don’t act normal B. Don’t know how to survive in the wild Conclusion All in all, if humans don’t stop poaching tigers and taking their land there will no longer be Royal Bengal Tigers for us to look at in awe

If terrorism ever justify Essay Example | Topics and Well Written Essays - 500 words

If terrorism ever justify - Essay Example A review of key studies done regarding terrorism show that it is not an easy topic to discuss much less understand. They point out that terrorism has deep roots in socio-political issues and as such have a great range of motivations and objectives (Edwards). It is for the same reason that the debate on whether terrorism can be justified or not is hard to settle. In general, most materials have been very critical of terrorist acts, citing their indiscriminate and long-term impact. There are also common assumption about who terrorists are and who are against it. At the same time, Jenkins says that there is an assumption that terrorism is always subversive or against social institutions. Singh points out that the radical ideas at the core of terrorism are not new or unique. It is considered as a valid military strategy and has been used successfully in many military campaigns among the world's greatest civilizations (377-379). At the same time, Jenkins points out that in consideration alone of the worldwide response to recent terrorist activities, there is no denying that it can be used against perceived abusers (71).

Handling Conflict Essay Example | Topics and Well Written Essays - 250 words

Handling Conflict - Essay Example It has been noted that the more optimism on the top management team leads to cooperation among workmate. Working together leads to better company results. Good leaders never lose sight of the ultimate goal, and focus all their energy on short-term objectives. When a leader fails to focus his/her attention on the short-term goals, the organization fails because of the imminent lack of momentum to reach the long-term goals that would ensure its survival. Leading with passion helps maintain the vision because when a person does something because he likes doing it. It becomes so easy to accomplish tasks (Perkins, Holtman, Kessler, & McCarthy, 2000). When a leader proves to be too nice to his subjects, the result is a lack of unity and respect. Therefore, the team he is working with performs poorly (Perkins, Holtman, Kessler, & McCarthy, 2000). The leader focuses the setting of the goals on the strength of his team. Focusing goals on strengths ensures that the goals are achieved. Lack of mentors and coaches makes the team inexperienced. A good relationship acts as the foundation of the company. Perkins, D. N., Holtman, M. P., Kessler, P. R., & McCarthy, C. (2000). Leading at the Edge: Leadership Lessons from the Extraordinary Saga of Shackletons Antarctic Expedition. New York: AMACOM Div American Mgmt

Business Plan Essay Example | Topics and Well Written Essays - 4500 words

Business Plan - Essay Example The Meals on Wheels meals shall be ordered one day ahead by parents through the online website which the company shall equip with an e-commerce capability for transaction. The meal choices shall include specialty meals for children of families with particular constraints based on health conditions, religious affiliation, culture and social or moral convictions (e.g. the case of vegetarians).In the future, the company hopes to expand to other geographical areas where it could set up business. It also aims to extend their services to other segments of the population such as high school students, office workers, and the ill or aged individuals who have mobility problems and therefore could not prepare their own meals. Presently, the firm must first establish operations with focus on quality, reliability, and value for money. This business plan lays out the details of the proposed company’s operations, its marketing, operational, financial, and strategic management of the business , in an effort to determine its feasibility or non-feasibility. Table of Contents 1.0Mission Statement 6 1.1Goals 6 1.2Business Vision 6 2.0Core Business Concept 6 2.1Secondary Business Concept 7 2.2Future Business Concept 7 3.0Key Success Factors 7 4.0Key Business Objectives and Associated Strategies 7 5.0SWOT Analysis 9 6.0Marketing Plan 10 6.1Marketing Plan Goal 10 6.2Industry Information 10 6.3Customer Profile 11 6.4Customer Buying Motives 12 6.5Market Size 12 6.6Growth Potential 12 6.7Competition 14 6.8Marketing Strategies 15 6.8.1Product 15 6.8.2Pricing 16 6.8.3Placement 17 6.9Advertising and Promotional Plan 17 6.9.1Promotional Objective 17 6.9.2Promotional Strategy 17 6.9.3Total Promotional Budget 18 7.0Service Plan 18 7.1Service Plan Objectives 18 7.2Current Service Plan 19 7.2.1Identifying customer needs 19 7.2.2Quality control 19 7.2.3Customer feedback loop system 19 7.3Industry Benchmarks 19 7.4Future Service Plan 19 7.5Service Costings and Gross Margins 20 8.0Operational Plan 20 8.1Operational Plan Objective 20 8.2Immediate Operatio nal Plan 20 8.3Future Operational Plan 20 9.0Legal Structure 21 10.0 Business Premises 21 11.0 Insurances 21 12.0 Staffing Arrangements 21 12.1 Projected Cash Flow 22 12.2 Profit and Loss Statement 22 12.3 Balance Sheet 22 13.0 Timelines 23 References 24 Meals on Wheels ® Business Plan 1.0 Mission Statement The proposed enterprise, which shall be called Meals on Wheels ®, aims to provide nutritious, safe, delicious and affordable lunches to elementary and high school students in their schools. 1.1 Goals To accomplish its mission statement, Meals on Wheels ® will seek to achieve the following goals: To deliver safe and nutritious lunches that children will want to eat, at affordable prices To earn a fair and reasonable return on investment for the business To set the standard for food providers specifically for children in terms of safety, nutrition, appeal, and reliability. To provide avenues for gainful employment of individuals, particularly women, who shall work in Meals on Wheels kitchens, and income for accredit suppliers working from the home To serve society by extending assistance to parents in assuring the proper care and health of their children 1.2 Business Vision 2 year vision: Serve lunch to elementary and high school children in at least one major city and nearby suburbs 5 year vision: Extend lunch

Liberty University Bibl 323 John Module 4 Notes Essay Example for Free

Liberty University Bibl 323 John Module 4 Notes Essay People would live in booths, temporary shelters made of palm branches outside the city to remind them of God’s care for 40 years in the wilderness. Every Jewish male was expected to attend the feast. (Lev. 16:16). â€Å"Three times a year all your men must appear before the Lord your God at the place he will choose: at the Feast of Unleavened Bread, the Feast of Weeks and the Feasts of Tabernacles. No man should appear before the Lord empty-handed. † The 3 most important days in the Old Testament were not held on Saturday but on Sunday Seven plus one is John’s key phrase and here the three main feast feature seven days, Sabbath. Lev. 23:2–15). â€Å"Speak to the Israelites and say to them: ‘These are my appointed feasts, the appointed feast of the Lord, which you are to proclaim as sacred assemblies. The Lord’s Passover begins at twilight on the fourteenth day of the first month. For seven days present, an offering made to the Lord by fire. And on the seventh day hold a sacred assembly and do no regular work. ’ Speak to the Israelites and say to them: ‘When you enter the land I am going to give you and you reap its harvest, bring to the priest a sheaf of the first grain you harvest. He is to wave the sheaf before the Lord so it will be accepted on your behalf; the priest is to wave it on the day after the Sabbath. From the day after the Sabbath, the day you brought the sheaf of the wave offering, count off seven full weeks. ’† Then 7 weeks plus one day, i. e. , Pentecost, held on ____________________. Tabernacles (Lev. 23:34). â€Å"Say to the Israelites: ‘On the fifteenth day of the seventh month the Lord’s Feast of Tabernacles begins, and it lasts for seven days. Live in booths for seven days: All native born Israelites are to live in booths so your descendants will know that I had the Israelites live in booths when I brought them out of Egypt. I am the Lord your God. So beginning with the fifteenth day of the seventh month, after you have gathered the crops of the land, celebrate the festival to the Lord for seven days; the first day is a day of rest, and the eighth day also is a day of rest. On the first day you are to take choice fruit from the trees, and palm fronds, leafy branches, and poplars, and rejoice before the Lord your God for seven days. The first day is a sacred assembly; do no regular work. For seven days present offerings made to the Lord by fire, and on the eighth day hold a sacred assembly and present an offering made to the Lord by fire. It is the closing assembly do no regular work. † Passover Pentecost Booths April June October Planting Crops in ground Harvest Most attended Least attended Middle Lev. 23:5 Lev. 23:15ff Lev. 23:34ff 7 days plus 1 7 days times 7 plus 1 7 days plus 1 Feast of the First 7 weeks then 1 Fruits Cross Atonement Holy Spirit Future Kingdom Eight is the number of regeneration new things Holy Spirit Brethren, v. – adeiphoi Catholic and Jerome – his cousins Sons of Joseph by another marriage A group of Jesus’ followers Children of Joseph and Mary after Jesus. They had a least seven children. Matt. 13:55 â€Å"Isn’t this the carpenter’s son? Isn’t his mother’s name Mary, and aren’t his brothers James, Joseph, Simon, and Judas? A ren’t all his sisters with us? Where then did this man get all these things? † What were the bothers trying to do? They were being sarcastic Wanting fame from a famous brother Another of Satan’s attempts to kill Jesus prematurely En parresiai – openly – literally in boldness Timing (7:6–9). Therefore Jesus told them, ‘The right time for me has not yet come; for you any time is right. The world cannot hate you, but it hates me because I testify that what it does is evil. You go to the Feast. I am not yet going up to the Feast, because for me the right time has not yet come. ’ Having said this, he stayed in Galilee. † Time – karios – not the normal word hora – season Possibilities in resolving the problem Some accuse Jesus of falsehood Anabarino – I go up – in context ascending to Jerusalem in celebration of a completed task. He could not go up that way for His task was not completed I am not ready to do the tabernacle work yet The time for Jesus to celebrate the feast of Tabernacles will be At His return Hostilities (7:10–13). â€Å"However, after his brothers had left for the Feast, he went also, not publicly, but in secret. Now at the Feast the Jews were watching for him and asking, ‘Where is that man? ’ Among the crowds there was widespread whispering about him. Some said, ‘He is a good man. ’ Others replied, ‘No, he deceives the people. ’ But no one would say anything publicly about him for fear of the Jews. Secretly – kruptoi – is placed in contrast to public celebration. nvisible wear disguise on non-traveled paths Openly – phaneros 7:10, and parnessaoi 7:4, both come the root word to Tell it all Whispering – goggusmos – mummer – as they did In the wilderness Of believers – a good man Of non-believers – not a good man Half – He deceives people Jesu s is a divider of men Christ and His Heavenly Claims (7:14–39) His ____________________ (7:14–24). â€Å"Not until halfway through the Feast did Jesus go up to the temple courts and begin to teach. The Jews were amazed and asked, ‘How did this man get such learning without having studied? Jesus answered, ‘My teaching is not my own. It comes from him who sent me. If anyone chooses to do God’s will, he will find out whether my teaching comes from God or whether I speak on my own. He who speaks on his own does so to gain honor for himself, but he who works for the honor of the one who sent him is a man of truth; there is nothing false about him. Has not Moses given you the law? Yet not one of you keeps the law. Why are you trying to kill me? ’ ‘You are demon-possessed,’ the crowd answered. ‘Who is trying to kill you? ’ Jesus said to them, ‘I did one miracle, and you are all astonished. Yet, because Moses gave you circumcision (though actually it did not come from Moses, but from the patriarchs), you circumcise a child on the Sabbath. Now if a child can be circumcised on the Sabbath so that the law of Moses may not be broken, why are you angry with me for healing the whole man on the Sabbath? Stop judging by mere appearances, and make a right judgment. ’† Four claims of Jesus in the midst of the feast (7:14–24) Concerning His doctrine (7:14–24) My doctrine is from God (7:16) Doctrine is teaching Doctrine is the product teaching is the process I have preformed a miracle (7:21). Lame man to Bethesda Concerning His heavenly mission (7:25–36) I am from God (7:28). I will return to God (7:33). Will do His will – theisi poiein If a person’s moral purpose is in harmony with God’s will, then that person will come to know the truth of Jesus’ doctrine. Because of the attitude of â€Å"the Jews† they cannot meet this condition so they cannot understand His doctrine. Apparently the crowd did not know their leaders as they thought. It was unthinkable that the spiritual leaders of the day would plot to murder. They thought Jesus must be either paraniod or demon possessed The Sabbath law was not an absolute law a person could work under the right circumstance. If it were permissible to circumcise then why not to heal? This was not totally a new idea, Rabbi Eliezer, â€Å"If circumcision, which concerns one of a man’s 248 limbs, displaces the Sabbath, how much more must a man’s whole body (i. e. , if his life be in danger) displace the Sabbath† (Yoma 85b). Be angry – cholate – literally it is derivative from the word â€Å"gall† and literally means to be â€Å"full of bile†. The monstrous act that Jesus described was that 19 months earlier, He had healed a man on Saturday, who had been sick 38 years. Jesus had not only taken care of the physical but also the spiritual â€Å"problem. † His ____________________ (7:25–36). â€Å"At that point, some of the people of Jerusalem began to ask, ‘Isn’t this the man they are trying to kill? Here he is, speaking publicly, and they are not saying a word to him. Have the authorities really concluded that he is the Christ? But we know where this man is from; when the Christ comes, no one will know where he is from. ’ Then Jesus, still teaching in the temple courts, cried out, ‘Yes, you know me, and you know where I am from. I am not here on my own, but he who sent me is true. You do not know him, but I know him because I am from him and he sent me. ’ At this they tried to seize him, but no one laid a hand on him, because his time had not yet come. Still, many in the crowd put their faith in him. They said, ‘When the Christ comes, will he do more miraculous signs than this man? ’ The Pharisees heard the crowd whispering such things about him. Then the chief priests and the Pharisees sent temple guards to arrest him. Jesus said, ‘I am with you for only a short time, and then I go to the one who sent me. You will look for me, but you will not find me; and here I am, you cannot come. ’ The Jews said to one another, ‘Where does this man intend to go that we cannot find him? Will he go where our people live scattered among the Greeks, and teach the Greeks? What did he mean when he said, ‘You will look for me, but you will not find me,’ and ‘Where I am, you cannot come? ’† Verse 25 the plot t o kill Jesus was common knowledge Lerosolumeiton v. 25 – used only here and in Mark 1:15 refers specifically to the residents of Jerusalem as distinguished from both the crowds who invaded the city during the feast and the religious bureaucracy. Jewish tradition said that the coming of the Messiah would be veiled in mystery. Some though that the Messiah would not know who he was until he was anointed by Elijah. Therefore, because Jesus knew who He was He could not be the Messiah. Cried – with a loud voice. True v. 28 – alethinos – in the sense of genuineness rather than veracity. Still others in the crowd began to believe. v. 31. Response of the Pharisees Sent temple police to arrest him. Not Romans but Levitical police. v. 32. Sent spies out to gather evidence that could be used against Him in His trial. They did not report to the Sanhedrin until four days later. The Prophecy 7:35 – They unknowingly prophesied that Jesus should go to the diaspora, i. e. , Jews outside Palestine and to the Gentiles. Dispersed scattered. Gentiles means nations. a Latin phrase. This is exactly what the Early Church did, v. 35. His ____________________ (7:37–39). â€Å"On the last and greatest day of the Feast, Jesus stood and said in a loud voice, ‘If anyone is thirsty, let him come to me and drink. Whoever believes in me, as the Scripture has said, â€Å"Streams of living water will flow from within him. †Ã¢â‚¬â„¢ By this he meant the Spirit, whom those who believed in him were later to receive. Up to that time the Spirit had not been given, since Jesus had not yet been glorified. † Last day – sunday Holy Spirit Not spoken of until the Holy Ghost/Spirit For seven days, the nation had lived in booths to remind them of God’s provision for the nation of Israel For seven days they rejoiced in the ____________________. The eighth day was a special Sabbath sunday priest would draw water from the pool of Siloam and take it to the temple to the altar. The people began to sing (Isa. 12:3), â€Å"With joy you will draw water from the wells of salvation. † At this point Jesus began to preach: â€Å"Is anyone thirsty? . As they are singing and pouring water, Jesus disrupts the ceremony with a loud voice. Jesus is either lunatic or lord The invitation is come and drink Koilias – inward parts Organ of nourishment, ____________________. Organ of reproduction, ____________________. Organ of direction, ____________________. The hidden innermost recesses of the kardia (heart), the seat of the intellect, emotions, and will, i. e. , the real person. Whose koilias? ____________________. Out of the givers belly will flow living water. He spoke of the Holy Spirit as God pouring out. ___________________ – He that believes, will be in dwelt with the Holy Spirit and gives the fruits, gifts, and fullness. This refers to rivers not belly. Verse 39 is a footnote that explains and adds to the text. As the rock produced water that nourished Israel in the wilderness so shall the Holy Spirit fills us What the Holy Spirit brings indwells the believer – Romans 5:5 fills for service – Eph. 5:18 gives quality life – Gal. 5:22–33 illuminates – John 14:26 secures heaven – Eph. 1:13–14 The Response of the Multitude (7:40–53) Divided ____________________ (7:40–43). On hearing his words, some of the people said, ‘Surely this man is the Prophet. ’ Others said, ‘He is the Christ. ’ Still others asked, ‘How can the Christ come from Galilee? Does not the Scripture say that the Christ will come from David’s family and from Bethlehem, the town where David lived? ’ Thus the people were divided because of Jesus. † Jesus always divides the people into two groups – ____________________. People began to look at Jesus ____________________ after He disrupted the great procession. They did not really search His birthplace. They thought He was born In galilee Schisma – division – comes from the verb to rend. There is now a clear split in the crowd. He is either accepted or rejected No middle ground Divided officers (7:44–46). â€Å"Some wanted to seize him, but no one laid a hand on him. Finally the temple guards went back to the chief priests and Pharisees, who asked them, ‘Why didn’t you bring him in? ’ ‘No one ever spoke the way this man does,’ the guards declared. † What was true of the crowds was true of the officers they were divided Divided Sanhedrin (7:47–53). â€Å"‘You mean he has deceived you also? ’ the Pharisees retorted. ‘Has any of the rulers or of the Pharisees believed in him? No! But this mob that knows nothing of the law—there is a curse on them. ’ Nicodemus, who had gone to Jesus earlier and who was one of their own number, asked, ‘Does our law condemn anyone without first hearing him to find out what he is doing? ’ They replied, ‘Are you from Galilee, too? Look into it, and you will find that a prophet does not come out of Galilee. ’† Nicodemus was one of the leaders of the Jews who Believed on Jesus The response of the Pharisees may be interpreted in two ways. They may be urging Nicodemus to read the scriptures and see that no prophet had ever appeared in Galilee. This of course is not true. Jonah, Hosea, Nahum, Elijah, Elisha, and Amos came from Galilee. Jonah came from around Nazareth. â€Å"Search† did not refer to the Scriptures but the place. â€Å"From your knowledge of Galilee, is it the kind of place to produce a prophet? † The same attitude as Nathanael first had. Went to their own home – they had been living in booths and the feast was over so home. They went back to live in their houses. Jesus had confounded them. WhT ELSE COULD THEY DO. Review Why is Jesus called â€Å"the Heavenly One† in this chapter? Describe the Feast of Tabernacles. Why did Jesus’ half brothers want him to go to Jerusalem? Who were these brethren (v. 3–5)? Why did Jesus go up to this feast? What time of year was the Feast of Tabernacles? What did Jesus mean by the use of â€Å"belly†? What was the response of the multitude to Jesus’ action at the Feast of Tabernacles? Christ – The Light of the World Outline Chapter 8 Christ, the Lord of an Immoral Woman (8:1–11) A snare produced (8:1–6). â€Å"But Jesus went to the Mount of Olives. At dawn he appeared again in the temple courts; where all the people gathered around him, and he sat down to teach them. The teachers of the law and the Pharisees brought in a woman caught in adultery. They made her stand before the group and said to Jesus, ‘Teacher, this woman was caught in the act of adultery. In the Law Moses commanded us to stone such women. Now what do you say? ’ They were using this question as a trap, in order to have a basis for accusing him. But Jesus bent down and started to write on the ground with his finger. † Introduction There is a major textual problem in Chapter 8. 7:53–8:11 is missing in some ancient manuscripts. Some translations either put in a disclaimer or a footnote. Arguments for authenticity Internal argument It is consistent with the ____________________. It is consistent with the ____________________. Documents the story of the woman caught in adultery was cited in the third century Apostolic Constitutions. Church Fathers. It was considered authentic by Jerome, Ambrose, and Augustine. Augustine tells why it is missing – some he calls â€Å"weak in the faith† feared their wives would use it to ____________________. This was an obvious trap to put Jesus on the horns of a dilemma. Stone her – lose his title as ____________________. Let her go – be in opposition ____________________. Remember the situation. Vacation atmosphere may be easier for ____________________. Living in booths, easier to catch someone in the act of adultery or ____________________. Early morning – orthrou – ____________________. It was common for a Rabbi to teach ____________________. If they had been interested in justice they would have taken her ____________________. They brought only the woman. Normally she would have been taken to her husband, or even before a court. The word for adultery is micheumoen which always refers to sexual infidelity involving married people neither ____________________. She was put in the ____________________. Where is the man? The reference to the law of Moses was ____________________. Deut. 22:22–24, â€Å"If a man is found sleeping with another man’s wife, both the man who slept with her and the woman must die. † Stoning We often think of ____________________. The Greek word is for a stone about the ____________________. The person would be held down on the ground and the one who cast the first stone was ____________________. The Dilemma If Jesus had said release her, he would have – ____________________. If He said stone her, ____________________. ____________________. She had Broken the ____________________. Her word Her very character Broken ____________________. Broken ____________________. A sentence produced (8:6–11). â€Å"They were using this question as a trap, in order to have a basis for accusing him. But Jesus bent down and started to write on the ground with his finger. When they kept on questioning him, he straightened up and said to them, ‘If any one of you is without sin, let him be the first to throw a stone at her. ’ Again he stooped down and wrote on the ground. At this, those who heard began to go away one at a time, the older ones first, until only Jesus was left, with the woman still standing there. Jesus straightened up and asked her, ‘Woman, where are they? Has no one condemned you? ’ ‘No one, sir,’ she said. ‘Then neither do I condemn you,’ Jesus declared. ‘Go now and leave your life of sin. † Why write? To prove Jesus ____________________. Christ was ____________________ – Jesus did not need time to think. He was giving them time to think. â€Å"Lawgiver. † He wrote the first law on tablets of stone He is now telling the audience He has the right to ____________________. It was common for a teacher ____________________ as a visual aid. Two words for writing. Kategaphen – to write against. What did Jesus write? List of the ____________________. Armenian New Testament, â€Å"He himself, bowing His head, was writing with His finger on the earth to declare their sins; and they were seeing their several sins on the stones. † Jesus wrote the ____________________. Wrote the ____________________ who committed adultery with the woman. Wrote something about the ____________________. Egraphen – Jesus ____________________. Without sin – anamartetos One who has not sinned, or one who cannot sin although the latter meaning was never expressed in the New Testament. A. T. Roberston, â€Å"He who has not committed this same sin. † The one who is not in on this plot. Jewish leaders were all conspirators in this conflict. Being convicted by their own conscience – elegchomenoi – literally means to ____________________. The light was reminding these hardened scribes and Pharisees of their own history of sin. Katekrinen – to give judgment ____________________. Stoning was symbolic. Stoning by the Jews involved taking large rocks, raising them over one’s head with both hands and thrusting them down upon the victim. Sin no more – He condemned her sin but condoned her person. We condone ____________________. But condemn ____________________. Christ, the Light in Moral Darkness (8:12–30) Why light? ____________________ – four golden candelabras each with four golden bowls. The bowls had been filed with oil and lit. Contemporary observers claimed the light was so brilliant, it illuminated the entire city of Jerusalem. The memory would still be in the minds of his listeners. ____________________ that led Israel. â€Å"Light† is applied ____________________. ____________________ – He may have been teaching just before sunrise. Jesus, ____________________ which drove away the conspiring Pharisees and illuminated the heart of the woman taken in adultery. By revealing the Christ (8:12–20). When Jesus spoke again to the people, he said, ‘I am the light of the world. Whoever follows me will never walk in darkness, but will have the light of life. ’ The Pharisees challenged him, ‘Here you are, appearing as your own witness; your testimony is not valid. ’ Jesus answered, ‘Even if I testify on my own behalf, my testimo ny is valid, for I know where I came from and where I am going. But you have no idea where I come from or where I am going. You judge by human standards; I pass judgment on no one. But if I do judge, my decisions are right, because I am not alone. I stand with the Father, who sent me. In your own Law it is written that the testimony of two men is valid. I am one who testifies for myself; my other witness is the Father, who sent me. ’ Then they asked him, ‘Where is your father? ’ ‘You do not know me or my Father,’ Jesus replied. ‘If you knew me, you would know my Father also. ’ He spoke these words while teaching in the temple area near the place where the offerings were put. Yet no one seized him, because his time had not yet come. † According to the accepted rules of evidence one could not give witness for himself it must be verified in the presence of ____________________. There is life in light there is death in ____________________. The Pharisees said ouk alethes meaning his witness was not pertinent or irrelevant. It was like saying the sun is not shining if only one person sees it. The two witness of verse 16. Jesus Father Are There Not Twelve Hours In The Day? (11:9) The hour of the Son of Man’s shining (2:4; 12:23). The hour of the Savior’s suffering (7:30; 8:20; 17:1). The hour of the Seeker’s summons (1:39). The hour of the sinner’s salvation (4:6, 29). The hour of the supplicant’s certainty (4:52). The hour of the Saint’s service (19:27). The hour of the Shepherd’s sabbatical (13:1). The hour of the Soul’s sorrow (12:27; 16:21). The hour of the student’s scattering (16:32). The hour of the Sovereign’s showing (19:14). The hour of the son of God’s supremacy (5:25–29). (11:9) â€Å"Jesus answered, ‘are there not twelve hours of daylight? A man who walks by day will not stumble, for he sees by this world’s light. ’† Gegraptai – v. 17 perfect tense meaning it has been written in the past and stands written. By revealing the Father (8:21–27). â€Å"Once more Jesus said to them, ‘I am going away, and you will look for me, and you will die in your sin. Where I go, you cannot come. ’ This made the Jews ask, ‘Will he kill himself? Is that why he says, `Where I go, you cannot come’? ’ But he continued, ‘You are from below; I am from above. You are of this world; I am not of this world. I told you that you would die in your sins; if you do not believe that I am [the one I claim to be] you will indeed die in your sins. ’ ‘Who are you? ’ they asked. ‘Just what I have been claiming all along,’ Jesus replied. ‘I have much to say in judgment of you. But he who sent me is reliable, and what I have heard from him I tell the world. ’† The first use of sin is singular (8:21) hamartiai ____________________. Where as the second time He used the plural hamartiais (8:24) ____________________. Kill himself, v. 22 – it was widely held among Pharisees that anyone that killed himself would ____________________. By revealing the Cross (8:28–30). â€Å"So Jesus said, ‘When you have lifted up the Son of Man, then you will know that I am [the one I claim to be] and that I do nothing on my own but speak just what the Father has taught me. The one who sent me is with me; He has not left me alone, for I always do what pleases Him. ’ Even as He spoke, many put heir faith in Him. † Jesus constantly reminds them of the ____________________. He also constantly uses the term â€Å"____________________. † Here again Jesus refers to Himself, ____________________. People believed eis into Him ____________________. Christ – the Liberator of Moral Slavery (8:31–59) Bondage declared (8: 31–36). â€Å"To the Jews who had believed him, Jesus said, ‘If you hold to my teaching, you are really my disciples. Then you will know the truth, and the truth will set you free. ’ They answered him, ‘We are Abraham’s descendants and have never been slaves of anyone. How can you say that we shall be set free? Jesus replied, ‘I tell you the truth, everyone who sins is a slave to sin. Now a slave has no permanent place in the family, but a son belongs to it forever. So if the Son sets you free, you will be free indeed. ’† Jesus then talks to the believers. Some may have believed to salvation, v. 30. Others not, v. 31 – it is possible to be a professor and not ____________________ of salvation. True disciples are those who hold on to His teaching. Jews never in bondage. ____________________. ____________________. Jesus was not speaking of political bondage but ____________________. Doulos – slave to sin. cf. Romans chapters 6:6–8. Bondage explained (8:36–47). â€Å"‘So if the Son sets you free, you will be free indeed. I know you are Abraham’s descendants. Yet you are ready to kill me, because you have no room for my word. I am telling you what I have seen in the Father’s presence, and you do what you have heard from your father. ’ ‘Abraham is our father,’ they answered. ‘If you were Abraham’s children,’ said Jesus, ‘then you would do the things Abraham did. As it is, you are determined to kill me, a man who has told you the truth that I heard from God. Abraham did not do such things. You are doing the things your own father does. ‘We are not illegitimate children,’ they protested. ‘The only Father we have is God himself. ’ Jesus said to them, ‘If God were your Father, you would love me, for I came from God and now am here. I have not come on my own; but he sent me. Why is my language not clear to you? Because you are unable to hear what I say. You belong to your father, the devil, and you want to carry out your father’s desire. He was a murderer from the beginning, not holding to the truth, for there is no truth in him. When he lies, he speaks his native language, for he is a liar and the father of lies. Yet because I tell the truth, you do not believe me! Can any of you prove me guilty of sin? If I am telling the truth, why don’t you believe me? He who belongs to God hears what God says. The reason you do not hear is that you do not belong to God. ’† Free indeed, ____________________. Abraham was a friend of God so if we are his children, we are ____________________. Note the dialectic – they are Abraham’s ____________________, but Jesus is God’s ____________________. Not born of fornication – may be a jab about the birth of Jesus. There are only two possibilities. Jesus was either born through ____________________ or ____________________. The prophet Hosea disagreed with the Jews v. 41 he said the nation had become the ____________________. Hosea 1:9–2:4. Jesus says that they are children of Satan, v. 44. Outwardly religious inwardly ____________________. Bondage demonstrated (8:48–59). â€Å"The Jews answered him, ‘Aren’t we right in saying that you are a Samaritan and demon-possessed? ’ ‘I am not possessed by a demon,’ said Jesus, ‘but I honor my Father and you dishonor me. I am not seeking glory for myself; but there is one who seeks it, and he is the judge. I tell you the truth, if anyone keeps my word, he will never see death. ’ At this the Jews exclaimed, ‘Now we know that you are demon-possessed! Abraham died and so did the prophets, yet you say that if anyone keeps your word, he will never taste death. Are you greater than our father Abraham? He died, and so did the prophets. Who do you think you are? ’ Jesus replied, ‘If I glorify myself, my glory means nothing. My Father, whom you claim as your God, is the one who glorifies me. Though you do not know him, I know him. If I said I did not, I would be a liar like you, but I do know him and keep his word. Your father Abraham rejoiced at the thought of seeing my day; he saw it and was glad. ’ ‘You are not yet fifty years old,’ the Jews said to him, ‘and you have seen Abraham! ’ ‘I tell you the truth,’ Jesus answered, ‘before Abraham was born, I am! ’ At this, they picked up stones to stone him, but Jesus hid himself, slipping away from the temple grounds. ’† The Jews responded by name calling (good when no facts support your conclusions). ____________________ v. 48. One of the strongest insults one could make to a Jew. There was also a play on words in Aramaic, Shomeroni meaning Samaritan and Shomeroni could also mean â€Å"a child of the devil. † ____________________ v. 48. Abraham rejoiced to see my day. In Paradise before ____________________. From the gospel of Nicodemus and The Acts of Pilate Abraham rejoicing to see the light of the approaching Christ when Jesus descended into hell between the cross and the resurrection. Abraham rejoiced by faith knowing that Messiah would be ____________________. Abraham’s ____________________ in Genesis 15:8–21. His laugh at Isaac’s birth was not a laugh of unbelief but belief that the Messiah would come through Isaac. Gen. 24:1 – Abraham had a ____________________ into the future of the nation. Gen. 17:1, vision when Abram was ninety-nine years old, the Lord appeared to him and said, â€Å"I am God almighty; walk before me and be blameless. † ____________________ Genesis 18 Jesus ate with Abraham then later Abraham interceded before the destruction on the cities of the plains. Not 50 years old Could be his actual age – ____________________. 50 years was the age of Levitical retirement. The point you are not old enough to retire, much less ____________________. General term meaning old. I Am – they took up stones again – not little stones but big stones. They are in the middle of construction at the temple and there must have been many large stones around. They came first to stone a ____________________ and ended up trying to stone a ____________________. Review What two persons did the Jews want to stone? Why did Jesus write on the ground? Where was the man who was in adultery with the woman? What was the source of the statement, â€Å"I am the Light†? What did Jesus mean â€Å"without sin† (verse 7)? Who did Jesus suggest was the Father of the Jews? Why did the Jews call Jesus a Samaritan? How does this chapter prove the Deity of Jesus? How did Jesus pass through those attempting to stone Him? Christ – The Light of the World Chapter 9 The Healing of the Blind Man (9:1–7) â€Å"As he went along, he saw a man blind from birth. His disciples asked him, ‘Rabbi, who sinned, this man or his parents, that he was born blind? ’ ‘Neither this man nor his parents sinned,’ said Jesus, ‘but this happened so that the work of God might be displayed in his life. As long as it is day, we must do the work of him who sent me. Night is coming, when no one can work. While I am in the world, I am the light of the world. Having said this, he spit on the ground, made some mud with the saliva, and put it on the man’s eyes. ‘Go,’ he told him, ‘wash in the Pool of Siloam’ (this word means Sent). So the man went and washed, and came home seeing. † Introduction Two major themes, light and opposition. It begins wh en Jesus becomes the ____________________ to the man born blind and ends with the healed man receiving ____________________. The Jewish bureaucracy rejected the light and persecuted those who responded to the light. Compare chapters 8 and 9. Jesus the light – ____________________. Jesus the Liberator – ____________________. Jesus the sinless one – ____________________. Jesus the â€Å"I am – I AM† ____________________. Ballo, (8:59) aorist active subjunctive, suggesting that some had already begun to throw stones. They are willing to break the Sabbath to kill Jesus even while He was in the temple proper. How did Jesus hide Himself? He became ____________________. Blind ____________________. Jesus ____________________, or the ____________________ Jesus and the man with stones. You would think that Jesus would be running from the stones but instead as He walks out the gate He takes time to heal a blind beggar. He had put His trust in the Father. The beautiful gate faces north bronze doors with a vine on it. The gate kept the blind and lame ____________________. In this miracle the person healed has been blind from birth. The early Christian writers used this miracle as an ____________________. Question: Who sinned? If blind from birth then it was hard for the blindness ____________________. Several Old Testament passages say that the children will suffer the consequences of ____________________. Exodus 34:7 â€Å"Maintaining love to thousands, and forgiving wickedness, rebellion and sin. Yet he does not leave the guilty unpunished; he punishes the children and their children for the sins of the fathers to the third and fourth generation. † Num. 14:18 â€Å"The Lord is slow to anger, abounding in love and forgiving sin and rebellion. Yet he does not leave the guilty unpunished; he punishes the children for the sin of the fathers to the third and fourth generation. † Deut 5:9 â€Å"You shall not bow down to them or worship them; for I, the Lord your God, am a jealous God, punishing the children for the sin of the fathers to the third and fourth generation of those who hate me. † Jer. 1:29 â€Å"In those days people will no longer say, ‘The fathers have eaten sour grapes, and the children’s teeth are set on edge. Instead, everyone will die for his own sin; whoever eats sour grapes—his own teeth will be set on edge. ’† Eze. 18:2 â€Å"What do you people mean by quoting this proverb about the land of Israel: ‘Th e farther eat sour grapes, and the children’s teeth are set on edge? ’† A popular Jewish thought was that sin did not begin at birth but ____________________. The man had sinned prior to his birth. Pre-existence of souls. In their ____________________ they could sin. There are other reasons than sin for deformities. This man was born blind so ____________________. Why did Jesus use clay and spittle? Spittle was believed to have special ____________________. It was used in two miracles. Today when you hurt your finger, you put it in your mouth. Kneading clay with spittle is specifically forbidden by the Sabbath laws of the Jews. Jesus was again challenging the authority over ____________________. He is reminding that man was originally made from the ____________________. Why send the man so far to wash? The pool of Bethesda was much closer than the pool of Siloam. Wash – go ____________________ in the water of Siloam. The answer is seen in the typical significance of this pool from which water was drawn on the eighth day following the feast of Tabernacles. In that ceremony the waters of Siloam were likened unto ____________________. Isa. 12:3. Siloam means sent. One of Jesus’ names is Shiloah, i. e. , sent one, Genesis 49:10. To ____________________. Imagine a blind man with clay in his eyes trying to get to the pool ? of a mile away. After he washed he returned seeing. The Witness of the Blind Man (9:8–34) Introduction to this section. Verses of progression of faith. 11 – a man who is ____________________. 17 – ____________________. 31 – a ____________________ who does His will. 36, 38 – a ____________________. Progression of faith ____________________ Jesus (v. 11) Told ____________________ (v. 15) Testimony ____________________ (v. 25) ____________________ His faith (v. 30–33) Becomes a ____________________ (v. 36) Finally is a ____________________ (v. 38) Five descending steps away from faith. Weak faith (Romans 4:19–20) Little faith (Matthew 14) Faithless – natural Doubt Unbelief – the opposite of belief. Witness to his friends (9:8–12). His neighbors and those who had formerly seen him begging asked, ‘Isn’t this the same man who used to sit and beg? ’ Some claimed that he was. Others said, ‘No, he only looks like him. ’ But he himself insisted, ‘I am the man. ’ ‘How then were your eyes opened? â⠂¬â„¢ they demanded. He replied, ‘The man they call Jesus made some mud and put it on my eyes. He told me to go to Siloam and wash. So I went and washed, and then I could see. ’ ‘Where is this man? ’ they asked him. ‘I don’t know,’ he said. † Who used to observe him – theoreo theoroutes – present active participle. Some ____________________ â€Å"He is like him† – ouchi denoting a vigorous enial concerning the identity of the man. If people that knew him did not believe it was he, it is not surprising that the Pharisees later questioned if the man had ever been blind. The man knew ____________________ – aneblepsa – aorist active indicative of anablepo meaning to see and continue seeing. He did not know where Jesus was because after Jesus anointed his eyes with clay, the man walked ? of a mile and Jesus went His way. Witness to the Pharisees (9:13–18). â€Å"They brought to the Phari sees the man who had been blind. Now the day on which Jesus had made the mud and opened the man’s eyes was a Sabbath. Therefore the Pharisees also asked him how he had received his sight. ‘He put mud on my eyes,’ the man replied, ‘and I washed, and now I see. ’ Some of the Pharisees said, ‘This man is not from God, for he does not keep the Sabbath. ’ But others asked, ‘How can a sinner do such miraculous signs? ’ So they were divided. Finally they turned again to the blind man, ‘What have you to say about him? It was your eyes he opened. ’ The man replied, ‘He is a prophet. ’ The Jews still did not believe that he had been blind and had received his sight until they sent for the man’s parents. † If this was a miracle then the Jewish leaders needed to listen to Jesus. If they listen to Jesus they must ____________________. They must disprove the miracle so the Jewish leaders must stop talking to the man and go ____________________. Verse 16 Jesus brings ____________________. Witness to His family (9:18–23). â€Å"The Jews still did not believe that he had been blind and had received his sight until they sent for the man’s parents. ‘Is this your son? ’ they asked. ‘Is this the one you say was born blind? How is it that now he can see? ’ ‘We know he is our son,’ the parents answered, ‘and we know he was born blind. But how he can see now, or who opened his eyes, we don’t know. Ask him. He is of age; he will speak for himself. ’ His parents said this because they were afraid of the Jews, for already the Jews had decided that anyone who acknowledged that Jesus was the Christ would be put out of the synagogue. That was why his parents said, ‘He is of age; ask him. ’† The three question asked the parents Is this ____________________? Was he ____________________? How does he ____________________? These three questions come out as one in the Greek, perhaps in an attempt to confuse the parents into making a misstatement. They are looking for some loophole. The parents are scared to death – ephobounto – they feared (9:22) is imperfect middle and refers to ____________________. They are probably thrilled that this son is healed but not the prospect of excommunication from the synagogue. They will not even stand up for their child. Put out of the synagogue. Ostracized in the Jewish community living in Jerusalem, that meant ____________________. Three kinds or stages of excommunication. ____________________ – lasted from seven to thirty days, and to some degree shunned. ____________________ – at least thirty days up to sixty days. Often accompanied by curses and sometimes proclaimed with the blasting of a horn. Everyone would stay six to seven feet away from them and if they dies stones were thrown at the coffin. ____________________ – indefinite time – treated as if they were dead. No communication at all. It seems the man healed will be cast out before the day is over. Witness to His foes (9:24–34). â€Å"A second time they summoned the man who had been blind. ‘Give glory to God,’ they said. ‘We know this man is a sinner. ’ He replied, ‘Whether he is a sinner or not, I don’t know. One thing I do know. I was blind but now I see! Then they asked him, ‘What did he do to you? How did he open your eyes? ’ He answered, ‘I have told you already and you did not listen. Why do you want to hear it again? Do you want to become his disciples, too? ’ Then they hurled insults at him and said, ‘You are this fellow’s disciple ! We are disciples of Moses! We know that God spoke to Moses, but as for this fellow, we don’t even know where he comes from. ’ The man answered, ‘Now that is remarkable! You don’t know where he comes from, yet he opened my eyes. We know that God does not listen to sinners. He listens to the godly man who does his will. Nobody has ever heard of opening the eyes of a man born blind. If this man were not from God, he could do nothing. ’ To this they replied, ‘You were steeped in sin at birth; how dare you lecture us! ’ And they threw him out. † The progression of opposition. Stage one – people ____________________ (vs. 8–9) Stage two – people are ____________________. Stage three – they attack ____________________ (v. 16). Stage four – they create ____________________. Stage five – ____________________ – you are dumb. Stage six – they accuse you of ____________________. Stage seven – ____________________. Revile – more than verbal abuse, ____________________. Give God the praise – an insinuation that ____________________ in context was an idiom meaning, â€Å"Speak the truth in the presence and the name of God. † First used by Joshua speaking to Achan calling on him to confess his sin to the nation. Joshua 7:19, â€Å"Then Joshua said to Achan, ‘My son, give glory to the Lord, the God of Israel, and give him the praise. Tell me what you have done; do not hide if from me. ’† The amazing thing is that this man refuses to deny the miracle and he ____________________. The man’s argument is based upon three commonly held views. God does not answer ____________________. God does and will hear the prayers of those ____________________. No one ever had before healed someone born ____________________. If Jesus was not from God ____________________. The man is cast out Threw him out ____________________. Excommunicated – cast out – it did not take a formal meeting of the whole Sanhedrin, as few as ten men could meet to sentence a man this way. The Worship of the Blind Man (9:35–41) â€Å"Jesus heard that they had thrown him out, and when he found him, he said, ‘Do you believe in the Son of Man? ’ ‘Who is he, sir? ’ the man asked. Tell me so that I may believe in him. ’ Jesus said, ‘You have now seen him; in fact, he is the one speaking with you. ’ Then the man said, ‘Lord, I believe,’ and he worshiped him. Jesus said, ‘For judgment I have come into this world, so that the blind will see and those who see will become blind. â⠂¬â„¢ Some Pharisees who were with him heard him say this and asked, ‘What? Are we blind too? ’ Jesus said, ‘If you were blind, you would not be guilty of sin; but now that you claim you can see, your guilt remains. ’† Word got around and Jesus found him. Note Jesus does not use Son of God but ____________________. Do you believe? suggests an ____________________ in the Greek. â€Å"You do believe, don’t you? † The man did not know what to believe or who to believe in. Worshiped – here prosekunesen – ____________________. The blind shall see and the sighted ____________________. Review At what location did healing of the blind man take place? Give three ways Jesus might have hid himself? Give three reasons Jesus may have used clay to heal? How did the faith of the blind man grow? What three questions were asked of the parents? How was the healed man excommunicated? What are the seven stages of opposition to Jesus? What does the blind man do when he meets Jesus?