Human Rights and Perspectives Notes Set Essay

Purpose of the text  ·To argue for the importance of the adversarial advocacy system of conducting trials  ·To argue for the need for a bill of human rights in British and Australian law as basic principles upon which the justice system can be built.  ·To demonstrate the extent of abuses of human rights and injustice in the world in the second half of the 20th century.  ·To demonstrate the extent of his own involvement in advocacy and the defence of human rights. Chapter: The trials of oz Conflicting Perspectives†¦  ·Ã¢â‚¬  The Philosophy of oz was a contradiction in terms† (Pg : 13) – SARCASTIC Suggesting the magazine had no philosphy at all and did not seriously threaten anything  ·Ã¢â‚¬  I knew all about the law- but nothing about justice and i was looking forward to seeing it done† (Pg: 21) – PUN This is a thought provocting pun, as we expect that one flows naturally from the other.  ·Ã¢â‚¬  What are we – the soviet union? † (Pg 39) Implying that roberston views the case as unfair, no freedom or rights of speech and press.  ·Ã¢â‚¬  Lordships pen† (pg 32) Refers to the fact the judge would only write what he chose to write. Chapter: Michael X on death row Conflicting Perspectives†¦  ·Geoffrey Robertson believes that Michael X is the creation of the media. He takes on a superior tone when discussing this (pg: 79-84) and describes him as a â€Å"hustler and a poseur†, dissmissing any real â€Å"achievements† by Michael X  ·Ã¢â‚¬  Token Black† implies his rise to fame in britian was because it was fashionable to have a black man involved in ones cause.  ·Emotive language is used when discussing the death penalty.  ·Ã¢â‚¬ Living Dead† referring to Michael X’s place on death row. – Juxtaposition  ·Ã¢â‚¬  The rest is not silent† a deliberate misquote from shakespeares Hamlet. This is effective because Hamlet is referring to the nothingness of death and the quite that follows.  ·Robertson emphasises the stress suffered as a result of death by hanging by juxtaposing the wailing and hailing of the hangmans victums to the sounds of breakfest. Chapter : The Romans in Britian Conflicting Perspectives†¦  ·Geoffrey Robertsons perspective was that the case was ludicrous in nature. His tone,amusement and sattire show this.  ·Prosecutrix – A pun combining prosecuter and domanatrix  ·He uses language such as â€Å"divened, rapturously and devout legal battallion† in order to place her in the category of a fundamentalist religious crusader.  ·Ã¢â‚¬ Grinded her loins† – Irony â€Å"Loins† were what she was crusading against loins

Essay About The Rights Of Men

1. Copy and paste the introduction to your essay in the space below. what is the Declaration of the Rights of Man and of the Citizen2. Using techniques learned in this lesson, write the conclusion to your essay in the space below. In August 1789 a fundamental document of the French Revolution and in the history of human rights It defined the individual and the collective rights of all the estates of the realms universal. Influenced by the doctrine of â€Å"natural right†, the rights of man are held to be universal: valid at all times and in every place, pertaining to human nature itself. It became the basis for a nation of free individuals protected equally by law.It is included in the preamble of the constitutions of both the Fourth French Republic (1946) and Fifth Republic (1958) and is still current. Inspired in part by the American Revolution, the Declaration was a core statement of the values of the French revolution and had a major impact on the development of liberty an d democracy in Europe and worldwide.Now, let's break your conclusion apart to show the different techniques you used. 3. How did you connect your introduction and your conclusion? (Did you use a similar technique, repetition of a significant word or phrase, etc.?) Explain. I did use some of the techniques but i'm not really sure if they're right but i am sure that i used the signals closure4. Copy and paste the words or sentence that signals closure of your essay  that the Declaration was a core statement of the values of the French revolution and had a major impact on the development of liberty and democracy in Europe and worldwide.5. Copy and paste the sentences that synthesize your ideas. Remember,  synthesis combines the main ideas of your essay AND comments on the significance of those ideas.It is included in the preamble of the constitutions of both the Fourth French Republic (1946) and Fifth Republic (1958) and is still current. 6. Copy and paste the sentences that answer the question from the prompt: What conclusion or implications can you draw? (It is okay if you have these sentences as a part of your synthesis or challenge to your audience. Include them here as well. It is also okay if these sentences are separate from those two elements.)It is included in the preamble of the constitutions of both the Fourth French Republic (1946) and Fifth Republic (1958) and is still current.7. Copy and paste the sentences from your conclusion that challenge your audience to think, feel, or do something. The rights of man are held to be universal: valid at all times and in every place, pertaining to human nature itself. It became the basis for a nation of free individuals protected equally by law

Research Paper on why Illegal Immigrants should be given full Essay

Research Paper on why Illegal Immigrants should be given full citizenship - Essay Example The countries they choose to move to are mostly advanced technologically, with extensive resources and numerous opportunities (Smith 308). This paper discusses the reasons as to why these illegal immigrants should be granted citizenship in countries where they are aliens. Over the years, illegal immigrants have been crossing borders into foreign countries through various ways most of which are dangerous. Some like from those of the Caribbean origin use tubes or homemade boats to enter the US across the Atlantic Ocean. Others elicit help from smugglers to cross the border, while others go to the extent of packing themselves in shipping containers or trucks. However, not all illegal immigrants enter the country voluntarily. Some are brought into the country through the slave trade as was the case in the 19th century. The number of such immigrants has decreased over the years as the trade became nonexistent. Surprisingly, in recent times this trade has been replaced by sex slave trade. In this trade, women and young girls are smuggled into the country for sex services (Steiner 98). Most of them are approached with false information of a chance of a better future in a foreign land only for them to realize that it was all a lie. Being far away from home, they are vulnerable, and they do not have somewhere they can seek help. Governments in a bid to reduce the number of illegal immigrants in their countries have improved technology and increased security measures at their borders. This has made crossing the border an even harder task. Legislations have also been passed, for example, assisting illegal immigrants is a crime in a country like France. However, this is mainly ignored since most of these immigrants have relatives and families in the country and would help them regardless of what the law states. In the United States, the work regulations clearly state that no illegal immigrant should work in the country. However, some industries like the

Write a response paper about the given article Essay

Write a response paper about the given article - Essay Example s Somers, the author of the article refutes this common belief and illustrates how using the dictionary authored by Webster in its unedited versions presents a wealth of vocabulary and its usage in English. This paper will offer a response to the article by James Somers. James Somers is the author of the article that criticizes many modern dictionaries. Having spent a lot of time with McPhee, a great novelist and author in the American society, Somers developed an interest in the English. Although he had opined that his dictionary was a reliable companion to improve his vocabulary, he really used it. However, he noted the differences in McPhee’s use of the English language a specifically his continued use of a unique dictionary. These two aspects prompted to inquire from McPhee on the differences between his preferred dictionary and those used by many people. Although initially it was his responsibility to find out why this happens, McPhee first illustrated how the meaning of Webster’s book was outstanding and the concepts introduced by the dictionary proved to be very compelling. After Somers discovered that the Webster dictionary was the critical tool that McPhee had relied on, Somers ventured into its use. Over many years, he has be en using the same dictionary which has immensely improved his written and spoken English (Somers n.p). In this article, Somers’s introduces his subject by illustrating how words are searched in the dictionary and the kind of responses yielded by the searches. Using an example of the term â€Å"Sport,† he demonstrates to the leader how limiting many dictionaries are in offering relevant and more provisional results. Using the testimonial from McPhee, the author develops his argument basing it on his comparison of the description of words in the Webster dictionary as well as other common dictionaries. Using words such as sport, fustian and pathos, the author elaborates the differences between the two dictionaries. After giving an

Computer Retail Business Essay Example | Topics and Well Written Essays - 500 words

Computer Retail Business - Essay Example In order to determine the ability of the company to generate a profit the managers of the organization have to analyze the operations of the firm based on the costs and expenses that the company will incur during its initial start up phase and the variable and fixed expenses that the company will incur in the future (Weygand, Kieso, Kimmel, 2002). When the company decided to choose the corporate business structure the first costs the company incurred were the legal and governmental fees to incorporate. The firm spent $1,500 to incorporate the computer business. An estimate of the costs the company will incur is necessary to start a business. The company will purchase $30,000 in computers to be sold in the retail market. The markup on these computers is 40%. In order to complement the store the company sells other devices such as tablets, MP4 devices, and smartphones. The markup on these electrical devices is 50%. The company will invest an additional $10,000 in other electronic merchandise. In terms of computer parts the firm will invest $5,000. The original restoration of the lease rented as the retail outlet cost is $7,500. A start-up capital cost table of the company is illustrated below: The company needs $54,000 start up capital, but there are other expenses that the company must consider prior to starting the business. The $54,000 is the money needed to set up the business, but once the business starts the owners and managers have to consider a series of other operating expenses that will affect the financial outcome of the company. The administrative expenses of the firm are $2,000 a month which accounts for the salary of the manager. The company will run on three employees at all times in the floor. The salary of these employees is $7.25 an hour. The store is open twelve hours a day, thus the daily direct labor expense is $783 a day. The rent is $2,700 a month and

Budget Support to SME for Malaysian budget 2013 Article

Budget Support to SME for Malaysian budget 2013 - Article Example Moreover, SMEs are also differentiated on the ground of turnover or total balance sheet amount over a certain period of time (European Commission, â€Å"Small and Medium-Sized Enterprises (SMEs)†). The role of SMEs currently played within the context of a developing nation can be well-explained with the illustration of Malaysian economy. In the current day context of Malay economy, SMEs play important functions in order to develop the industrial sectors. Furthermore, SMEs are considered as significant contributors for the development of the Malaysian economy (Radam, Abu and Abdullah, â€Å"Technical Efficiency of Small and Medium Enterprise in Malaysia: A Stochastic Frontier Production Model†). In Malaysia, SMEs are identified in accordance with activities performed, the size of the enterprises along with the extent of turnover attained by these entities over a certain period (Saleh and Ndubisi, â€Å"An Evaluation of SME Development in Malaysia†). Malay SMEs are defined into two categories, i.e. (1) manufacturing services and agro-based industries and (2) service, primary agriculture as well as Information and Communication Technology (ICT) based on their annual turnovers and their total worker population. SMEs in the manufacturing services and agro-based industries segments operate with the manpower of around 150 employees on a full time basis. Additionally, the annual turnover of these enterprises accounts to around RM 25 million (Saleh and Ndubisi, â€Å"An Evaluation of SME Development in Malaysia†). On the other hand, SMEs of the service, primary agriculture as well as Information and Communication Technology (ICT) sectors employ around 50 workers on a full time basis, while, the annual turnover of these enterprises are accounted to be around RM5 million (Saleh and Ndubisi, â€Å"An Evaluation of SME Development in Malaysia†). Contextually,

Integrated Communication Marketing Assignment Example | Topics and Well Written Essays - 250 words - 2

Integrated Communication Marketing - Assignment Example Promoting the mink-coats using social media will enable Glamora coats to get instant response on how the consumers view their products. Social media will enable Glamora to post photos of their mink-coats and videos of the same to the social sites and enable people to comment. It may as well enable Glamora to make changes on their coats before they launch should they receive negative comments on their coats (Bishop, 2014). The traditional media is as well very important in reaching the target audience that does not embrace social media. Traditional media is good in creating a wave around a product. When properly exploited, traditional media should be used to create the wave that would lead to increased demand on the mink-coats. Dresses always do better when endorsed by a celebrity and through traditional media this can be excellently achieved. However, traditional media may only reach audience who have time to sit in front of a media outlet e.g. a TV or radio, those that may not will require to be reached through another media communication means (Sherman, 2001). Web media as well plays a critical role in reaching the techno savvy audience. Web based media outlets work more or less like social media outlets but with better description to the product (Gherasim,

Why Oil Prices are dropping Case Study Example | Topics and Well Written Essays - 500 words

Why Oil Prices are dropping - Case Study Example The case is even difficult for the countries, considering that for a country like Iran would need the price of oil to remain at $136, if it is to be able to support its growing economy (Al Mulla, n.p.). The major issue in this case is the reason why oil prices are dropping (Al Mulla, n.p.). This is a major issue, due to the fact that the dropping of the oil prices is sudden and also unexpected. The other major issue in this case is why the oil producing countries are not doing anything to correct the issue of dropping oil prices. Considering that the low process for oil is in fact harmful to the economies of these countries, it is expected that the oil producing countries should be doing something by now, to see the prices of oil increase to levels that can benefit their economies. The economic theory of demand and supply is applicable in this case. The theory states that when the supply is high, the prices of a commodity are low. However, when the supply is reduced, the demand for the commodity in the market increases, and with high demand in the market, the price increases. According to the economic theory of demand and supply, the oil producing countries are able o to see an increase in the prices of oil. This is because, the prices f oil are currently low, which then means that those countries can cut their supply of oil into the global markets to increase its demand, and consequently its price. However, as the case has turned out to be, the oil producing countries are not cutting down their oil supply into the market in order to increase demand and prices of oil. In this respect, it can therefore be observed that the conventional economic law of demand and supply is not operating in this case. The conclusion in this case is that the reason for the dropping oil prices is not the normal operation of demand and supply forces in the oil market. There are other unrelated factors that are accounting for this occurrence. The theory of

Justification and the Righteousness of God Research Paper

Justification and the Righteousness of God - Research Paper Example According to Paul, there is no reason of committing evil, since all men have knowledge of God2. According to Romans 1: 18-32, God hates the evil thinking and wrongdoing of men and desires for the goods of others, envy, false statements, and evil talk3. The contemporary Evangelical church has adequately maintained the relationship between the justification by faith and wrath of God concepts. Paul teaches that justification is available to all through the righteousness of God4. Historical background of justification in faith According to Genesis, Abraham believed in God and was justified by his faith. Abraham did not deserve the justification through his excellent work. Abraham acts as an example for modern evangelical church that justification should be based on faith and wrongdoers experience the wrath of God5. According to the Biblical teachings in modern evangelical churches, blessed is the man whom God does not reckon sin6. Unlike the early doctrine, where people would confess and receive forgiveness from a priest by the sacrament of penance, contemporary evangelical justification in faith requires that sinners should confess their sins and believe in Jesus Christ alone. According to early Roman Catholic theology, individuals could not merit initial grace of God that leads to salvation. In Roman Catholic Church, saints temporarily freed a person of his sins through indulgence process7. The pope would declare unusual indulgence for the sole purpose of collecting funds to build St Peter’s Basilica in Rome, so poor souls remained in the dark as regards the true grace of God8. Early Reformers Contemporary evangelical justification in faith stems from Luther’s accusations of 1517; he believed that salvation resulted from faith in God through prayers and God’s grace through Jesus Christ. According to reformers, God punishes the unrighteous and justifies the sinners, but does not take away the guilt from the sinners. According to Calvin, Jesus Christ has cleansed all faults of individuals, since he accepted to be shamed in order to cloth people with purity. Reformers asserted that justification is through faith in Jesus Christ and not only through accepting the gospel but also through personal reliance on Jesus Christ9. Early British reformers like Bishop Latimer claimed that truth of justification is in trusting Christ as personal savior. Archbishop Crammer, who died a martyr, stressed that admirable work is not the way to justification, since justification only comes through the mercy of God and freely to all individuals10. During the 16th and 17th centuries, numerous evangelical confessions appeared, such as the Augsburg Confession of 1530 approved by Luther, where individuals confessed that forgiveness of sins is obtained from God by grace through Christ, who suffered so that they may attain eternal life. Article 91 of the Church of England clearly expressed that justification is not obtainable by the excellent work o f men but through faith in God through Jesus Christ. Swiss reformed cities also believed in justification through faith in 1566, while Westminster Confession of 1649 contained justification on the basis of faith and not admirable work11. According to evangelical justification in faith, the Ancient Roman Catholic church had kept the people in dark by providing religious institutions that label people as just Christians.

Examine computer Forensics and Privacy Essay Example for Free

Examine computer Forensics and Privacy Essay Although the Fourth Amendment of the Constitution protects us from illegal searches and seizures, it left somewhat of a grey area when it came to electronic communications. With all the technological advances almost every person uses some kind of device to communicate electronically that goes out to the Internet. When using these devices to communicate information can be intercepted and even altered in some ways. Because of these advances in technology Congress has implemented laws to protect people from having information stolen or accessed illegally by individuals or even in some cases Law Enforcement. In the advent of Computer Forensics, certain guidelines must be met before obtaining any information either by intercepting the transmission, securing the device or acquiring the information by means of remotely connecting into the device. Several laws have been implemented to protect a person’s rights with regards to accessing their electronically stored data. The Wire Tap Act is one of these laws. This law prohibits any interception of a communication between two private parties without an order issued by a court. Any violation of this Act will result in criminal or civil liability, and a violation by governmental officials in a case could result in a suppression of that evidence. Both the Stored Wired and Electronic Communications Act, and the Pen Registers and Trap and Trace Devices Statute identify the need for protecting the privacy of individuals with regards to computers and the data within them. Initially this act was regarding phone numbers that an individual called, but since the implementation of the Patriot Act, I.P addresses can now be accessed along with emails ,communication ports, and what Web sites are being accessed from either your computer or cell phone. Investigators must obtain legal access to computers before obtaining any data from them. The case of Jamie Staley provided an example of how such an intrusion of computer privacy can in fact take place. This case involved the defendant Jamie Staley intercepting emails from members of her husband’s family with  information pertaining to a bitter divorce and child custody battle. Through computer forensic analysis it was determined that in fact Jamie had intercepted and in some cases altered electronic transmissions made by her ex husband’s grandparents and their attorney. This was clearly a violation of the Attorney Client privilege and also the Wire Tap Act, which clearly stated that electronic data being transmitted cannot be intercepted by a third party. An argument can also be made that the Stored Wired and Communications Act regarding accessing stored data had also been violated. When gathering evidence the individual who is responsible for the process has an obligation to obtain the data as accurately and responsibly as possible. Data must be collected both legally and proficiently, in order to protect the rights of the individuals being investigated. Both policies and procedures must be followed to protect the integrity, and reliability of the evidence being collected. Sources: 1. Stored Communications Act : http://en.wikipedia.org/wiki/Stored_Communications_Act 2. Pen Registers and Trap and Trace Devices https://ssd.eff.org/wire/govt/pen-registers 3. Computer Security and Forensics Law Checklist: By Josh Wepman http://www.ehow.com/list_6746948_computer-security-forensics-law-checklist.html

Women On International Assignments

Women On International Assignments During the past two decades, more and more organizations have been going global, and, as a result, more and more employees are being sent on international assignments. Employers are sending more female workers on international assignments than ever before, according to a report. The study looked at 100 multinational companies with about 17,000 male and female employees working overseas. This trend reflects the increasingly global nature of modern companies. Nowhere is this dynamic more palpable than it is in the Asia-Pacific region, particularly China, which reports the greatest rise in number of female assignees. But this is not the only region experiencing a boom in the number of female assignees. Respondents from North America report having nearly four times as many female assignees, while their European counterparts say they have twice as many. The trend is expected to continue. Fifty-five percent of respondents anticipate that the number of female assignees will increase steadily over the next five years. Only 4 percent of the survey participants believe the number of female assignees will decline. For their part, female workers are willing to take on assignments overseas because they can open opportunities for professional advancement. An increasingly young, multicultural and diverse workforce brings an important new phase to expatriate assignments, termed the pre-decision phase. Pre-decision can be likened to an assignment due diligence procedure that includes a careful assessment of all aspects associated with the proposed posting. Vital to this process is the opportunity to visit and evaluate living, housing, working, schooling and lifestyle options in the host location. Many Generation X (22-35 years old) and Generation Y (21 and under) employees will refuse an assignment outright if this is not offered, leaving International HR departments little option than to offer the possibility. The first hurdle to be faced by the hopeful applicant is the selection process itself. After confirming the technical competence and suitability of the candidate, companies generally have two principal assessment targets in identifying their potential expatriates. One is the cross-cultural competence of the candidate (and accompanying partner). This includes knowledge, skills, and personality traits. The other is termed situational readiness and takes in all factors that may influence the assignment, such as candidates career path objectives and personal factors that may influence the assignment. Cross-cultural personality assessment is usually combined with behavioral interviews to form a complete picture of individual competencies, weaknesses and strengths. Candidates should keep these desirable characteristics in mind when undergoing assessment. Female graduates should be aware that worldwide women hold a very low percentage of all international management positions. This circumstance not only hinders the business success of multinational firms abroad but it also limits opportunities for women to succeed at home. Most multinational companies prefer that their senior management have abundant overseas experience. Excluded from that experience, women are also excluded from promotions and power later in their careers. It is necessary, therefore, for women to lobby for these assignments early in their careers. Often the selection process within an organization will be less than transparent, and a proactive standpoint will be necessary. This briefing paper clearly brings about the problems faced by women on international assignments. TERMS OF REFERENCE: The briefing paper was prepared to assume me as the researcher. Let the client be a company that wishes to send their women employees on international assignments. For which they were in need of knowing almost all the pros and cons of doing the same. The result and the ideas that I suggest may or may not satisfy the company. OVERVIEW OF CURRENT SITUATION: The specific problems faced by women in international assignments were found to be, Barriers to women in management (entry level) Barriers to women in career path Personality traits Adjustment problems Cultural,social,legal,economic and political factors Several women were offered positions only if there were no suitable male candidates for the post. ANALYSIS: Strengths, weaknesses, opportunities and threats (SWOT) analysis can be a useful tool in the assessment of the gender dimension of development programmes. The SWOT analysis as follows: Strengths: internal features of a project that have proved effective in addressing gender issues (e.g. project components, methods and techniques for implementation, monitoring and evaluation techniques, project staff and management); Weaknesses: internal features of a project that have not proved effective in addressing gender issues; Opportunities: external factors that may assist in overcoming the weaknesses and building on the strengths; and Threats: external constraints that restrict the range of opportunities for change. Although the above operational definitions for opportunities and threats specify a focus on external factors and external constraints. This is appropriate for ongoing projects and programmes since both the internal and external factors in opportunities and threats are relevant. What this shows, at a general level, is the need to adjust tools such as the SWOT analysis to the situation in which they are being used. SWOT Analysis: Strengths Weaknesses high rate of womens participation during programme formulation good participation by other stakeholders (e.g. Ministry of Gender, Youth and Community Services) project addresses the most vulnerable woman-headed households and marginalized women water users associations formed in which both women and men participate women participate in irrigation scheme activities equal opportunity for women and men to access credit and markets through water users associations no provision in project design for conducting a baseline study to act as a foundation for addressing food security, nutrition and income enhancement lack of training on gender issues cultural values: women tend to be shy during group meetings women have no access to modern machines and other technology (e.g. ploughs, tractors) Opportunities Threats conduct a baseline study strengthen the linkage with the gender mainstreaming efforts coordinated by the extension services of the Department of Agriculture support the development of labor-saving technologies the problem of the sustainability of womens empowerment, given the relatively short period of the programme, coupled with lack of training programme affected by the displacement of people due to droughts and floods limited funds Strengths Restructured, rationalized and focused Good political leadership Trained, skilled and experienced staff Project implementation experience Focused on policy and not interventions Focused on helping private sector Based in the commercial capital of the Country Already involved with various marketing interventions, i.e. warehouse receipt Support to cooperatives and participation in international trade conferences Capable and constructive senior civil servants weakness Limited operating budget(poorly funded) Distant from capital (isolated) Staff poorly paid Low staff morale Lack of marketing expertise Lack of marketing expertise -indeed, considerable naivety in the understanding of support to private-sector marketing interventions Ministry has a very wide agenda and is lacking in focus Probably finds it difficult to give sufficient resources to rural marketing Staff poorly paid and lacking motivation at middle and lower levels. opportunities Much donor goodwill Government reform programme for function analysis, downsizing, liberalization and privatization. Key ministry and lead sector Size and remit offer opportunity to become the lead ministry for support to small-scale farmer marketing Opportunity to become the lead ministry and catalyst to the private sector by supporting existing entrepreneurs and the private sectors involvement with marketing. Threats. Staff turn over Shifts in political climate Limited field presence due to Decentralization Lack of sympathy and understanding of the private sector will seriously disadvantage its identification of interventions. Unsure of its status to assist with rural marketing Seen as a promoter of cooperatives a concept derided by private sector. SOLUTIONS RECOMMENDATIONS: Women need air-miles to improve their international career prospects, but the first challenge many ambitious women face is getting an assignment in the first place. Women entering traditional gender-typed occupations can find themselves in such archetypal female ghetto occupations as secretarial work. Women nowadays can enter the employment with the same level of educational attainment as men. Women graduates expressed as much interest in international careers as their male colleagues which shows their managerial capacity. There are many ways to be get rid of the problems that arose due to the adjustment problems. They can handle them by their own. Adopt a sophisticated approach to the determination of criteria for effective international managers. Monitor their selection processes to ensure access is not unfairly restricted to specific section of employees. Avoid assumptions as to the likely motivation of women to accept overseas assignment and the likely success rate of women expatriates. Decision-makers make assumptions as to what they think the best sort of assignment for someone would be. When they move that framework over to women they tend to eliminate certain jobs because of the locations they are in and assume they are either too dangerous or difficult. Depending upon the degree to which a culture has been involved in the process of globalization, foreign businesswomen are seen firstly as business people, secondly as representatives of their culture, and thirdly as women. In a shrinking, wired, global world there are still many reasons why companies choose to send expatriates rather than hiring locally, including meeting key strategic business requirements, such as the need to establish a business presence quickly in response to rapid market developments and helping to recruit, orient and train new employees. Perhaps still most importantly, expatriates play a strategic role in the transfer of corporate values and culture. It is cultural attitudes toward the role of women in child-rearing and family life which play a role in this shortfall as women move through different life stages. Adopt an educative approach to the organizational resistance to sending women abroad; do not assume it is the result of direct prejudice. Try to be in right place at the right time. FORECASTS OUTCOMES: Men still account for the lions share of international assignments, but an increasing number of women are going to foreign lands as well. By 2010, participating companies predicted that 20% of the expatriate population would be female. Although it is undocumented, international HR executives estimate that about half of all female expatriates are not married and go on assignments as singles. Domestic U.S. relocation figures have shown dramatic increases in the transfers of women as well, and these statistics may support the forecast of an upward trend in the international arena. According to the Employee Relocation Council, women, who made up 5% of the domestic transferee population in 1980, made up 11% of that group in 1986 and 18% in 1991. The forecast for 2010 is 24%. Companies also reported that they are expanding their global talent banks and using more focused and competency-based selection tools. More women are listed as candidates for key overseas positions than they were 5 to 10 years ago. We are no longer making the faulty assumption that women are not mobile and not interested in a foreign assignment, said one HR executive. REFERRENCE SECTION: Napier, N.K. and Taylor, S (2002) Experiences of women professionals abroad. Powell.G. (1988) Women and men in management, Beverly hills. International Human Resource Management, Annie-Wil Harzing, J. Van Russeyveldt, 2004. Handbook of research in international human resource management by Gunter K.Stahl, Ingmar Biorkman, 2006. Women in Management: Current Research issues by Marilyn Davidson, Ronald J Burke, 2000. Expatriate women managers: genders, culture and career by Katharina Hartl, 2003. Senior female international managers: why so few? By Margaret Linehan, 2000. Fundamentals of human resource management by Raymond A Noe, 2004. The gender of the gift: problems with women and society by Marilyn Strathem, 1990.

The Tempest Essay -- Shakespeare

Everyone has lost something. One of my earliest memories is a car ride through the desert of Arizona. We had just stopped at a gas station, and after we had gotten back on the road I realized that I had left behind a small toy I had gotten at McDonald's earlier that day. Even at seven years old I knew that I would forget about the toy in a day or two, but for some reason I could not help but ardently entreat my parents to return for it. It was only after I had lost the toy that I realized how much I wanted it. Shakespeare’s characters have lost something as well: their freedom. The idea of a â€Å"puppet master† is not an uncommon one in classic literature. In Shakespeare’s Macbeth we sense the subtle manipulations of the three witches in their treatment of Macbeth, and in â€Å"The Final Problem† by Sir Arthur Conan Doyle we see Sherlock Holmes struggle to free himself from the the works of criminal mastermind James Moriarty. We even see it in childrenâ €™s literature through â€Å"The Wonderful Wizard of Oz† by L. Frank Baum. Yet The Tempest is unique as the mastermind has lost his own freedom as well. It is like seeing the puppets dance, looking behind the curtain, and seeing only more strings. Through reading The Tempest you come to understand that almost every character, even if that character is seemingly in control of their own destiny, is trapped by something or someone, and it is only as they struggle to regain their freedom that each individual realizes how much it was taken for granted. The most obvious loss of freedom is felt by the ruling party consisting of Alonso, Sebastian, Antonio, and Gonzalo. Their first goal is to return to Naples, but that voyage is halted by Prospero's storm and their subsequent wreck on the island (1.2.205... ...e to regain control of both Milan and Naples. But in the end The ruling party is spared, Antonio regains his son while Prospero regains his kingdom, Ariel is freed, and even Caliban takes some small ownership in his actions, â€Å"Ay, that I will; and I'll be wise hereafter / And seek for grace. What a thrice-double ass / Was I, to take this drunkard for a god / And worship this dull fool!† (5.1.332-335) It is that sense of rediscovery that Shakespeare leaves us with, the sense that the characters have struggled against fate without even knowing it and are just now realizing what they have gained as a result. The future is uncertain and relationships are still being recreated, but every character leaves the island with a deeper appreciation of the importance of freedom. Works Cited Shakespeare, William. The Tempest. Paperback. New York: Modern Library, 2008. Print.

Currency hedging Essay -- essays research papers

What is hedging? Hedging is a strategy used to protect risks posed by worldwide currency fluctuations. One hedges the currency risk by contracting to sell foreign currency in the future, at the current exchange rate (Fries). If fund managers think the dollar is going to be stronger when they are ready to change the foreign currency back into American dollars, then they take out a foreign futures contract (a hedge). Thus, they lock in the exchange rate beforehand, so that they will not lose profits gained from holding devalued foreign currency (Hedging, 1999). If the manager guesses correctly, he will boost the fund’s overall return because the profits will be worth even more when they are exchanged into American dollars. The foreign exchange market is one of the most important financial markets. It influences the relative price of goods between countries and can shape trade. It influences the price of imports and can have an effect on a country’s price level (inflation rate). In addition, it influences the international investment and financing decisions. Exchange rates present many risks to a company and a company must be able to hedge itself (Gray, 2003). The price of one currency expressed in terms of another currency is called an exchange rate (Gray, 2003). Foreign investors need to sell in a foreign currency to be competitive. By making the most of the exchange rate risk, it may take away some of the risk of the cross border trade from customers. This in turn may encourage a customer to buy products. Exchange rates are the amount of one country’s currency needed to purchase one unit of another currency (Gray, 2003). Typically, vacationers wanting to exchange money will not be bothered with shifts in the exchange rates. However, for multinational companies, dealing with very large amounts of money in their transactions, the rise or fall of a currency can mean receiving a surplus or a deficit on their balance sheets, which is an example of translation risk. Translation risk is more of an accounting issue, and refers primarily to the impact of exchange rates on earnings and balance sheet items (Hedging, 1999). Another type of exchange risk faced by multinational companies is transaction risk. If a company sells products to an overseas customer, it might be subject to transaction risk. Transaction risk refers to actual conversions of cash flows from one c... ...to the American dollar will affect the total loss or gain on the investment when the money is converted back. This risk usually affects businesses, but it can also affect individual investors who make international investments, also called currency risk (Investorworld). References http://www.investorwords.com/1808/exchange_rate_risk.html retrieved February 27, 2005 Fries, Bill. Thornburg Articles. Currency Hedging retrieved February 24, 2005 from http://www.thornburginvestments.com/research/articles/Currency%20Hedging.asp Gray, Phil and Irwin, Tim. (2003). Allocating Exchange Rate Risk in Private   Ã‚  Ã‚  Ã‚  Ã‚  Infrastructure Contracts retrieved February 24, 2005 from   Ã‚  Ã‚  Ã‚  Ã‚  http://rru.worldbank.org/Discussions/Topics/Topic21.aspx Hedging Currency Risk with Options and Futures retrieved February 25, 2005 from   Ã‚  Ã‚  Ã‚  Ã‚  http://www.goldencapital.com/research/reports/hedging.htm Kaepplinger, Peter (1990). The CPA Journal Online Foreign currency hedging transactions under Section 988Temporary regulations   Ã‚  Ã‚  Ã‚  Ã‚  Retrieved February 24, 2005 from http://www.nysscpa.org/cpajournal/old/08660556.htm

COLD War and the Arms Race Essays -- Essays Papers

COLD War and the Arms Race When President Truman authorized the use of two nuclear weapons in 1945 against the Japanese in the cities of Hiroshima and Nagasaki to end World War II, the nature of international security was changed irreversibly. At that time, the United States had what was said to have a monopoly of atomic bombs. Soon thereafter, the Soviet Union began working on atomic weaponry. In 1949, it had already detonated it first atomic bomb and tensions began to heat up between the two countries. With the information that the Soviets had tested their first bomb, the United States began work on more powerful weapons1, and a fight for nuclear superiority had begun. In the 1950’s, the United States "announced a policy of massive retaliation - a doctrine whereby the United States might respond with nuclear weapons to any Soviet challenge anywhere in the world," (Weapons and Arms Control) Despite America's doctrine and huge lead in the arms race, it achieved little success and did not threaten or suppress the Soviets from continuing to create nuclear weapons. After the Korean War, it was believed that the United States’ nuclear build-up had played a key role in achieving armistice. At this time, early in President Eisenhower's term in office, he had announced his policy of nuclear superiority. During this time period of nuclear build up, the Soviet Union began to find ways to overcome deficiencies in their strategic technologies2. Not soon after Eisenhower made his policy known, Russia became the first country to successfully test ICBMs, or Intercontinental Ballistic Missiles. These tactical nuclear weapons are land based rocket propelled vehicles capable of intercontinental range in excess of 4000 nautical miles.... ... (US), Inc., 1991. Weiler, Lawrence D. The Arms Race, Secret Negotiations and the Congress, Iowa: The Stanley Foundation, 1976. Glynn, Patrick. Closing Pandora's Box "Arms Races, Arms Control, and the History of the Cold War". New York: HarperCollinsPublishers, Inc. 1992. "Russian Officials Say They Couldn't Keep Up with SDI." Funet Russian Archive. < http://www.funet.fi/pub/culture/russian/politics/sdi.russian.officials> "Cold War Hot Links." David Price's Home Page. <http://www.stmartin.edu/~dprice/cold.war.html> (4 May 1998). "Salt II Treaty." ACDA Government Treaties. <http://www.acda.gov/treaties/salt2-1.htm> McKean, Colonel Joel M. Salt Two Ratification Issues. Washington D.C.: National Security Affairs, 1978. "Bipartisan support for START II." Council For a Livable World. <http://www.clark.net/pub/clw/clw/startqu.html>

Class Room Survey on Mobile Phones Essay

Mobile Mania A Classroom survey on mobile phones Mobile phone is a smart communication media. Every day around the world, billions of people are using a mobile. Whether they are using while driving vehicles, watching television or speaking on the phone, all these are classified under a single sub-heading: Mobile Mania. Millions of people own a mobile phone these days, and mobiles are no more a luxury or a life style product. Mobile phones, which were one of the beautiful possessions of anybody not until a decade ago, have now become a necessity to the common man. Table-1 Brand used Mobile phones are a common form of contacting others who may live on the other side of the world. But gone are the days when people used it only for communication purpose. The roles of mobile phones are varied and a survey conducted among 60 students of JSB helps the researcher to reveal the use of mobile phones apart from basic communication. In this study, the researcher has analyzed the brand preference of mobile phone. The analysis of the data is based on the attitude or opinion, consumer awareness and selection of brand of mobile phones in JSB.

Gas Agency Managment

Software Requirements Specification for Version 1. 0 approved Prepared by Table of Contents Table of Contentsii Revision Historyii 1. Introduction1 1. 1Purpose1 1. 2Document Conventions1 1. 3Intended Audience and Reading Suggestions1 1. 4Product Scope1 1. 5References1 2. Overall Description2 2. 1Product Perspective2 2. 2Product Functions2 2. 3User Classes and Characteristics2 2. 4Operating Environment2 2. 5Design and Implementation Constraints2 2. 6User Documentation2 2. 7Assumptions and Dependencies3 3. External Interface Requirements3 3. User Interfaces3 3. 2Hardware Interfaces3 3. 3Software Interfaces3 3. 4Communications Interfaces3 4. System Features4 4. 1System Feature 14 4. 2System Feature 2 (and so on)4 5. Other Nonfunctional Requirements4 5. 1Performance Requirements4 5. 2Safety Requirements5 5. 3Security Requirements5 5. 4Software Quality Attributes5 6. Other Requirements5 Appendix A: Glossary5 Introduction 1 Purpose 2 Document Conventions 3 Intended Audience and Reading Sug gestions 4 Product Scope 5 References Overall Description 1 Product Perspective 2 Product Functions User Classes and Characteristics 4 Operating Environment 5 Design and Implementation Constraints 6 User Documentation 7 Assumptions and Dependencies External Interface Requirements 1 User Interfaces 2 Hardware Interfaces 3 Software Interfaces 4 Communications Interfaces System Features 1 System Feature 1 4. 1. 1Functional Requirements REQ-1: REQ-2: 2 System Feature 2 (and so on) Other Nonfunctional Requirements 1 Performance Requirements 2 Safety Requirements 3 Security Requirements 4 Software Quality Attributes Other Requirements Appendix A: Glossary

Crisis Management

Crises Management in Public Schools Review of Crisis in Public Schools throughout the United States Throughout the United States students in public schools have experienced many crises. Students have witnessed or experienced many different types of crisis which can include: violence, death, accidents, family issues, natural disasters and terrorism. Statistics from the National Center for Educational Statistics (2008) show that in the 2003-04 school year there were 19 homicides and 3 suicides that occurred at school. Outside of school in the 2003-04 school year there were 1,437 homicides and 1,285 suicides of youth ages 5 to 18. According to the Fatality Analysis Reporting System Encyclopedia (2008) in the year 2007, there were 2,022 children ages 0-15 and 5,338 teens ages 16-20 who died in fatal car accident. Other crises include disasters. Since 2003 there have been 4 hurricanes (hurricanes Isabel, Ivan, Katrina, and Ophelia) in the United States. Hurricane Katrina displaced over 372,000 school-aged children (Dickenson, 2008). In the September 11 attack, there were 3,051 children who lost a parent (New York Media, 2008). Earthquakes, thunderstorms, and tornadoes also have caused major fatalities and displacements. Public Schools in the United States â€Å"need to be ready to handle crisis, large and small, to keep children and staff out of harm’s way†. There must be a â€Å"Crisis Intervention or Management Plan†, in case any of these crises occur in the school. Unfortunately, not all do. School Psychologists play a significant role of the crisis management team and should review the plan and know their part in crisis management for schools during and after the crises occurs. Crisis Management, as defined by The Model School Crisis Management Plan (1999), is â€Å"that part of a school division’s approach to school safety which focuses more narrowly on a time-limited, problem-focused intervention to identify, confront and resolve the crisis, restore equilibrium, and support appropriate adaptive responses†. This paper will address the following: recent research on what school crisis management plans should include, definition and signs of posttraumatic stress disorder, and resources to guide school psychologists in playing an important role in risis management. Resent research on crisis management plans The Center for Mental Health in Schools at UCLA (2008) created a 161 page crisis prevention and response plan for schools to use as a resource. In it they define the major facets of crisis response as being: 1. communication, 2. direction and coordination, and 3. health and safety. These major facets should be implemented during the emergency, immediate aftermath, days/weeks following, and in prevention. The Psychological First Aid approach which was developed by the National Center for PTSD to help children, adolescents, adults, and families in the immediate aftermath of disaster and terrorism should also be included in the crisis management plan. It is â€Å"designed to reduce the initial distress caused by traumatic events and to foster short-and long-term adaptive functioning and coping† (NCTSN, 2006). The Psychological First Aid for school aged children should be implemented immediately after the trauma and includes three basic objectives: managing the situation, mobilizing support, and following up. Definition and signs of posttraumatic stress disorder Posttraumatic Stress Disorder â€Å"is an anxiety disorder that can occur after you have been through a traumatic event†¦ during this type of event, you think that your life or others’ lives are in danger. You may feel afraid or feel that you have no control over what is happening† (NCPTSD, 2008). If these feelings persist over a long time and interfere with a person’s daily life, they are experiencing PTSD. Elementary school-aged children show different signs of PTSD than adults. Instead of experiencing flashbacks or amnesia, children experience â€Å"time skew† (mis-sequencing trauma related events) and â€Å"omen formation† (belief that there were warning signs that predicted the trauma) and may reenact the trauma in play, drawings, or verbalization (Hamblen, 1998). Adolescents resemble the signs of adults, but may also reenact the trauma in some part of their daily life. Resources for school psychologists in crisis management The National Association of School Psychologists (2000) has a list of website resources that guide school psychologists on various school safety and crisis information. Some resources include: school safety/violence prevention, suicide prevention/intervention, trauma, natural disasters, and war/terrorism materials. One approach the NASP recommends for school psychologists in identifying coping strategies is the BASIC Ph Coping Model by Dr. Mooli Lahad. The model â€Å"suggests that people possess six potential characteristics or dimensions that are at the core of an individual’s coping style† (Zenere, 2004). The six coping styles are Belief, Affect, Social, Imagination, Cognitive, and Physiological. There are many organizations and associations listed on the Ed. gov â€Å"Emergency Planning† website. It is important for school psychologists to recognize their important role in the crisis management team. They should use the resources available to them to aid in the school’s process of developing the crisis management plan. School psychologists should also stay up-to-date on current research regarding outcomes of tragedy in children. Together as a team, they have the ability to help children, and hopefully reduce PTSD in children after a trauma. References Center for Mental Health in Schools at UCLA. (2008). Responding to a Crisis at a School. Los Angeles, CA: Author. Retrieved December 2, 2008, from http://smhp. psych. ucla. edu/ Dickenson, C. (2008, November). Children Displaced by Hurricane Katrina. Communique, 37(3), 32. Fatality Analysis Reporting System Encyclopedia (2008). National Statistics. Retrieved December 2, 2008, from http://www-fars. nhtsa. dot. gov/Main/index. aspx Hamblen, J. (1998). PTSD in Children and Adolescents. National Center for PTSD. Retrieved December 2, 2008, from http://www. ncptsd. va. ov/ncmain/ncdocs/fact_shts/fs_children. html National Association of School Psychologists (2000). Information for Educators. Retrieved December 3, 2008, from http://www. nasponline. org/educators/index. aspx National Center for Education Statistics (2008). Indicators of School Crime and Safety:2007. Retrieved December 2, 2008, from http://nces. ed. gov/programs/crimeindicators/crimeindicators2007/ NCTSN: National Child Trau matic Stress Network (2006). Psychological First Aid: Field Operations Guide (2nd Ed). Retrieved December 3, 2008, from http://www. ncptsd. va. ov/ncmain/ncdocs/manuals/smallerPFA_2ndEditionwithappendices. pdf U. S. Department of Education (2008). Emergency Planning. Retrieved December 2, 2008, from http://www. ed. gov/admins/lead/safety/emergencyplan/index. html Virginia General Assembly (1999). The Model School Crisis Management Plan, 2. Retrieved December 2, 2008, from http://pen6. pen. k12. va. us/VDOE/Instruction/model. html Zenere, F. (2004). How Children with Trauma and Ongoing Threat: The BASIC Ph Model. National Association of School Psychologists. Retrieved December 2, 2008, from http://www. nasponline. org/

Future Concerns †Gattaca and Fahrenheit 451 Essay

Popular fictions texts expressing views of the future educate audiences about current issues and the dystopias that develop from them. Texts such as the film ‘Gattaca’, directed by Andrew Niccol and novel ‘Fahrenheit 451’ by Ray Bradbury explore futuristic societies and the implications that become of their innovation. Although entertaining, texts such as these are didactic and must be taken seriously, as they communicate messages to audiences regarding prevalent concerns and possible futures based on society’s choices. Gattaca’ (1995) directed by Andrew Niccol, follows the story of the underdog Vincent, who is challenged by genetic discrimination against ‘in? valids’ like himself. Through an elaborate identity switch and the help of ‘genetically advantaged’ Jerome, Vincent prevails to achieve his dreams and find his place at Gattaca Space Station. Niccol utilises conventions of film to convey messages to the audience by highlighting issues relevant to the context of production. Gattaca’ incorporates many themes which highlight the corruption and inequality in this strange, new world. Niccol explores concepts such as elitism, perfection, inequity and modernism. This film opens with two contrasting epigraphs, which entices viewers’ interest into moral themes in ‘Gattaca’. The first quote reads: â€Å"Consider God’s handiwork; Who can straighten what He hath made crooked? † Ecclesiastes 7. 13. An interpretation of this quote is that life is intended to be left alone to take its course, which is contradictory to many ideas in ‘Gattaca’. The quote following reads: â€Å"I not only think that we will tamper with Mother Nature, I think Mother wants us to. † Willard Gaylin. This presents audiences with differing opinions to contemplate as they consider what scientific advancements their own future holds, watching Vincent in his. The opening scene is an extreme close up shot of Vincent’s fingernails, hair follicles and loose skin, against a blue cubicle. The extreme close up shot suggests importance as the camera focuses in on the subject matter, emphasising the significance of Vincent’s DNA. Sterility and cleanliness is suggested by the use of cold, deep blue hues. The use of blue is constant throughout the film, as is the significance in detail. These concepts tie to other scenes, such as ‘The Eyelash’, where Vincent’s own ‘invalid’ eyelash is discovered during a murder investigation. This concept highlights the precision of technology in the future, and that life with such structure becomes complicated. Audiences can learn lessons from examples such as these scenes s they can relate the situations Vincent is put in with possible futures based on the direction society is heading in present times. Another effective technique demonstrated by Niccol is the first person narration by the central character, Vincent. This is important for the development in the movie, as Vincent is the protagonist we are encouraged to empathise with. Therefore, the use of bias narration and perspective is effective in supporting the ideas presented in the film. Following the opening scene is ‘The Not Too Distant Future’, which cuts to a low angle shot looking up to the bold, symmetrical lines of the building. In this shot, Gattaca is shaded in black and grey tones, also indicating the power and formality of the institution. As the camera tilts down, the strong lines and colouring remain constant as view of the staff are also brought into the frame. Directors have dressed actors in blue business suits, again, enforcing the concept of formality, conformity and sterility. The uniformed staff are very bland and indistinguishable from one another in their uniformed clothing. Silence is broken by the rising volume of diagetic sound effects, such as the beeping sound of accepted ‘valids’ through the turnstile, as well as an anonymous greeting by a placid female voice: â€Å"Welcome to Gattaca†. These techniques develop the idea that society has become lifeless and ‘black and white’, as Gattaca presents characters as clinical and robotic products of genetic modification, teaching audiences about social issues that relate to futures.

Case Study Endocrinology Essay Example | Topics and Well Written Essays - 750 words

Case Study Endocrinology - Essay Example The substantially increased level of growth hormones which were directly secreted to the circulatory system targeted more somatic cells triggering more cell division, protein synthesis, and bone growth (Mader, 2001). Thus, in a span of 10 years, Jessica gained 325 pounds in weight, and 7 inches in height which is and indication of increased metabolism. 3. At age 23 Jessica manifested suffering from intensifying migraines; impaired working ability as always tired, no menstrual cycle for 19 months; enlarge feet from size 9, 3 years back. At age 30 or 10 years after, Jessica gained 325 pounds in weight, and 7 inches in height. These clinical indicators support the diagnosis that indeed Jessica is suffering from acromegaly in as much as the symptoms are consistent with the indicators for the disease supposed by Dr Cook et al in 2004. 4. In case the clinical diagnosis is correct, then, biochemical GH level at 75g glucose test would be at1ng/ml to 100 ng/ml level (Cook et al, 2004). Obviously, this diagnosis is for a secondary disorder, which is adenomatous anterior pituitary gland or anterior pituitary gland tumor, where mass of the anterior pituitary gland could be equated to hypersecretory activities. 5. A 75g glucose test which is a biochemical test could confirm the clinical diagnosis. ... Obviously, this diagnosis is for a secondary disorder, which is adenomatous anterior pituitary gland or anterior pituitary gland tumor, where mass of the anterior pituitary gland could be equated to hypersecretory activities. 5. A 75g glucose test which is a biochemical test could confirm the clinical diagnosis. 75g glucose can be administered orally to Jessica. Her GH levels can be monitored thereafter. This must be at intervals 0, 30, 60, 90, and 120 minutes. A GH reading at or between 1ng/ml to 100 ng/ml levels of IGF-I is indicative of acromegaly. This can be substantiated by the initial serum test for IGF-I levels (Cook et al, 2004). 6. In order to alleviate Jessica's acromegaly symptoms, Cook et al in 2004 suggested that the patient may be given a medical therapy consisting of somatostatin. Somatostatin may be introduced subcutaneously 3 times a day or every 8 hours. Somatostatin has been found to be capable of lowering the GH level of patients, as well as IGF-I levels in approximately 50 % to 70 % of recipients. The rate of normalization has been found to be within the region of 41 % to 67 %. However, the highest level of inhibition may be observed or experienced by Jessica after 2 hours. This level of inhibition will end in about 6 hours only (Cook et al, 2004). Nonetheless, in case Jessica will be found to be a good surgical candidate, then, surgery can be an option. In the event that Jessica agrees to undergo surgery, the operation will then offer her a spin towards her normal GH secretions and IGF-I levels. This will also mean purging the mass end product and troubles linked to her neurons like migraines. Likewise, this will preclude recurrence of the tumor (Cook, 2004). Reference Mader,

Ethics in Justice, Law, and Social Control Research Paper

Ethics in Justice, Law, and Social Control - Research Paper Example The law therefore upholds true liberty. The law is meant to prevent a person from causing grave harm to themselves and others where there are no other means of doing so. These are called paternalism laws. This could be either economic physical or even psychological harm. Besides protecting people from harm, there is the moral perspective of the law. This means that something can be prohibited simply because it is wrong. Pollock gives the example of pornography which is prohibited by the law in America (Pollock, 2007). Research has shown that the viewing of pornographic materials does not cause any perceivable harm on the individual, nor does it cause an increase in sexually related crime. Pornography is thus prohibited simply because it is morally wrong. Laws may also be developed because they benefit others. For instance, forest conservation laws prohibit the cutting down of trees not because it would cause harm to the actor or to other but because conservation benefits everyone inc luding generations which are yet to be born. There are conflicts that may arise with the paternalistic laws where some systems give more weight to individual rights allowing people to do some actions, even though they may cause harm to themselves. ... The next time he sees the mayor driving carelessly and possibly being a threat to the safety of other road users. In this case, if the police officer stops the mayor and gives her another ticket, he would get in trouble with his boss. If he, however, ignores the mayor and in an unfortunate incidence the mayor causes an accident on the road, the police officer would be accountable for that accident since he would have failed in his duty of upholding the law. In this situation, the most ethical thing that the police should do would be to stop the mayor and kindly warn her for over-speeding and again give her a ticket. This is because letting her drive that dangerously not only puts her life in danger but also puts the lives of other road users at risk. Since the mayor knows that she has the support of the captain, she is more likely to continue breaking more traffic rules. Being in a position of power does not mean that one should break the laws that have been put in place to protect t he rights of everyone. Such an action would definitely put the police officer in an awkward position with the captain. Conversely, the captain is not his ultimate boss, and there are other senior people whom he reports to and who may not condone such behavior. In case the captain punishes the officer for upholding by the law, the officer should ensure that he keeps all evidences of this case in order to prove his innocence to the seniors. Although corruption has been seen to be a common occurrence especially in our large cities, stopping it requires that all actions be guided by the law (Pollock, 2007). Not all judges or senior officers are corrupt and any officer should focus on doing the right thing and protecting the people as is stated in their job

Growing Managers Essay Example | Topics and Well Written Essays - 1250 words

Growing Managers - Essay Example As for employees who are now her team members, Richardson thinks they need to be constantly motivated and appreciated in order to improve performance. This is reflected by her thoughts on sharing ice-cream and pizza with her team members on a Saturday afternoon while celebrating their success (Booth and Karen 3). She also has the idea of having an open communication channel with them when team building and even during office hours’ time to remove animosity. What is the difference between an account or sales representative and a sales manager? A sales manager is the overall head in charge of the sales team which may comprise of even account or sales representative. The sales manager oversees all the sales operations of the area she or he is managing including even the communication with customers and the greenhouse and acting as their liaison. An account or sales representative on the other hand is the one who looks for customers and persuades them to buy their products. They i n turn report to the sales manager with their sales for accountability purposes and to get further instructions, clarifications among other guidance tips from the sales manager. What did Richardson do right when she started new job? Richardson was right to make early preparations and arrangement of her office and even getting acquainted with the files on her team early enough even before meeting the team in person. This made her avoid wasting time to start on her new responsibility. Reporting to work on her first day (Monday) early and before the others in order to personally welcome them and make them feel comfortable with her (Booth and Karen 5). The other thing was to hold a meeting with her team immediately and letting them know her goals for them and for the office in general. Finally, she made a tour of the greenhouse hence getting to know what to expect and meeting with the rest of the workers in that flower farm and even the other managers. What mistakes did she make? She ma de the mistake of copying her predecessor’s figures of the previous month which had been falsified (although she did not know that) and hence her report was not an indication of what had actually taken place in that period she was writing the report on. The other mistake was not addressing Peterson’s desire to become an accounts representative which led to her lawyer complaining about gender disparity (which may lead to a lawsuit if not properly addressed). What might have helped Richardson get off to a better start? Richardson landed a big client and other clients (Lowes and grocery chain customers) and this helped increase the sales of the month (Booth and Karen 10). She was also determined to make it work despite the lack of cooperation from her team members and this determination is what made her persevere and hence making it to a good start. Critique Richardson's first meeting. How could she have made a stronger impact on her team that first day? Richardson confro nted her team and called for a meeting without even letting them get acquainted with her first. She did not seek their opinion or way forward on how they expected her to work or even about their schedule which made them form an opinion about her leadership authority and power and this made it difficult to get along with her. Richardson should have sought the opinion of the team members and even asked them about how they related or worked with her predecessor in ensuring the organization moves forward. Describe some ways Richardson might effectively build her team. One of the ways is by identifying the strengths and weaknesses of each of the team member and capitalizing on that. The other is to look for different motivating techniques that can match the

Market failure and what government can do Essay

Market failure and what government can do - Essay Example Market failure is the failure of the market to yield efficient outcomes. Elaborating further, Stiglitz said that there are six situations in which markets are not efficient and these are referred to as market failures that provide a rationale for government activity.The six conditions in which markets fail to lead to efficient outcomes are those in which competition fails, situation in which public goods are involved, market situations in which there are externalities, situations in which markets are incomplete, situations in which information is imperfect, and situations in which there are macroeconomic disturbances (Stiglitz 2000, p. 77-85). For markets to lead to efficiency, markets must be perfectly competitive (Stiglitz 2000, p. 77). This means that there are no constraints for competition to prevail in the market. Examples of situations in which competition does not prevail are those involving monopolies and oligopolies. Monopolies are market situations in which there is only o ne seller while oligopolies are market situations in which there are only few sellers. Both monopolies and oligopolies can charge consumers prices that are higher than those which can prevail in perfectly competitive market settings.1 Public goods are those whose consumption is non-rival and non-excludable as opposed to private goods whose consumption are rival and excludable. Non-rival means consuming the good will not deprive others of the good. Road services or city lighting services, for example, are goods or services that are not deprived to others when an individual consume or use the good or service. They are also non-excludable in consumption because it is costly, feasible, or impractical to exclude others from consuming or using the good or service. In the literature of economics, economists usually use the term pure private goods and pure public goods to refer to pure cases but they recognize that there are goods in-between or public goods that have private goods character istics as well as private goods that have public goods characteristics. Sometimes, these goods are also referred to as mixed goods.2 Externalities refer to effects on third parties other than the consumer or producer of the product. For example, consumer may use gasoline but parties other than the producer or consumer of the product receive the pollution. Externalities can be positive or something good such as the benefits to the environments of a certain car that does not use fossil fuel or it can be negative like that in car that pollutes the environment. Economic literature holds that when markets are competitive, prices almost equals costs and goods are produced at costs. However, because of externalities, markets can lead to situations in which goods may be overproduced or under-produced, depending on their effects to society.3 Incomplete markets refer to situations in which although the cost of providing the good is less than what consumers are willing to pay, the good is not produced just the same (Stiglitz 2000, p. 81). The situation of incomplete markets implies that there are things missing in the market because otherwise the good or service would have been produced if there is nothing that is missing in the market (Stiglitz 2000, p. 81). Incomplete markets can emerge when complementary services are lacking, transaction costs are too high, and the like (Stiglitz 2000, p. 81-82). It is possible that incomplete markets are one of the least studied market situation in the academic literature. The literature on the topic does not seem many. Information asymmetry or imperfection in information is also another cause for market failure to happen. For example, borrowers can know their risks as borrowers but lenders may not know the risks of lending to the borrowers. In another scenario, investors want to invest but they do not know the potential returns and possible risks in investments and, thus, they are constrained from investing. Finally, many scholars i nterpret

Book Review Essay Example | Topics and Well Written Essays - 1250 words - 5

Book Review - Essay Example Huff then explicates how the reader can see through the smoke and to get to what really lies behind the mirror. "There is terror in numbers," writes Darrell Huff. His book aims to decipher the terror that lies beneath the world of averages, trends, graphs, and correlations. Huff sought to break through "the daze that follows the collision of statistics with the human mind.† The book remains relevant as an awakening for people unacquainted to delve deeper into the nonstop flow of numbers pouring from Madison Avenue, Wall Street, and everywhere else; where someone has a point to prove, a product to sell or an axe to grind. Darrell Huff investigates the breadth of every popularly used type of statistic, explores such things as the tabulation method, the interview technique, the sample study, or the way the outcomes are derived from the figures, and points up the infinite number of dodges which are used to deceive rather than inform. "The secret language of statistics, so appealing in a fact-minded culture, is employed to sensationalize, inflate, confuse, and oversimplify," warns Huff. On t he other hand, he said that we should not be terrorized by numbers. "The fact is that, despite its mathematical base, statistics is as much an art as it is a science." Synonymous to a lecturing father, he expects you to learn and ponder on something valuable from the book, and start applying it every day. Never be a sucker again, he cries! Seeing graphs illustrating numbers if properly done are very helpful in interpreting and analyzing data. And yet, truly deceiving if completed in a fishy fashion If you want to show statistical data, clearly and quickly. Draw a picture of it. When a graph is constructed with a y-axis that is numbered from 1 to 100 without skipping a unit, Huff explained, "Your ten percent looks like ten percent—an upward trend that is substantial but perhaps not overwhelming. That is very

HY 1110-08F-2, AMERICAN HISTORY I (HY1110-08F-2) Essay - 3

HY 1110-08F-2, AMERICAN HISTORY I (HY1110-08F-2) - Essay Example This is especially true of the temperance societies. These groups saw a great deal of society’s ills manifest in the use of alcohol. They crusaded against â€Å"demon rum† and sought for a prohibition against the use of alcohol. Women were prominent members and often the leaders of these societies. In this way, the battle for temperance and women’s suffrage carried on together, often with one society for temperance being almost indistinguishable from societies that advocated women’s suffrage. Both of these concerns were part of the Second Great Awakening because churches began to adopt a theology that said they should be stewards over society. They believed that Christian principles should be applied to all aspects of culture, so they became involved in causes, such as temperance and women’s suffrage because the current state of the nation did not reflect good Christian principles and values (Sutton, 1992). Nowhere did this manifest itself more than in the movement to abolish slavery. Uncle Tom’s Cabin is a good example of how the abolitionist viewed slavery and how the participants of the Second Great Awakening viewed the Christian’s duty in regards to curing social

Magnet Schools and the Pursuit of Racial Balance Essay

Magnet Schools and the Pursuit of Racial Balance - Essay Example There are 3 goals of magnet schools - to reduce minority isolation, to eliminate minority isolation and to prevent minority enrolment. Out of 54 schools in Cincinnati sample frame 10 magnet schools and 10 non magnet schools were selected. A questionnaire was distributed to all the fifth grade parents and to all non administrative staff in each school of the selected temple. Magnet schools are a tool for racial balance. Many parents believe that the goal of integration is beneficial for both the parents as well as the students. In conclusion we may say that the students will derive benefits from encounters with students from different races. In 1802, Nassau Hall was consumed by fire, the next year Dickson College's building was burned down likewise there were many such college buildings which were either burned or affected by other natural calamities like lightening. Often when a college had a building, it had no students and when it had students it had no buildings. And it if had both than it didn't have money, professors or president. College founding in the 19th century was undertaken with the same spirit as canal-building, farming etc. Yale men were responsible for setting up Christian goals in the west. For the Methodists and the Baptists founding colleges became a part of their process of coming to terms with middle class societies.

Conference Decision Week 1 Case Analysis Essay Example for Free

Conference Decision Week 1 Case Analysis Essay 1) Define the decision problem? This case describes the problem of an accounting system user’s conference cannot be held on time due to the Hurricane Katrina, and the management has to come up with a decision of either moving to a new location or to switch to other dates under all circumstances at a short period of time. 2) What is the general nature of the problem? The most significant aspect of the problem is that due to the Hurricane Katrina, the conference will probably not be held, and the last minute announcement of switching location will make the company lose customers and reputations due to the cancellation of flight and hotel and all other costs. 3) What event triggered the situation? In fact we see from the root, Hurricane Katrina triggered the situation which is an irresistible natural disaster. Actually I believe that the management board should be liable for this situation as well since the weather is foreseeable, why wouldn’t able for them to prevent this situation, for instance, they can make a plan B in case the unforeseen event happens. 4) What are the imposed constraints on the situation? The imposed constraints from the attendees who had prepaid the attendance fee  will have to decide if they will still go to the conference, the fact is that people might have to change or cancel their flight and hotel which might be a potential cost, or they are not coming at all which might affect company’s profit and reputation because if the location or dated has been rescheduled, they maybe not attend. Furthermore, things that considered being constraints are things cannot be controlled, such as the unforeseen natural disaster, hurricane. 5) What are the underlying elements of the problem? The underlying elements can be for instance, the city has been destroyed by the hurricane and it will cost some time to rebuilt the fundamental, also for the company, it takes time to reorganize the conference. During the process, the company might lose profit from the disaster. 6) Describe the dependencies on other decisions? Attendees are expecting the sponsor to make a satisfied decision with regarding to the current situation. However, it is easy to neglect important factors, miss desirable options, or base the decision on unreliable information. Company’s dependency is the profit lost from the prepaid attendance as well as the potential new customers. On the other hand, the conference attendance’s dependencies are looking for their business opportunities from the conference, and to find a better way to prevent the loose from not going to the conference.

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?