Homeschooling Is Bad

Why Home educateing is non Doing Children Justice Homeschooling is an option for your peasant if you do not take them in public or private schooling. Todays society of pargonnts solelyow make that choice for the child, wither the child trusts to or not. Many p arents value that public schools are not educating their child enough so they relapse to homeschooling. This would mean devoting your sentence as a parent by service of process support them in learning and to make sure they exit gain with their education. The problem straightaway is that many parents provide work with their child for or so a month and all of a sudden have no more time to educate them.In the beginning it is your familys motivation and you want to make them proud, so you try your hardest. Homeschooling you have the choice of what you learn, or will learn, sometimes even your parents interests or morals as well. Homeschooling is unitary on one attention, and in approximately cases is bad since pa rents are the only instructors it is easier to just do their childs work for them if they do not understand it. One on one attention is only satisfactory if you have a child that has circumscribed needs and needs more time learning.Also if your parent is your teacher most of the kids will find it easier to manipulate them with the schooling. Since homeschoolers bear at home for school, and are not be around other friends everyday they are know to be a little unsocial. This means you have very a couple of(prenominal) friends, and with the few friends you do have, the others think you are weird since you do not attend regular school. The good intimacy about being homeschooled though is that you choose your own friends. Attending public school you do choose your own friends entirely often your friends with people for benefits as well.For exercise your friends with the bully, so they will not dare try to bully you. most(prenominal) kids do not want their parents choosing their friends for them so its a good thing to be able to go to school and see them all throughout the day. Homeschooling does not have sports, extracurricular activities, lab, tests, semesters, or SAT/ work studying. Sports are a good thing since most kids like to stay active, but in order to play that sport you must aliveness up your grades in order to do so, which helps kids keep up their grades since they want to play.Extracurricular activities are nice as well they help children make friends, waiver your interests, and are fun. Labs are mostly for the science classes, but most kids make out them, and it also helps make learning fun. Homeschooling you hardly have any tests, but in public or private school you have a test at least once a month. Tests help the teacher know if the scholarly persons understand the concept of if they still need more time to understand what it is. Homeschooling is not broken up into semesters or even quarter the child works at his pace.This could be a good thing by the child getting ahead of the work and constantly on it, but in many cases that is not how it is, most kids will drag ones heels and loose all motivation to do it, and many times their parents are unaware of this. Lastly a major concern for parents who home school is how they will do on their SAT test or set test since in public or private schools they study for that. This scares them that they will not get into college because they think their scores will be so low.This just depends on how your home school teacher is, and how motivated the student is, but for homeschoolers they have to work twice as hard to do better since they dont have the 800 a. m. to 200 p. m. learning. Homeschooling stinkpot be helpful, but most parents do not help their child with the work, so they often do not finish and will lag to a G. E. D, end up in an educational school, or entirely just drop out. Homeschooling clearly does not work for everybody and in todays society it wont do our c hildren justice.

Symbolism in The Jade Peony Essay

Symbolism is used in this story. Such like the wind bell shapes, the slattern peony and the regurgitate. The most significant symbol in this story is the fair cat, with its red look, that appears outside the house. This cat symbolizes that grannys time has come, and that she must move on to her next life where she will be reunited with the juggler. This cat bring screenings memories and old feelings she had for her lover, and is therefore a significant symbol in this story. At the end of the story the cat revels that he is the symbol of grans old lover. Grandma said that the cats eyes were pink, and the pink was also the color of her spirit. She thought the cat was sent by her old lover to take her back end. The cat was also the symbol of death. later grandma saw the cat, she was already prepared to die and refused to go to the hospital, because she was a very traditional person, the cat was to bring her back, so there was no way to stop her from dying. The symbolism also shows that the tradition of grandma.Wind chime is a symbol of freedom for the family, who together searched to find the pieces to put it back together. It represents something that can be passed down through the generations and symbolizes their Chinese culture. For example, before grandma died, she and the reference made a wind chime and grandma told the author that hang it on the window, so the family will know that when she is coming back and visit the family.Grandmother treasured the jade peony, because she had lived the majority of her life in China and to her it would always be home. In addition, to the Chinese, the peony was regarded as a national flower. The same applied to jade that the historically prized was above specie and silver in Chineses mind. So grandmother world power regard them as a symbolic reminder of their Chinese hereditary pattern and cultural roots.

Intercultural Relations Essay

Question There is no need to study intercultural relation. Discuss discourse occurs between individuals who have varying degree of intimacy within apiece other. Intercultural transaction capability is the degree to which bulk effectively adapt his/her communicatory and verbal messages to the appropriate cultural context (Kiss 2008). Intercultural relations can be taken place when individuals influenced by distinct cultural societies exchange dual-lane meanings in conversation.Yet, intercultural relations can be formed of diametrical nationalities, different ethnic and even different religion, as well as discourse among individuals of different sexual orientation. However, communicating and exchanging set within different elaboration of individuals is complex as communication process is apparently complicated involving cognitive process, cultural background, individuals linguistic capability and even biological process. Stienfatt and Roger 1999, claims that one of the most illuminating aspects of intercultural communication is that it opens our minds to the interplay of varied influenced.The world these geezerhood is facing bully challenges of an increasingly diverse in cultures. Interaction and exchanging values between individuals from different cultures can lead to a whole legions of benefits, for instance establishing good relationships within society and healthier communities. Yet, culture allows individuals to assort in small communities to larger communities through exchanged experiences and values (Lull 1995). Intercultural relations assist students step back from their characteristic point of view of see the world and demonstrates the influences that have constructed the ways of viewing this world.Cited in Stienfatt and Roger 1999, Gitlin 1995 indicated the concept of people thinking that human think within the intellectual and cultural currents that bound them. Back into the last decade, invasion colonialization and warfare brought in dividuals among countries with divergent cultures into face-to-face contact. An usefulness of technologies in communication and rapidly evolving the transportation has changed the way individuals interact and exit with each other in wrong of intercultural relations and communication.However, people from different cultures are usually representative of divergent norms and psychological elements. The crusade explored that communication through various cultures occurred among individuals by human nature. Jerusalem is one of great examples cities in Middle East where people in different cultures and religions Muslims Christian and Jews living together in relative peacefulness and harmoniousness. After the deign of the Roman Empire, Jerusalem indicated that communication effectiveness among divergent cultures and religions are non relying on the study of intercultural relations.Nevertheless, cited in Yinyan 2013, Y. Y. Kim (1988) argued that person who wishes to accomplish an effect ive intercultural interaction in terms of intercultural relations must be equipped with skills and abilities to be capable and deal with dynamics of cultural diversity. Yet, cite in Sydney break of the day herald article, Munro (2009) had explored the experiences of an Australian diplomat who worked in Jakarta clear-cut to resign from her workplace due to the strict rules of international diplomacy.The purpose of this turn out is demonstrated the necessity of intercultural relations for human being and discuss the terms of intercultural. People are socialized in their own culture and besides different in cultures are different norms. An effectiveness communication in intercultural relations can occur by human being in every generation as indicated in our predecessors in Crusades which is people should be culturally sensitive.

Assessing the English Language Learner

Assessing the side of meat run-in Learner (ELL) The Growth of ELL (ESL) The fall of gentle beings who utter a wording a nonher(prenominal) than side of meat continues to increase in the unify resigns, Canada, and Australia, for example, as the number of immigrants grows. In 2006, 34. 70% of the universe of Los Angeles, California, was foreign born 25. 50% of Miami, Florida 39. 60% of Vancouver, British Columbia 45. 70% of Toronto, Ontario 28. 90% of Melbourne, Australia and 31. 70% of Sydney, Australia (Statistics Canada, 2008).In the fall in States, the National C write in code for Education Statistics (NCES, 2004) reported that The number and percentage of manner of speaking minority youth and young adults that is, several(prenominal)s who speak a nomenclature other than position at homeincreased steadily in the joined States between 1979 and 1999 (p. 1). NCES added, Of those individuals ages 524 in 1979, 6 one million million stave a nomenclature other than p osition at home. By 1999, that number had more than than doubled, to 14 million. Accordingly, of all 5- to 24-year- old(a)s in the unite States, the percentage who were delivery minorities increased from 9 percent in 1979 to 17 percent in 1999. p. 1) The number of ESL savants in U. S. public tames has al to the highest degree tripled over the last ex (Goldenberg, 2006). In 2004 Crawford observed that one-fourth of the cultivate-age naturalise-age childs in the United States were from homes where a verbiage other than slope was spoken. The school-age population (K12) will reach close to 40% ESL in about 20 years ( middle(a) for query on Education, Diversity, and Excellence, 2002). amidst 1990 and 2000, the number of Spanish speakers increased from about 20 to 31 million (U. S.Census Bureau, 2001). The Census Bureau report withal showed a noteworthy increase in the number of speakers from other linguistic groups, particularly Chinese and Russian. Individuals at all age s enter school to key the side skills they don in to learn, deliver the goods utilisationment and participate in society. Planning for their dictation is a significant issue for teachers at all aims and sagacity get downs central. In this chapter we first watch and diametriciate terms such(prenominal) as ESL and ELL and throw off the populations they match.The utilise of judgement evaluates to place assimilators into appropriate instructional groups is described and the distinction between social and faculty memberian run-in is re horizoned. The use of measurement in the schoolroom and as a gate-keeping tool is addressed in addition to the appropriateness of the use of published measures to assess ESL students. The first issue addressed is terminology. Defining ELL oer the years students who speak a language other than incline establish been titled English as a Second speech communication (ESL) savants.However, English in round cases is not the abet la nguage (L2), hardly whitethorn be the third (L3), the 4th (L4), etc. , language, and, as a result, members of this population provoke incompatible linguistic resources to draw on. The term English Language Learner (ELL) has been adopted by educators, primarily in the United States, to describe better the feeling that English may not be the L2. However, it is not a particularly good term because students who speak English as a First Language (L1) ar also English language learners (Gunderson, 2008).The term Teaching English to Speakers of Other Languages (TESOL) is apply outside of the United States. pupils who learn English in environments where it is not the language of the residential area argon revivered to as English as a unlike Language (EFL) students. The direction related to EFL is unalike from ESL (ELL) because students argon not immersed in English in the community and the major task of the teacher is to try to set up them English models (Gunderson, 2008, 2009) . An added hassle with the term ESL or ELL is that it does not seemlyly characterize the sort of merciful beings it represents.Those who use the term ELL do so to describe those K12 students who come from homes in which the language employ for daily communication theory is not English and who must learn English to succeed in schools where the medium of instruction is English. The ELL (ESL) Population A sedate enigma with the ELL (ESL) expression is that it does not adequately describe the underlying complexities of differences in age, motivation, literacy background, and first and second language achievement (Gunderson, 2008, 2009).Those classified as ELL or ESL vary in age from pre-school to senior adults. almost speak no English at all, while others vary in unwritten English proficiency. Many know never attended school, while others have earned high academic credentials in the language of instruction in their home countries. They argon from diverse ethnical background s that vary in the way they perceive the impressiveness of breeding and cultivation. Many be immigrants to an English-speaking country, while many ELL learners ar born in an English-speaking country, but speak a different language at home (Gunderson, 2008, 2009).Indeed, in the Vancouver, Canada, school district 60% of the kindergarten students be ESL and 60% of this number argon born in Canada (Gunderson, 2007, 2009). Many immigrant ESL students come from impoverished refugee backgrounds, others have high levels of education and socioeconomic status. Thus, ESLs or ELLs do not adequately represent the underlying complexity of the gay beings in the category. Assessment Issues in ELLInstruction in mainstream classes, those typically enrolling students of different abilities but of the same relative age in the same classrooms, is based in the main on the notion that the acquisition of English is developmental and occurs over metre as human beings grow into maturity. It is also thought that in that respect is a relationship between language development and grade level. Grade 1 students differ from Grade 7 students in systematic ways. Their teachers design instruction that is appropriate for their grade levels.ESL (ELL) students represent a more complex chore because their English and their cultural and learnedness backgrounds vary in many different ways, even in individuals who atomic number 18 the same chronological age (Gunderson, 2009). In addition, Cummins (1979a, 1979b, 1981, 1983, 2000) and Cummins and Swain (1986) argued in that respect are two basic kinds of English a learner has to learn basic interpersonal communicative skill BICS and cognitive academic language proficiency CALP, the language of instruction and academic texts. BICS appears to apply about 2 to 3 years to develop and CALP about 5 to 7. Hello, how are you? and What is your name represent BICS, while Identify a accredited controversial serviceman political issue and develop and defend your puzzle is an example of CALP. Teachers are faced with the task of determining what learning activities and materials are appropriate for instruction and measurement of learning, while originations such as universities and just about governments are interested in determining whether or not an individuals English capability is advanced enough for them to either enter a post- junior-grade program or to have the skills necessary to be co-ordinated into a society and, at that placefore, be eligible to immigrate.Thus, in rough instances, sound judgement serves to absorb learning by informing teachers of students needs while in others it serves as a gatekeeper by excluding those who do not get its standards. Instructional LevelsDetermining Appropriate Instructional Strategies Language teachers have for some time opted to assess their students to ascertain their level of English language proficiency. The obstruction with the levels approach is that they do not rea lly exist (Gunderson, 2009). A ordinary levels approach was developed in 1983 by the American Council for the Teaching of Foreign Languages (ACTFL).The discernment is a one-on-one opinion foc using primarily on ad-lib language. Three levels of laminitis, intermediate, and advanced are distinguished (see, ACTFL, 1983). A learner can be identified as a low beginner or a high intermediate, etc. The behaviors that determine inclusion in a particular group are usually described in an estimation matrix. The assessor asks a series of questions to elicit knowledge of vocabulary, syntax, and pragmatics. The next is an example of a matrix developed by Gunderson (2009) showing oral language levels and their attendant features. * 0-Level English 1.Cannot answer even yes/no questions 2. Is ineffectual to identify and name any object 3. Understands no English 4. a lot appears withdrawn and afraid * Beginner 1. Responds to simple questions with mostly yes/no or one-word responses 2. Speaks in 12 word phrases 3. Attempts no extended conversations 4. Seldom, if ever, initiates conversations * middling 1. Responds easily to simple questions 2. Produces simple sentences 3. Has thornyy elaborating when asked 4. Uses syntax/vocabulary adequate for personal, simple situations 5. Occasionally initiates conversations * Advanced 1. Speaks with ease 2. Initiates conversations 3.May make phonological or grammatical errors, which can then become fossilized 4. Makes errors in more syntactically complex utterances 5. Freely and easily switches codes More elaborate approaches come to the judicial decision of English listening, speaking, reading and typography skills, e. g. , the Canadian Language Benchmarks (CCLB, 2007). The notion of levels is an important one for teachers because they are thought to predict a students probability of succeeding within a particular teaching and learning environment. A beginner is different from an intermediate in various(a) ways, and the inst ruction they are entangled in is also different.Teachers much refer to ESL students as Level 1 or Level 5, depending upon their performance on an assessment measure. The notion of levels varies widely from jurisdiction to jurisdiction. In some cases thither are 3, 4, 5, 8, or 10 levels, which are determined most often by locally developed informal assessment measures (Gunderson & Murphy Odo, 2010). obedient assessment is essential to the design of appropriate instructional programs. The difficulty for classroom teachers is that there are hardly a(prenominal), if any, appropriate measures for them to use. Classroom AssessmentBlack and William (1998) reviewed more than 250 studies and put up that there was a relationship between good classroom assessment and student performance. Most classroom-based assessment has been developed by teachers (Frisby, 2001 Wiggins, 1998). Unfortunately, most teachers report they are ad-lib to assess and teach ESL students (Fradd & Lee, 2001). Ac cording to Pierce (2002), the majority of teachers employ assessments they remember they were involved in when they were in school multiple-choice, cloze-like measures, matching, and true/ dark tests.This seems to have been the pattern for 50 years (Bertrand, 1994). Unfortunately, it seems, many teachers are unprepared for the special needs and complexities of cleanly and appropriately assessing ELLs (Ehlers-Zavala, Daniel, & Sun-Irminger, 2006, p. 24). Gunderson and Murphy Odo (2010) have latterly reviewed the measures used by teachers in 12 local school districts to assess ESL students. The number of different measures and approaches in use was surprising. The Idea Proficiency experiment (IPT) (see Ballard, Dalton, & Tighe, 2001a, 2001b) was the measure most often used for uncreated level ESL students.Other assessments mentioned were the Brigance, (1983) the bilingualist Syntax Measure (Burt, Dulay, & Hernandez, 1976), the Woodcock schooling Mastery Test (Woodcock, various dates), the Woodcock-Munoz (Woodcock-Munoz-Sandoval, 1993), the Pre-IPT, the cosmopolitan English Language Test (CELT Harris & Palmer, 1986), informal reading inventories, the Waddington Diagnostic Reading Inventory (Waddington, 2000), the Alberta Diagnostic Reading Inventory, the SLEP, the Gap (McLeod & McLeod, 1990), PM Benchmarks (a system for placing students in leveled books), the RAD (Reading Achievement territorial dominiona local assessment measure), the Peabody interpret Vocabulary Test (PPVT Dunn & Dunn, 1997), and a variety of locally developed listening, speaking, reading, and writing assessments. A serious difficulty is that most of these measures were not knowing to go away ESL instructional levels so different heuristics in different districts were developed to construe them into levels.The designation beginner, for instance, varies significantly across districts as a result of the measures involved and the number of levels districts chose to identify. Two schoo l districts reported the development and norming of tests for elementary and second-string students comprised of leveled passages taken from academic textbooks that were transformed into maze passages (see Guthrie, Seifert, Burnham, & Caplan, 1974). Scores from these measures were used to count on ESL levels four in one case and five in the other. Interestingly, different metrics were used to compute instructional levels. So, for instance, a CELT ready was used to determine ESL levels based on local intuition and experience.Most often the locally developed assessments involved one-on-one interviews in which students respond to tasks that require acknowledgment of colors, body parts, school items, and the ability to answer simple questions (see, for example, Gunderson, 2009). in that location are also standardized assessments used by military unit at post-secondary institutions to make decisions concerning admissions to their programs. Predicting Academic Success The best know n standardized English assessment measure is the Test of English as a Foreign Language (TOEFL) published by Educational Testing armed service (ETS). The publisher notes In fact, more institutions accept TOEFL test cores than any other test gobs in the world more than 7,000 colleges, universities and licensing agencies in more than 130 countries, to be exact. (ETS, 2009a) in that respect are different forms of the TOEFL. The classic paper-and-pencil form had standardized gobs with 500 being the mean and 50 being the standard deviation. There are newer fluctuations including a computer- and an Internet-based version that have different scoring criteria (see score comparison tables (ETS, 2009b)). The online version is based on a communicative competence model that requires learners to view clips of science lessons, for example, take notes, and respond to questions.TOEFL scores are used by post-secondary institutions to screen students for admission to their programs. The criteri a for admission to programs varies from institution to institution and among departments in institutions (see, for instance, University of British Columbia, 2009). There is evidence that TOEFL scores are not highly prophetic of success in university (Al-Musawi & Al-Ansari, 1999), however, although they continue to be used to do so. ETS also produces the Test of English for supranational Communication (TOEIC) and the second-string Level English Proficiency (SLEP), both standardized assessment measures. The primary users of the SLEP are secondary teachers.The SLEP measures the ability to bring in spoken English, and the ability to understand written English focusing on grammar, vocabulary, and reading comprehension (ETS, 2009c). The International English Language Testing System (IELTS) is a test of English language proficiency developed by the University of Cambridge Local Examinations Syndicate (2009). There are two versions individuals who want to gain admission to a university in an English-speaking country take the academic version, while the other version is appropriate for trade schools and other purposes. Scores range from 1 to 9 with 1 being zero-level English, while 9 indicates inborn-like ability. Different universities require different IELTS scores to be eligible for admission.Both ETS and Cambridge have international centers around the world where students can take these tests. ELL assessment issues and standardized exam are procedures germane(predicate) to large-scale achievement testing in the United States. Large plateful or High-Stakes Testing According to Abedi, Hofstetter, and Lord (2004), Historically, English language learners in the United States were excluded from participation in large-scale student assessment programs there were concerns about the confounding influences of language proficiency and academic achievement (p. 1). However, the United States has seen a focus on large-scale assessments due to the accountability requirem ents of the No Child Left keister Act of 2001 (PL 107-110).No Child Left Behind permits assessing ELLs in their first language for up to 3 years, but few states do. In 2005 a group of school districts sued the state of California to baron it to allow Spanish-speaking students to take state-mandated tests in Spanish. Plaintiffs in Coachella Valley structured School District v. California argued that the state violated its duty to provide valid and reliable academic testing (King, 2007). On July 30, 2009, The First District Court of Appeal in San Francisco rejected arguments by bilingual-education groups and nine school districts that English-only exams violate a federal virtues requirement that limited-English-speaking students shall be assessed in a valid and reliable manner (Egelko, 2009).A lawyer for the school districts and advocacy groups stated, The flirt dodges the essential issue in the lawsuit, which is What is the testing mantic to measure? If you dont have to evaluat e the testing, California gets a free pass on testing kids (who) dont speak English, using tests that they have literally no evidence of their validity. (Egelko, 2009) The ruling was that The law does not authorize a court to act as the formal second-guesser of the reliability of a states testing methods. The difficulty is that English measures are neither reliable nor valid when ESL students are involved. In some cases, accommodations are made for them.The procedures of providing ELL students accommodations during assessment sessions varies across jurisdictions, but includes such activities as lengthening the time allowed to take a test, allowing ELLs to be tested in separate rooms, allowing students to use bilingual dictionaries, the use of two versions of the test at the same time written in English and students first languages, providing oral translations for students, and composing responses in first languages. In 19981999, 39 states reported using test accommodations (River a, Stansfield, Scialdone, & Sharkey, 2000). There is considerable controversy about providing accommodations, however.At the time of the writing of this chapter, accommodating students through the provision of L1 assessments has been judged not to be required. ELLs, Assessment, and Technology Advances in technology have made it possible for assessments to be administered as computer- or Internet-based measures. These developments have already taken place with measures such as the TOEFL (see above). An change magnitude use of technology to administer standardized and non-standardized assessments has raised interest in issues relating to mode-effects (e. g. , computer displays versus print form) and familiarity with computers, which have significant implications for ELLs.There is evidence that performance in paper-based and computer-based modes of assessment may vary due to ethnicity or gender (Gallagher, Bridgeman, & Cahalan, 2002). In addition, familiarity with computers is known t o influence performance in writing (Horkay, Bennett, Allen, Kaplan, & Yan, 2006) and mathematics (Bennett et al. , 2008) high-stakes tests. These issues need to be taken into consideration with ELLs particularly immigrant and refugee students. A related problem has to do with access. Indeed, access to computer and/or to the Internet is widely vary and, therefore, creates systematic differences in access. These are all areas that need further research. The State of the Art of ELL Assessment ResearchAs noted above, the category ESL or ELL is deceptive in that it represents millions of human beings who vary in age, first-language development, English achievement (both interpersonal and academic), educational backgrounds, immigration status, motivation, socioeconomic background, cultural views of teaching and learning, professional backgrounds, and social and academic aspirations. It is not, therefore, possible to review the breadth and depth of available research in this chapter. Ther e are, however, some overall generalizations that can be made. Generally, the assessment practices and approaches intentional for and used with immanent English speakers have been adopted and used with ELL students. This phenomenon is particularly apparent in jurisdictions such as the United States where high-stakes assessments have become so important.There are serious validity and reliability concerns associated with this practice. It is not carry that the notion of accommodation, one borrowed from special education, helps in either case. Leung and Lewkowicz (2008) argue that this frequent educational treatment irrespective of differences in language backgrounds (p. 305) is emblematic of the view that both treatment and assessment should be inclusive. It does not account, among other features, for cultural differences that can cause difficulties for ESL students (Fox, 2003 Fox & Cheng, 2007 Norton & Stein, 1998). Overall, English proficiency is a significant variable in ELL a ssessment.In addition to the BICS/CALP distinction mentioned above, Bailey (2005) proposes that there is a language of tests that is a different register or discourse domain. The use of such language creates a problem of face validity. Is the test actually testing what it is designed to test or is it a test of the language of tests? English as a Foreign Language (EFL) students around the world are assessed using many of the same measurements that are used to assess ELL students. EFL students are enrolled in programs in non-English contexts such as Japan where the language of the community is not English. They do not have ready access to native models of English that ELL students usually do. This is very much like the way students learn Latin in secondary school.It appears that EFL assessments are generally used to measure oral language ability such as the ACTFL mentioned previously. Our review of the assessment procedures and methods in use in K12 schools in 12 school districts ra ised several issues that related to ESL learners assessment that were not found in studies such as Bertrand (1994), so we present them here. First, we found that there was a need for a measure that would discriminate students with language pathologies and/or learning disabilities from those who only needed English instruction. District members also explicit the need for a reliable measure to sort out secondary students content knowledge and their linguistic knowledge.Lastly, they contended that assessment should be developed to single out ESL students specific areas of weakness so that teachers could more effectively use them to guide instruction. Summary and Conclusions The use ELL or ESL is unfortunate because it masks the underlying complexity of the human beings included in the category. ELL is inaccurate as a term because native English-speaking adults continue to be English language learners salutary into old age. Perceptions and pedagogical prescriptions are the most troub ling aspects of the use of these terms. In member after article the ESL or ELL is used as though they represent a homogenous group of human beings.Pedagogical recommendations are made on the notion that they are a single group with the same skills and abilities. Of course, this is cold from the truth. Our experience is that teachers use the term to represent all students who speak English as an additional language. In addition, they appear to perceive ESL students as human beings who have trouble learning to read (English). And this too, is far from the truth for some students, but not for others. ESL (ELL) is a term that should either be suffice when used or discarded as a general term. The assessment of ELL/ESL/EFL learners is a significant foundational process for teachers to determine the appropriate teaching and learning programs for their students from kindergarten to the mature adult level.ELL assessment traditionally includes measures of listening, speaking, reading, and writing. There are threesome basic kinds of assessment instruments. The first is purely instructional in that it is designed to indicate the level at which students should be placed for instruction. The second character reference of measure is designed to provide an estimate of proficiency related to norm groups and involves scores such as percentiles and NCEs. The third is designed to provide predictive information concerning how head a student will succeed academically. Unfortunately, it appears that most measures are based on native English models. Another difficulty is that students English proficiency has a profound effect on their ability to succeed on a test.It is often difficult for a student to succeed on a test when the language of the test is difficult or unknown to them. round have noted that the language of tests is also unique. Recently, assessment measures have been computerized and some have been put on the Internet. This raises serious questions of access, espec ially for students from countries where access is difficult or non-existent. For example, we have been told that the cost of fetching an online test in a country like Zimbabwe is prohibitive. Educators from many jurisdictions have borrowed the concept of accommodation from special education to make the assessment procedures fair to ELLs who differ in various ways from native English speakers.There is inconsistency concerning the validity of test results as a result of accommodations since they are not often included in the norming procedures of the instruments. We have heard some pretend that accommodation is not itself fair, and that the results of standardized assessment provide information about how well students will do in an English-speaking instructional setting. It has been recommended that assessment measures be constructed that are written in different first languages. Some have argued that the number of first languages in schools would make this an expensive and aery a pproach. In July 2009 the use of English-only assessment measures was upheld in a federal appeals court in California.It is clear from a review of existing assessment practices that school-based personnel use a wide variety of instruments and procedures. It is also clear that there is the belief that it is important to identify a students English level for instructional purposes, but there is little agreement on how many levels should be identified. The precise process for determining a level is somewhat fuzzy, but it involves the interpretation of a variety of scores from a variety of tests. The research base concerning ELL assessment is not substantial. It focuses on measures before designed for native English speakers. They do not do well generally on such measures. Indeed, they do not do well in school and a great number drops out, particularly from inflict socioeconomic groups.The state of the art of assessment and instruction involving ELLs is extremely dire. The issues of E LL assessment needs urgent attention since ELLs are the most rapidly maturation group in our schools. References ? Abedi, J. , Hofstetter, C. G. , & Lord, C. (2004). Assessment accommodations for English language learners Implications for policy-based confirmable research. recapitulation of Educational Research, 74, 1-28. ? Al-Musawi, N. M. &. Al-Ansari, S. H. (1999). Test of English as a foreign language and first certificate of English tests as predictors of academic success for undergrad students at the University of Bahrain. System, 27(3), 389-399. American Council for the Teaching of Foreign Languages (ACTFL). (1983). ACTFL proficiency guidelines. Hastings-on-Hudson, NY ACTFL Materials Center. ? Bailey, A. L. (2005). Language abbreviation of standardized tests Considerations in the assessment of English language learners. In Abedi, J. , Bailey, A. , Castellon-Wellington, M. , Leon, S. , & Mirocha, J. (Eds. ), The validity of administering large-scale content assessments to English language learners An investigation from three perspectives (pp. 79-100). Los Angeles Center for Research on Evaluation/National Center for Research on Evaluation, Standards, and Student Testing (CRESSR). Ballard, W. , Dalton, E. , & Tighe, P. (2001a). IPT I oral grades K-6 examiners manual. Brea, CA Ballard & Tighe. ? Ballard, W. , Dalton, E. , & Tighe, P. (2001b). IPT I oral grades K-6 technical manual. Brea, CA Ballard & Tighe. ? Bennett, R. E. , Braswell, J. , Oranje, A. , Sandene, B. , Kaplan, B. , & Yan, F. (2008). Does it matter if I take my mathematics test on computer? A second empirical study of mode effects in NAEP. The Journal of Technology, Learning and Assessment, 6(9), 1-40. ? Bertrand, J. E. (1994). Student assessment and evaluation. In Harp, B. (Ed. ), Assessment and evaluation for student centered learning (pp. 7-45). Norwood, MA Christopher-Gordon. ? Black, O. , & William, D. (1998). Inside the black box Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 141-148. ? Burt, M. K. , Dulay, H. C. , & Hernandez, E. (1976). Bilingual syntax measure. New York Harcourt Brace Javonovich. ? Brigance, A. H. (1983). Brigance Comprehensive Inventory of canonic Skills II (CIBS II). North Billerica, MA Curriculum Associates. ? Cambridge University Press. (2009). IELTS catalogue. Retrieved July 14, 2010, from http//www. cambridgeesol. org/. ? Centre for Canadian language benchmarks (CCLB). (2007). Canadian language benchmarks.Retrieved August 10, 2009, from http//www. language. ca/display_page. asp? page_id=206. ? Center for Research on Education Diversity and Excellence. (2002). A national study of school effectiveness for language minority students long-term academic achievement closing report. Retrieved August 10, 2009, from http//www. crede. ucsc. edu/research/llaa/1. 1_final. html. ? Cummins, J. (1979a). Cognitive/academic language proficiency, linguistic interdependence, the best age question and some other matters. Wor king Papers on Bilingualism, 19, 175-205. ? Cummins, J. (1979b). lingual interdependence and the educational development of bilingual children.Review of Educational Research, 49(2), 222-251. ? Cummins, J. (1981). shape up on arrival and immigrant second language learning in Canada A reassessment. Applied Linguistics, 2(2), 132-149. ? Cummins, J. (1983). Language proficiency and academic achievement. In Oller, J. W. (Ed. ), Issues in language testing research (pp. 108-129). Rowley, MA Newbury House. ? Cummins, J. (2000). Language, power and pedagogy. Toronto, ON Multilingual Matters. ? Cummins, J. , & Swain, M. (1986). Linguistic interdependence A Central principle of bilingual education. In Cummins, J. & Swain, M. (Eds. ), Bilingualism in education (pp. 80-95). New York Longman. ? Crawford, J. (2004).Educating English learners Language diversity in the classroom (5th ed. ). Los Angeles Bilingual Educational goods. ? Dunn, L. M. , & Dunn, D. M. (1997). Peabody picture vocabulary t est. San Antonio, TX Pearson. ? Educational Testing Service (ETS). (2009a). TOEFL Internet-based Test (iBT). Retrieved August 10, 2009, from http//www. ets. org/portal/site/ets/menuitem. 1488512ecfd5b8849a77b13bc3921509/? vgnextoid=f138af5e44df4010VgnVCM10000022f95190RCRD&vgnextchannel=b5f5197a484f4010VgnVCM10000022f95190RCRD. ? Educational Testing Service (ETS). (2009b). TOEFL Internet-based Test (iBT). Retrieved August 10, 2009, from http//www. ets. org/Media/Tests/TOEFL/pdf/TOEFL_iBT_Score_Comparison_Tabl

After the Order of Melchizedek

Adventist Inter peopleal Institute of Advanced Studies Theological Seminary After the Order of Melchizedek A Term Paper Submitted in Partial Fulfillment of the Requirement for the assembly line THST 619 Doctrine of the Sanctuary by Ralph D Bock October 2009 T able of table of contents CHAPTER 11 INTRODUCTION1 STATEMENT OF THE PROBLEM4 SIGNIFICANCE OF THE STUDY4 PURPOSE OF THE STUDY4 DELIMITATION5 METHODOLOGY5 CHAPTER 27 TYPOLOGY OF JESUS AND MELCHIZEDEK7 WHAT IS TYPOLOGY? 7 WHO IS MELCHIZEDEK? 8 AFTER THE tell OF MELCHIZEDEK10 CHAPTER 316 SUMMARY, FINDINGS AND CONCLUSION16 BIBLIOGRAPHY19 CHAPTER 1INTRODUCTION WHAT IS THE MEANING OF THE PHRASE AFTER THE ORDER OF MELCHIZEDEK? PSALM one hundred ten SPEAKS ABOUT A PERSON WHO IS A superpower AND A PRIEST, BUT IN THE HISTORY OF ISRAEL THERE WAS NEVER such(prenominal) A KING. IT COULD BE THAT THE PSALM SPEAKS ABOUT A FUTURE KING-PRIEST. IT IS frank THAT IT DEALS NOT WITH A HISTORICAL KING, BUT WITH THE MESSIAH. 1 The prediction of res cuer non- saviorian priesthood harmonize to the pronounce of Melchizedek indicated that the Aaronic priesthood was transitory (Heb 7 verses 1114), and imperfectthat is, salvation from immoralitywas non possible by dint of the Aaronic priesthood.This meant that God intended to change the hieratical law, making it possible for one who was not a descendant of Aaron to operate a full(prenominal) priest. Once the new High priest later on the parliamentary law of Melchizedek arrived, the typical priesthood would end (verses 1519). Christ became priest, not on the basis of genealogical ties, appendd by a divine declaration. His priesthood is invariable because His life is indestructible. 2 This is called in biblical theology typology. Whether or not typology stub legitimately be embraced in the interpretation of certain messianic prophecies is by far the most contr everywheresial question.One area of OT typology was that of typical individuals who served as proto vitrines twain of other individuals within the OT and of Christ in amplification, the Melchizedek of Genesis 1418-20 served as an individual type of the messiah within the OT, as evinced in psalm 1104 and that the author of the Book of Hebrews utilized the Melchizedekian typology already employ within the OT canon to further his arguments for the supremacy of the priesthood of delivery boy to that of the Levites. 3 Matthew Henry and et al. lineament to Hebrew 7. that Melchizedek met Abraham returning from the rescue of Lot, Melchizedeks name, King of Righteousness, doubtless suitable to his character, marked him as a type of the Messiah and his kingdom. The name of his city signified Peace and as King of Peace he typified Christ, the Prince of Peace, the large(p) Reconciler of God and man. Nothing is recorded as to the beginning or end of his life thus he typically resembled the Son of God, whose earth is from ever live oning to everlasting, who had no one that was before Him, and go forth pee no one come aft(prenominal) Him, in His priesthood.Every part of Scripture honors the broad King of Righteousness and Peace, our glorious High Priest and Savior and the much we examine it, the more we shall be convinced, that the testimony of Jesus is the spirit of prophecy. 4 in that respect are strong parallels among Melchizedek and Jesus both are the Sons of God, priest of the Order of Melchizedek, King of Righteous, King of Peace, appointed by God, eternal priesthood, and preexistent. debate of the Problem The problem this paper espouses is embodied in the questions What was so picky ab bug out the order of Melchizedek?Why would God juxtapose the order of Melchizedek to that of Jesus if in that respect where no credence to it? Significance of the cartoon The study is prodigious because it will explore the intertextual study of Melchizedek in relation to Jesus Christ. The study is vital because it will contribute to the knowledge of bringing to focus the immensity of Jesus priesthood as superior and more elevating and able to meet the postulate of Gods people during the closing days of earths history. Purpose of the StudyThe main thrust of this paper is to provide a clearer peck of the superior and excellent perception of Jesus priesthood as efficacious fair to middling for the people of God. In reality, Jesus Christ is the only true sacerdotal intermediator between God and the human race. The priesthoods of Aaron and Melchizedek serve only as role models of Christs effective ministry. For there is one God, and there is one mediator between God and men, the man Christ Jesus, who gave himself as a ransom for all, the testimony to which was borne at the proper time (1 Tim. 25,6). 5 DelimitationThe paper will be delimited to the few pericopes about Melchizedek in Genesis 14, Psalm 110 and the letter to the Hebrews chapter 7. Methodology This is a soft research that describes Melchizedek and Jesus priesthood from Jewish and Chris tian sources. Chapter 1 is a definition of the introduction that includes the significance of study, purpose and the delimitation of the research. Chapter 2 contains the literature check out that extrapolates sources from Jewish, Christian, and non-Christian literature to expound on Melchizedek and Jesus priesthood as relevant to the aim of salvation.Chapter 3 is the conclusion with the focus on the summary and findings of the research work. Chapter 2 TYPOLOGY OF JESUS AND MELCHIZEDEK WHAT IS TYPOLOGY? Exactly what is a type? Theologically speaking, a type may be defined as a figure or ensample of nearthing future and more or less prophetic, called the Antitype. 6 Muenscher says a type is the preordained articulation relation which certain persons, up to nowts, and institutions of the superannuated will bear to corresponding persons, events, and institutions in the raw(a). 7 Wick Broomall has a concise statement that is helpful A type is a shadow cast on the pages of the Old Testament history by a truth whose full embodiment or antitype is found in the New Testament revelation. 8 We would, in summary, nominate the following definition, which we paraphrase from Terry A type is a real, expansive happening in history which was divinely ordained by the omniscient God to be a prophetic picture of the good things which he purposed to bring to fruition in Christ Jesus.Who is Melchizedek? The identification of Melchizedek has been highly debated in the history of the church. Jewish tradition has identified Melchizedek with Shem, the son of Noah who, by and by the chronology in Genesis, survived the flood and lived at a time when Abraham was alive and was his contemporary for a hundred years. Christian tradition has proposed different interpretations to identify who Melchizedek was. Origen said that Melchizedek was an angel. Others progress to proposed that he was the Holy Spirit in human form.Many Christians, ancient and contemporary, know said that this is a classical example of a Christophany in the Old Testament, that is, Melchizedek was Jesus Christ himself, who appeared to Abraham in human form. The concept of Christophany should be spurned because it contradicts the statement in the book of Hebrews that Jesus was designated a Priest aft(prenominal) the order of Melchizedek. If Melchizedek was Christ thence how could Christ himself become a Priest in the likeness of Melchizedek? 9 Ellen White wrote in the Re billet and Herald that it was Christ that spoke through Melchizedek, the priest of the Most High God.Melchizedek was not Christ, but he was the voice of God in the world, the representative of the Father. And all through the generations of the past, Christ has spoken Christ has led His people, and has been the light of the world. 10 Another legal opinion is that Melchizedek was a type of Christ. The typological interpretation suggests that the priesthood of Melchizedek was a type of Christs priesthood. As Melchizedek wa s a priest of the Most High God, so was Jesus. As Melchizedek was a king, so was Jesus. Both Melchizedek and Jesus were royal priests.In the persons of Melchizedek and Jesus the offices of priest and king were combined. For this paper we are going to focus on the view that Melchizedek was a type of Jesus. After The Order of Melchizedek The Lord has sworn and will not change his mind You are a priest ceaselessly after the order of Melchizedek (Ps 110,4). Unlike the ordinary priests, for whom it was possible to be of priestly descent and yet not actually function as priests (cf. Deut 18,6-8 Lev 21,17-23), the priesthood of Jesus priest was sworn unto Him by God Himself to be after the order of Melchizedek.He was not of any priestly descent inasmuch as he was not of the tribe of Levi, nor was he a priest in the sense of mortal who was actually employed as a sanctuary attendant and was carrying out sanctuary duties on a day-to-day basis. However, his priesthood was more permanent and unchanging than that of any other priest, since whether or not he was functioning in the sanctuary and doing the job of priest, he was by definition a mediator between people and deity for the quell of his life. 11 Christ was a priest of God after the order of Melchizedek (Psalm 1104 Hebrews 56,10 620 711,17).The word order (taxis) signifies an arrangement. In this connection, it means of exchangeable arrangement, i. e. , the nature of, or just like Melchizedek. The meaning is this in some sense the kingly-priesthood of Jesus would be alike in nature to that of Melchizedek. pipeline the reference to Psalm 1104 above, and observe that Christ make the application of this Psalm to Himself in Matthew 2243-4512 It was not that Melchizedek was without father, without mother literally, or that he had no genealogical background.No, the truth being conveyed was this. Whereas the Aaronic priesthood resulted from being a part of a family line, i. e. , the descendants of Aaron, Moses brot her, the priesthood of Melchizedek was bestowed directly by God. And it was precisely in this manner that the Lord Jesus was appointed as our High Priest he did not inherit it by means of a physical lineage (cf. Hebrews 714). 13 In the Letter to the Hebrews, the author uses the figure of Melchizedek in his reflection on the salvation-historical significance of Jesus life.Although there are probably captain elements to his use of Melchizedek, much of what he affirms about Melchizedek is parallel or similar to what is found in Jesus. The author uses the view that his readers had about Melchizedek for the purpose of proving the favorable position of Jesus High Priesthood to that of Aaron and his descendents. His goal is to demonstrate that Christs death brings the Levitical sacrificial arrangement to an end. The figure of Melchizedek sees the conjugation of king and high priest into one individual. These cardinal offices were separated in the Mosaic covenant and also later in the Davidic covenant.Moses led the people whereas Aaron his brother founded a high-priestly order later, when God swore to David that he would establish his dynasty forever, the high priesthood belonged to the family of Zadok, who was a priest (from the line of Aaron). Melchizedek, in the authors view, prefigures the unification of two offices in one person, which should come to pass in the last days. To be a priest forever according to the order of Melchizedek is to be both king and priest. And as I may so say, Levi also, who receiveth tithes, payed tithes in Abraham. 0 For he was yet in the loins of his father, when Melchizedek met him. Abraham, the father of the Levites and the area of Israel, paid tithes to Melchizedek and because of that, through Abraham, Levi also paid tithes to Melchizedek, so to speak. In doing so, not only was Melchizedek greater than Abraham, but greater than Levi and the priesthood that bore his name. If therefore idol were by the Levitical priesthood, fo r under it the people received the law, what further require was there that another priest should rise after the order of Melchizedek, and not be called after the order of Aaron?The writer, having established the superiority of the priestly ministry of Melchizedek all over the Levitical priesthood, now shows the superiority of the priestly ministry of Christ Jesus over both. Perfection, as we have seen in this paper, refers to salvation. Perfection is the New Testament resign it is salvation through the sacrifice of Christ, and the completeness of His entire work for the believer. In addition if the Levitical priesthood and the Mosaic Law could bring a person into salvation, atonement and access to God, then there was no need for another priest to come after the order of Melchizedek.The fact that there was one who came after the order of Melchizedek proved the failure of the Levitical priesthood and the Mosaic Law to provide a complete and comprehensive salvation that only Chris t, our great High Priest, provides. It means that Christ was not a High Priest, as in Aaronic and the Levitical order (according to the law of Moses). The High Priesthood of Jesus Christ is of a high order Christ was and is a High Priest as Melchizedek and not as Aaron or Levi. Note the following 1. Melchizedeks position as High Priest was not dependent on ancestry any was Christs. (714). 2. Melchizedek was not in a succession of many priests neither is Christ. (73). 3. Melchizedeks priesthood was higher than and separate from the Levitical order so is Christs. (74-7). ? 4. Melchizedek was priest and king so is Christ (See Zech. 69-15). 5. Melchizedek received tribute from Abraham, the father of the Jewish nation this shows the superiority of Melchizedeks priesthood above the Levitical (which came out of the loins of Abraham). See Gen. 1418-20 with Heb. 7414. Chapter 3 SUMMARY, CONCLUSION, AND RECOMMENDATIONTHIS CHAPTER DISCUSSES THE SUMMARY OF THE FINDINGS, CONCLUSIONS, AND RECOM MENDATION FOR FUTURE RESEARCH. compendium The replacing of the old priesthood with the eternal priesthood of Christ also meant a reliever of the Old contract with the New Covenant, which was required. All of this was set up, executed and revealed by God, for the purpose of convincing the Jews their old Levitical priesthood was now history. And it means that we have a High Priest and access to God For such a high priest became us, who is holy, harmless, undefiled, separate from sinners, and made higher than the heavens.Who needed not daily, as those high priests, to offer up sacrifice, first for his own sins, and then for the people for this he did once, when he offered up himself. (Heb. 726-27). Wherefore, he is able also to save them to the uttermost that come unto God by him, seeing he ever lived to make intercession for them, (Heb. 725). Conclusion A careful reading of Hebrews 7 provides a lens for understanding the rest of the letter. Christs priesthood, its efficacy and our response, is the main theme of the letter, and this is expounded carefully in chap. 7, via the vehicle of Melchizedek.In the form of true Hebrew poetics, repetitions of references to Melchizedek lead the reader on a hermeneutical journey. However, also in good Hebrew form, what is left unuttered explicitly also colors the reading and understanding and makes the possibilities for interpretation even richer. 15 Recommendations After a careful analysis of the juxtaposition position of the Melchizedeks priesthood and Priesthood of Christ, this paper proposes the following recommendation for further research In examining the priesthood of Christ, does embellish have any antecedents?What has Christ to offer up for the perfection of His Priesthood in heaven? Does Christ Priesthood offer any hope of salvation to the sinner? Bibliography BIRD, CHAD L. 2000. TYPOLOGICAL INTERPRETATION WITHIN THE OLD TESTAMENT MELCHIZEDEKIAN TYPOLOGY. CONCORDIA JOURNAL 26. Booij, Thijs. Psalm 110 rule i n the midst of your foes Vetus testamentum 41, no. 4 October 1991. Broomall, Wick. 1960. bread maker mental lexicon of Theology. Everett F. Harrison, Geoffrey W. Bromiley, and Carl F. H. Henry, eds. Grand Rapids, MI Baker. Bullinger, E. W. 1968. Figures of barbarism Used in the rule book. Grand Rapids, MI Baker. Coleran, James E. The sacrifice of Melchisedech. Theological Studies 1, no. 1 February 1940. Danker, et al. , Greek-English Lexicon of the New Testament, gelt University of Chicago, 2000. Dunnill John, Covenant and sacrifice in the Letter to the Hebrews. SNTS 75 Cambridge, CUP, 1992. Edwardson, C Bible facts concerning the Sanctuary and the Judgement, Maplewood Press. Fitzmyer, Joseph A. Now this Melchizedek (Heb 71). Catholic Biblical quarterly 25, no. 3,July 1963. Gane, Roy Altar Call Daidem, 1999. Kobelski, P J. The Melchizedek tradition. daybook of Biblical lit 96, no. 4 December 1977. Lefler, Nathan. The Melchizedek traditions in the Letter to the Hebrews readi ng through the eyes of an inspired Jewish-Christian author. Pro Ecclesia 16, no. 1,2007. Mariottini Claude, A Priest after the order of Melchizedek, Professor of Old Testament, Northern Baptist Seminary. Mason, Eric Farrel. Hebrews 73 and the consanguinity between Melchizedek and Jesus. Biblical Research 50 2005. Neyrey, Jerome H. Without beginning of days or end of life Hebrews 73 topos for a true deity. Catholic Biblical Quarterly 53, no. 3 July 1991. Paul, M J. The order of Melchizedek Ps 1104 and Heb 73. Westminster Theological diary 49, no. Spr 1987. Petuchowski, Jakob Josef. The polemic figure of Melchizedek. Hebrew Union College Annual 28, 1957. follow and Harold, Feb. 18, 1890. Rooke, D. W. , Kingship as Priesthood The blood between the High Priesthood and the Monarchy, King and Messiah in Israel and the Ancient turn up East. JSOTSS 270 Sheffield 1998. Songer, Harold S. A superior priesthood Hebrews 414-727. Review & Expositor 82, no. 3 tote up 1985. Terry, M. S. 1890. Biblical Hermeneutics. New York, NY Eaton & Mains. Thompson, James W. Conceptual background and purpose of the Midrash in Hebrews 7. Novum testamentum 19, no. July 1977. Walter R. Roehrs, The Typological Use of the Old Testament in the New Testament, Concordia Journal 10,1984 204-216 William J. Hassold, Rectilinear or Typological Interpretation of Messianic Prophecy? Concordia Theological periodic 38,1967. Warren E. Berkley, http//www. bible. ca/ef/expository-Hebrews-7. htm Were, Louis F. The blotting out of sins 1 Paul, M J. The order of Melchizedek (Ps 1104 and Heb 73). Westminster Theological Journal 49, no. 1 (Spring 1987) 195-211. 2Raoul. Dederen, vol. 12, Handbook of Seventh-Day Adventist Theology, (electronic ed. intelligence Library System interpretation Reference Series Hagerstown, MD Review and Herald Publishing Association, 2001, c2000), 390. 3Bird, Chad L. 2000. Typological Interpretation Within the Old Testament Melchizedekian Typology Concordia Journal 26, no. 1 36-52. 4Matthew Henry and Thomas Scott, Matthew Henrys Concise Commentary, (Oak Harbor, WA boy Research Systems, 1997), Heb 71. 5Dederen, Raoul, vol. 12, Handbook of Seventh-Day Adventist Theology, (electronic ed. , Logos Library System Commentary Reference Series Hagerstown, MD Review and Herald Publishing Association, 2001, c2000), 390. 6 Bullinger, E.W. 1968. Figures of Speech Used in the Bible. Grand Rapids, MI Baker. 7 Terry, M. S. 1890. Biblical Hermeneutics. New York, NY Eaton & Mains. 8 Broomall, Wick. 1960. Baker Dictionary of Theology. Everett F. Harrison, Geoffrey W. Bromiley, and Carl F. H. Henry, eds. Grand Rapids, MI Baker. 9 Mariottini Claude, A Priest after the order of Melchizedek, Professor of Old Testament, Northern Baptist Seminary. 10 Review and Harold, Feb. 18, 1890. 11 D. W. ROOKE, Kingship as Priesthood The Relationship between the High Priesthood and the Monarchy, King and Messiah in Israel and the Ancient Near East.JSOTSS 270 Sheffield 1998. 12 D anker, et al. , Greek-English Lexicon of the New Testament,pic Chicago University of Chicago, 2000, 989. 13 D. W. ROOKE, Kingship as Priesthood The Relationship between the High Priesthood and the Monarchy, King and Messiah in Israel and the Ancient Near East. JSOTSS 270 Sheffield 1998. 14 Warren E. Berkley http//www. bible. ca/ef/expository-hebrews-7. htm 15 John Dunnill, Covenant and sacrifice in the Letter to the Hebrews. SNTS 75 Cambridge, CUP, 1992,

Employment and Apple Store Manager Essay

P1 Describe the recruitment enfranchisement used in a selected organization. In this criterion I shall be explaining the recruitment documentation used in a selected organization, the organization I cede elect is apple Inc. Apple is an Ameri fuck corporation that designs and sells consumer, computer software, and individual(prenominal) computers. The founders, Steve Jobs and Steve Wozniak launch Apple computer on April 1st 1976. As of 2011, Apple is before long the largest technology firm in the world with its stock market comfort reaching $500 billion in March of 2012. Their revenue for the year 2011 was $127.8 billion in sales.Apple is well known worldwide and has 364 sell stores in thirteen countries. Apple store manager As the Apple store manager you would be responsible for overall running of the store, a department or a specific area such as the checkout. A managers main area of work would take in reaching targets and increasing sales, for example selling 300 iPhon es within a month. You will also be involved in dealing with node service issues such as queries and complaints, plus health and safety and certification issues. The Apple store manager would also be involved in staff management, including querying and recruiting, supervising departmental managers and organising training.The recruitment documentations used to apply for a store manager CV Your CV is the only thing that the employer has in hand that will give him/her an impression about you. A CV would contain educational qualifications, additional skills, work experience, chew over specific skills, interests and personal details. Personal Statement A personal statement is a rendering about yourself and your qualities such as highly motivated and enjoy a challenge etc. A personal statement would include each past experience of work, hobbies and interests, this would help improve your image. Job description A argument description outlines the day-to-day duties of your role th ey have been offered. A job description also gives details of the pay, hours and holiday attached to the role. A job description has four main usesOrganisation it defines where the job is positioned in the fundamental law structure. Who reports to who. Recruitment it provides essential information to potential recruits (and the recruiting team) so that they can make up the right kind of person to do the job (see person specification) intelligent the job description forms an important part of the legally-binding entreat of employment idea of performance individual objectives can be set based on the job description Contract of employment Agreement between the employer and yourself over the details of a job, this would include length of contract, pay, employee rights etc. All employees have an employment contract with their employer. A contract is an agreement that sets out an employees * employment conditions* rights* responsibilities* dutiesThese are called the terms of the contract.Employees and employers must stick to a contract until it ends (e.g. by an employer or employee giving notice or an employee being dismissed) or until the terms are changed (usually by agreement between the employee and employer). Interview An interview is a meeting between an applicant for employment and a gild representative to determine if the candidate is qualified for a job, an internship or a volunteer opportunity. The interview process depends on the company, the position they are hiring for, and the crime syndicate of candidates who have applied for the job. Application form Employers use application forms to rate your motivation and skills (and your spelling, grammar and punctuation). Questions are designed to assess specific attributes, so applicants can be compared systematically.

Jack London †to his wife Essay

Once Charles youngster Walcutt described dogshit capital of the United Kingdom as a steamer, which was supposed to shit more spot than any man actd use, alone it was also ben to run come in of steam half look up a long hill and e reallybody knows that it was a trial to start and a constant threat to explode(Charles Child Walcutt. 1956. Ameri jakes Literary naturalism A Divided Stream. Westport, CT Greenwood Press, p. 87). even so in 1906, when the retain discolour Fang was published, the writer s till demonstrated awed vigor in enchanting readers by the fasten of his ideas.Originally a companion volume to The Call of the Wild clear Fang narrates about a beast who is domesticated through circumstances by a man. capital of the United Kingdom himself wrote of it Life is full of disgusting realism. I know work force and women as they are millions of them yet in the slime state. nonwithstanding I am an evolutionist, therefore a broad optimist, hence my heat for the human (in the slime though he be) comes from my knowing him as he is and analyzeing the divine possibilities ahead of him. Thats the whole motive of my egg white Fang . Every atom of organic support is plastic.The finest specimens now in creation were once all pulpy infants cap adequate to(p) of organism molded this way or that. Let the pressure be genius way and we have throwback the reversion to the wild the other the domestication, civilization (Book of Jack London, I, 384. In Walcutt 195692). In the quotation are acknowledged the bunch of motives portraying the collocation man vs surround, wildness vs civilization, and naturalism vs romance. This is the account about the challenges of growing alone and never experiencing the meaning of savour, generosity and care, overcoming so many challenges endured.Driving off the authors motivation in this very tapescript well analyze the books infrastructure, as far as themes, text interpretation and narration techniques are co ncerned. The aim of the following percent is to trace how Jack Londons depiction of neat Fangs life portrays the themes of naturalism, survival of the fittest, romanticism and parallels his own agitates. zany LONDON MIRROWIMG IN WHITE FANG knave 2 DETAILED ANALYSES NATURALISTIC COBCEPTION This piece of induce by London represents the evident case of endured naturalistic manner.Generally, naturalism refers to those who posted life strictly from a scientific approach in this case that translates to the view that man and other putzs were victims of their heredity and purlieu. The environmental theme is enrolled in the very first passage with a landscape description. It thrustingly combines a foreboding animism with a sinister desolation (Brittany Nelson. http//www. gradesaver. com/ClassicNotes/Titles/white/fullsumm. html. October 29, 2000). Dark spruce forest frowned on either side the frozen waterway.The trees had been stripped by a late wind of their white covering of fro st, and they seemed to lean toward each other, black and ominous, in the fading light. A vast silence reigned over the land. The land itself was a desolation, lifeless, without front man, so lone and cold that the spirit of it was not even that of sadness. in that respect was a hint in it of laughter, merely of a laughter more frightful than any sadness a laughter that was mirthless as the smile of the Sphinx, a laughter cold as the frost and branchaking of the gruesomeness of infallibility.It was the originalful and incommunicable wisdom of eternity laughing at the futility of life and the feat of life. It was the Wild, the savage, frozen-hearted Northland Wild. (Jack London. colour Fang. http//www. gradesaver. com/ClassicNotes/Titles/white/fullsumm. html. October 29, 2000) The mood is shown through the covetous gamma of colors, allegory (smile of the Sphinx) and personification i. e. (prosopopoeia). Wild is ruled by the death convention Life is an offense to it, for li fe is movement and the Wild aims always to pulverize movement.It freezes the water to prevent it running to the sea it drives the sap out of the trees till they are frozen to their mighty hearts and close ferociously and horribly of all does the Wild harry and crush into submission man man, who is the most restless of life, ever in revolt against the dictum that all movement must in the end come to the cessation of movement (WF). Sentences constructed by analogy roll JACK LONDON MIRROWIMG IN WHITE FANG summon 3 monotonically, dictating the rhythm. Viewed from this bleak cosmic perspective (Brittany Nelson.http//www. gradesaver. com/ClassicNotes/Titles/white/fullsumm. html. October 29, 2000), lost for civilization, men are no more than puny adventurers pitting themselves against the might of a area as remote and alien and pulseless as the abysses of infinite specks and motes, moving with weak cunning and little wisdom a center the play and interplay of the broad blind element s and forces (WF). In Londons story, the terror at the environment is augmented by a number of fine touches. The dogs, for example, disappear silently, lured one by one to their deaths by the cunning of the she-wolf.And she is shown not akin flesh-and-bone creature moreover like something ghostly Full into the firelight, with a stealthy, sidelong movement, glided a doglike animal. It moved with commingled mistrust and daring, cautiously observing the men, its attention set(p) on the dogs. superstar Ear strained the full length of the let toward the intruder and whined with eagerness. (WF) Bill not simply dies out off the scene, but disappears at the desperate sounds of three shots in the place, encircled by the wolf bedding material. The contrast of a man, Henry, sitting at the fire and darkness with shine eyes of the beasts produce a breath-taking effect.With the environmental theme in mind, London wrote the novel with biologic and social determinism. Donald Pizer in his R ealism and Naturalism in Nineteenth-Century American Literature (1984. Carbondale, IL Southern Illinois University Press, p. 167) says The Call of the Wild and gaberdine Fang are companion allegories of the response of human nature to heredity and environment. JACK LONDON MIRROWIMG IN WHITE FANG PAGE 4 natural selection OF THE FITTEST The problem of environment is tightly knotted to the process of natural selection, i.e. the benefit of only the strongest, brightest, and most adaptable elements of a species to survive. In this conceive the writer follows H. Spencer I am a hopeless materialist. I see the soul as nothing else than the sum of the activities of the organism plus own(prenominal) habits, memories, and experiences of the organism (L. S. Friedland. January 25, 1917. Jack London as Titan. Dial, LXII, p. 51). The Spencers theory was near linked in Londons mind to Darwin The idea of life as a struggle for survival appealed to him tremendously.Concepts of strength and the purity of an continent breed evoke reckons of savage men who have survived through native physical strength. Londons heroes are likely to evince this atavism when they are thrust into the struggle for survival under brutal termination conditions. When such atavistic power surges up, nothing can safely controvert them, and they exult in the glory of it. (Walcutt 195690-91). This idea is embodied by the cause, smock Fang. He was different from his brothers and sisters (WF ch. 3), the fiercest of the litter. Since the eye-openening days White Fang was the one to dare getting closer to the cave entrance.He was the only one of the litter to survive the famine. His strength and intelligence make him the most feared dog in the Indian camp. While defending Judge Scott, White Fang takes three bullets but is miraculously able to continue living. One element of the book, portraying White Fangs might to adapt to any new circumstances, is how he learns to appointment and to chicane. He had a method of accepting things, without questioning the why and wherefore. In reality, this was the act of classification. He was never disturbed over why a thing happened. How it happened was sufficient for him (WF weaken II, ch. 3).It is in the last section of Part II the classy narrative tone changes as White Fang learns more about the world where dog eat dog literal and metaphorical a hawk digs its sharp talons into the soft flesh of a ptarmigan while the frenzied bird screams in agony. White Fangs biological heritage discussed in JACK LONDON MIRROWIMG IN WHITE FANG PAGE 5 the first chapters more than symbolic. When in the parts III and IV White Fangs deepening estrangement from all living things is shown, a nihilistic world of violence and hate steps forward.White Fang becomes the personification of the masculine principle of the demonic wild The outcast and The Enemy of His Kind, who is despised by man and dog and in turn hates them. Even his send for suggests both the demonic white wilderness and the savage Darwinian world governed by the Law of the Meat, the Law of the Fang. Before, he had hunted in play, for the plain joyousness of it now he hunted in deadly warmth (WFPart II, ch. 5). Savageness was a part of his make-up, but the savageness thereof developed exceeded his make-up.He acquired a reputation for wickedness Out of this pack-persecution he learned two important things how to take care of himself in a mass-fight against him and how, on a single dog, to inflict the greatest amount of wrong in the briefest space of time. To keep ones feet in the midst of the hostile mass meant life, and this he learned well. He became cat-like in his ability to stay on his feet (WFPart III, ch. 3). The months went by. White Fang grew stronger, heavier, and more compact, while his character was developing along the lines laid down by his heredity and his environment.His heredity was a life-stuff that may be likened to clay. It possessed many pos sibilities, was capable of being moulded into many different forms. Environment served to model the clay, to give it a cross form (WFPart IIIch. 6). Through the usage of metaphor London proves the first survivor law at the example of White Fang, nut, at the same time implies irony, narrating how the creature surrenders himself to the strongest e. g. to Gray Beaver (for the possession of flesh-and-blood good, White Fang JACK LONDON MIRROWIMG IN WHITE FANG PAGE 6 interchange his own liberty (WFPart III, ch. 3). The wide scope of methods help to forge natural laws at the canvas of fictional text. ROMANTICISM The depiction of romanticism in this novel is evident by White Fangs trust, love and ultimately sacrifice for Weedon Scott and his children. White Fangs pays back. Part V reflects how love can tame natural behavior and instincts White Fang refused to growl. preferably, and after a wistful, curious look, he snuggled in, burrowing his head out of sight between the masters arm a nd body (WFPart V, ch. 1).As White Fang learns to love Weedon Scott, this love produces a desire in the dog to do anything to enthrall his love master. This includes having Weedons children climb and play with him, and learning to leave chickens alone, although the druthers was extremely pleasing to him. Just as White Fang was tamed by love, Jack London was tamed by love as he began staying away from the whorehouses in San Francisco and trying to overcome a severe dose habit, having been just married. And thus we came to our conclusive part the parallel between the book and the reality of Jack Londons life. interesting symbol in this novel is the oasis of the campfire (Chapter I) surrounded by the sinister darkness of the wild. This image is a microcosm of the larger landscape the Northland wilderness as opposed to the grassy estate in the Santa Clara Valley the Southland of life, in which human kindness was like a sun. Although very naturalistic in his approach to this novel, London trustworthy a great deal of criticism for the abrupt ending. When White Fang finally recovers from his injuries, he ventures out into the warm California sun and greats Collie and his new puppies.Instead of ending the novel in the same naturalistic vein he began, London ends White Fang with a distinctively romantic flare (June JACK LONDON MIRROWIMG IN WHITE FANG PAGE i Howard. 1985. Form and floor in American Literary Naturalism. Chapel Hill, NCUniversity of North Carolina Press, p. 170). CONCLUSIONS The novel demonstrates the effects of a change in environment on the creature. Dogs and men are portrayed in some kind as moral symbols, but derived from Jacks own experience.He never stopped fighting, and the struggle with life is no more important to his success than his struggle with ideas. One led to the other, and the battle of ideas dramatizes with extraordinary clarity the confusions and tensions which I have attributed to the divide stream. In the melee, blond beast s, ideas, and supermen drip with blood like White Fang himself (Walcutt 195688). As Jack was an illegitimate child, forever uncertain as to his father, unloved and empty-bellied throughout his youth, he hoped to found something of a dynasty in his magnificent home called Wolf House, and so he longed for a male heir.White Fang was indite during the courtship and marriage of London to Charmian Kittredge and a romantic theme is part of the novel. The man is tames as well as his personage. In the book White Fang was torn by conflicting feelings, impulses. It seemed he would fly to pieces, so terrible was the control he was exerting, holding together by an unwonted perplexity the counter forces that struggled within him for mastery. And so it was with Jack London. Then all went wrong.He only had daughters and these were estranged from him his house burnt down just as his special ship had foundered his friends drifted away. It is hard not to feel that those counter forces which nett le White Fang also undermined that prodigy of lonely energy, Jack London or Wolf as he insisted his wife should call him. He was able to flourish within and finally to rise above the hard conditions of his proterozoic life and the fact that he gloried in theJACK LONDON MIRROWIMG IN WHITE FANG PAGEmemory of his early adventures shows to some extent how he saw himself as embodying the bone-crushing vitality which he continually celebrated in his stories. He saw everything from farming through fighting to reading in heroic terms, and this side of his character is not without its ludicrous aspects he could not help being self-conscious about his manliness (Susan M. Nuernberg ed. 1995. The Critical result to Jack London. Westport, CT Greenwood Press, p. 89).LIST OF REFERENCES1. Charles Child Walcutt. 1956. American Literary Naturalism A Divided Stream. Westport, CT Greenwood Press 2. Brittany Nelson.

Moving beyond fit: the role of brand portfolio characteristics in consumer evaluations of brand reliability

DelVecchios article deals with the effects of dishonor appendixs on company gross revenue, especially with regard to the affected flaws. Brand extension is herewith taken to mean how companies offer completely new products under the be brand names. The target food market could be the existing customer rack or completely new one.Companies carry oning their brands are especially interested in increasing sales revenue by offering more products. gibe to DelVecchio (2000) the extensions could be a double edged sword to the implementing companies it could increase sales to higher levels or could reduce brand loyalty to brands formerly dearest to consumers. Marketing executives in companies intending to extend brands therefore save a gravid task of investigating the level of brand loyalty before opinion about extensions.Understanding the risks involved with brand extensions should therefore be taken as the first step laying strong foundation for future sales. DelVecchio (2000) h as specifically stated that having many brands associated with the one being extended increases the possibility of success. This in consideration that respective company brands happen to have already turn up themselves in the face of competition.Extensions are therefore seen by consumers as meet another attempt for respective company to meet market unavoidably and demands. Coca-Cola Company is the best example of a company that effectively drops its childlike products to improve brand extensionality its Coke drink is available in Zero, Vanilla, and nourishment extensions (Makwana 2008)all which succeed in their mission of satisfying specific market segments tastes.DelVecchios analysis leads to conclusion that brand loyalty is the foundation for undefeated brand extensions, which explains why companies that exceed consumer expectations succeed in their brand extension initiatives.Coca-Cola is yet another company whose consumer loyalty has boosted its extended brands, as rise as remaining as the world leader in change drinks market. Ralph Lauren is another company that has been able to use its consumer loyalty to extend its Polo brand from clothing to home decor and furnishings. Consumers highly satisfied with the clothing had self-assurance in the new line of products and immediately embarked on making purchases.Companies whose products have narrow brand loyalty are on the other go on faced with diluted popularity of products being extended. For instance, Chrysler Motor Company faced with diluting popularity of its landrover Liberty after extending this product into Jeep Patriot. Fact that Liberty had insignificant consumer base meant that extending it to Patriot would hurt it (Liberty) even further (BusinessWeek 2006). Indeed American car manufacturers current declining sales problems develop from extending unpopular products.These car assemblers go to an extent of one brands signifier for product extension purposes, such(prenominal) as Fords use of the popular F150 chassis to make more Ford brands. Unfortunately for such businesses, consumers end up understanding what is happening in the extensions and therefore flavor cheated.The only solution is to ditch the affected companies products altogether and start condescending competitors products. In retaliation to a point made previously in the paper, it is vital for companies to cultivate consumer loyalty in products they could be planning to extend in the future, failure of which result to loss of business even on well established products.ReferencesBusinessWeek, 2006, Jeeps Misguided Compass, Available from http//www.businessweek.com/autos/ means/oct2006/bw20061025_140103.htmDelVecchio, D., 2000, Moving beyond fit the role of brand portfolio characteristics in consumer evaluations of brand reliability. Journal of Product and Brand Management. Vol. 9 No. 7, pp. 457-471.Makwana, B., 2008, Coca-Colas Targeting box Market through Brand Extension. Available from http//ww w.ibscdc.org/Case_Studies/Marketing/Brands%20and%20Branding/MA R0089A.htm

Extent and Causes of Unemployment and Inactivity in the UK Today Essay

An providence commonwealth can be divided into dickens groups, the economically diligent and those economically tranquil. The efficiently Active is referred to the resolve of a viewries population that is exiting and able to realize. This includes those that atomic number 18 idle and those that be currently and actively engaged in a particular logical argu custodyt. The localize of unemploy march forcet is defined as the percentage of the unemployed that ar unemployed and actively seeking for one. In this essay, I am going to discuss the extent of unemployment in the UK today.I am going to critically address the extent of unemployment by compargon geographical regions, sex, race, age groups and learningal achievement. thusly in order to cogitate the extent of unemployment, I volition argue about the true direct of unemployment principaling both(prenominal) the weaknesses LSF and Claimant Count in measuring these challenges. The second percentage of this essay , I will state the 3 perk ups of unemployment in the UK and 3 reasons for inactivity. Then I shall evaluate the credible of the Coalitions The dally create by mental act.Unemployment occurs when a person who is actively searching for urinate but unable to bump one. In the UK today the current rate of unemployment is 8. 3% according to the line of National Statistics (ONS). It int blocks that at that place is a 17 course of instructions high unemployment in the UK. The UK unemployment rose by 129,000 in the three months to September to 2. 62 jillion kindredwise young unemployment is now at 1. 02 million. there argon quad master(prenominal) types of unemployment. There argon two different mea certain of unemployment in the UK today. They ar the Claimant Count and International Labour Organisation (ILO) LFS survey.The Claimant count is UKs just about timely measure. It measures the amount of hoi polloi who be claiming benefit but atomic number 18 actively seeking emp loyment. It does non take into consideration of those on disability benefit neither does it take account of great deal who do non claim the allowance. ILO take aims use of the Labour Force Survey (LFS) to measures ein truthone without a chore and has looked for dress in the past four weeks and willing to start piss in the next two weeks. Unemployed persons include those who did non report at all during the survey week, and who were looking for work.The faults in these two measures bring up the question of the extent and the true level of unemployment in the UK today. The Job Seekers Allowance (JSA) is means-tested and it depends on household income, this means husband or wife who contract partner earning above a certain income argon not included. It also does include people under the age of 18, thereof excluding 16 and 17 years olds who left education at post-16, this part of the economy should not be ignored by the JSA because these groups of individuals usually exper ience low-levels of human capital there for potentially high unemployment rate amongst these groups. juicy youth unemployment shows underlying structural occupations in the UK today. Therefore the JSA does not rede the true level of unemployment because there are people seeking work and are not included in JSA or/and counted as unemployed. The formalized measure also has its own faults. The LFS survey is a monthly questionnaire of 60,000 people. They are asked if they look at been searching for work and would be able to take up work in the next two weeks. This measure usually gives a higher figure than the claimant count.Although the questions asked sticks to the UKs definition of unemployment there are also problems with the measure. The survey has potential for error in sampling data in sampling 60,000 people and even most importantly people major(ip) power not actually say the truth about their situation. Apart from the faults in the measures of unemployment, another issue is that there is a possibility that those classed as unemployed might actual be working. There will be a population of the economic inactive that receives unemployment benefit but still work in the black economy. accord to the ONS, an individual is defined as Economical Inactive when they are not in work and do not meet the internationally agreed definition of unemployment. They are people without farm outs who have not actively sought work in the last four weeks and/or are not available to start work in the next two weeks. Inactivity in the UK accounts for 21. 3% of the working age-adults. The economically inactive include students, the sick and disabled retirees, home cook uprs and people who have not searched for jobs in the last 4 weeks the main issue in the UK are these groups who are voluntary unemployment.ONS There are different viewpoints that will be addressed in evaluating the extent of unemployment amongst gender, geographical regions, race, age and educational attainment . ONS statistics show that the extent of unemployment amongst region varies in the UK. Over the period of July to September, this year, the highest unemployment rate was wedlock East with 11. 6% of the population unemployed. It is followed by Yorkshire and Humber with 10. 6% of their economically active population. Over the same time period the south-east had the least rate of 6. 3 per cent.In the case of gender, In April 2011 female unemployment went up by 64,000, while male unemployment went down by 69,000. Despite this statistics, the unemployment rate for men has risen faster than that of women while the economic upturns of males have dropped faster than that of females. Unemployment amongst Pakistani/Bangladeshi groups is the highest amongst people of different races with unemployment rate. The lowest are the whites British. Unemployment amongst people in more thanover education is that they are more wishly to be unemployment than university graduates over non-graduates.T here has been a late(a) media attention to unemployment amongst 16-24 year old which has recently hit a record high with 20. 6% of that population without jobs. other age group that is highly affect are the over 50s, according to AgeUK, this age group is currently suffering from a 10 year high which most likely will be those in in prospicient limit unemployment. I stipendl the organisation moldiness lay down a good foundation for a fall in job market for older people before forcing them to work longer. peerless of the Coalition establishment strategies to tackle this is The give way Programme which I am going to evaluate its effectiveness and credibility later in this essay. There are many causes of unemployment for example, turning point, lack of skills, and lack of information, over-regulating, decline in industries, willingness to work and discriminating itemors. Cause of Inactivity on the other hand is disability and self-indulgence of the welfare system toward the vo luntary capable economically inactive. inletal is a downturn in the economy of a country.Its a drastic fall in countries GDP. iodine of the causes of unemployment In the UK today is the recent recession according to the BBC the recent recession had a deep feign on jobs. According to the CIPD, the recession cause a loss of 1. 3 million jobs. The reason why unemployment rises is because during a recession, output and demand falls, firms cost optimize by cutting down on unnecessary expenditure or they option optimise by reduce unnecessary workforce. The effect of resource optimisation proceeds to a rise in unemployment as there are less job positions in the economy.When unemployment increases, this can worsen the recession since there will be lower aggregate demand and lower developing rates in the economy. Although one can argue that the UK economy has survived the recession we are still existence affected by loss of jobs that the 2008 recession caused. Generally, I think the economic decline is one of the main causes of unemployment today. some other cause of unemployment is the lack of demand for workers. The demand for worker is derived from the demand for goods and go and then the bigger issue might be people not spending.This is a big issue because of the lack of jobs that people want. The government is nerve-wracking to depart the inactive active and the unemployed employed but the question is that are there any jobs for these people after they have been apt? One could argue that it is because businesses are not creating jobs there they are very few jobs that people might want to do in the economy. The leniency of the benefit system in the UK is the main cause of inactivity. deal recognise that with jobs they can depend on the welfare state.The government aim to get people out of poverty can also affect the economy because of the unemployment trap. This is a situation whereby unemployment benefit acts as a deterrent or causes lack of motiva tion for an unemployed or an inactive individual in the labour to take up jobs or advantage his skills or perchance in the case of an inactive individual gain necessary skills to interpose the job market. Another cause of inactivity is disability in the UK. People claiming disability and sick benefit, these groups of people are also class. Another cause of inactivity is people retiring (65% men and 62% women).Apart from this, men are more likely than females to be classed as sick or disabled but women are more likely than men to be looking after the home and family. Statistics show that 26% of UK economically inactive people would like to work. Another main cause is the lack of education and training, especially currently in the UK, the government scrapping schemes like Education caution Allowance (EMA), this will act as a disincentive for people wanting to entering education. With issues such as this, young people will be affected because the lack of post-16 education will mean they are more likely to end up in a dead end job.There are special skills needful for certain type of jobs. To render a doctor, one has to go through years of education to be full qualified. The years of education and training are their specialist skills are gained. Statistics show that the opt-in rates of people entering into higher education will reduce because of the lack of EMA which might affect these people that refuse to get in in education in the coming(prenominal). The Work Programme is a major new payment-for-results welfare-to-work course of instruction Along with the Universal Credit benefit reforms, it is central to the Coalition Governments ambitious programme of welfare reform. The straightforward aim of the programme is to cut down the United Kingdom long-run unemployment. The strategy the coalitional government is to pay surreptitious firms to suck up the process easier. The government believes it will be cheaper in the long run to pay these private firm s rather than pay for benefits. According to the programme, an estimated 605,000 people will go through the programme. In 2011/2012 in the year 2012/13 it aims at 565,000. Providers include companies like Working Links, Triage A4E, Serco and many more. The government has awarded a least two suppliers in every region.These private firms the government outsources the job is referred to as providers. Providers are paid totally on results. The idea is to create for the workers a sustainable job outcome for those participating. The longer an individual stays in work the more the providers get paid, whence creating an incentive for these firms to provide continuous support for musician. One could argue that the scheme helps tackle the challenges of unemployment because there are special skills needed for certain type of jobs. The problem with The Work Programme is that it could be used to generate cheap labour for dead-end jobs.Because it will be base on payment by results, the provi ders will do their best to make sure they are correct and therefore get their fee. Another problem with the scheme is that it doesnt have much difference from other schemes. I think it will strengthen the competition for job ready participant and these are people who are likely to have got the jobs anyways. The difference is that the provider will be able to claim a larger fee compared to previous schemes. There are few other problems with this reform, this reform is for the most part untested and it is not big enough of a scale to make a serious dent in the problem.The worry is that providers will end up picking individuals who are more likely to get jobs and therefore ignore the unemployment black spots. Another issue with it is that there is an arrogance that unemployed are bunch of people that ready to work. The vast mass of unemployed are involuntary, many have the treat skills and in the wrong geographical location. Also some of these people are ill wellness to be at work. According to the study done by the capital of the United Kingdom School of Economics it showed that the providers will miss the set targets by 90%.I think the introduction of ruthless competition could also lead to companies going after the same jobs and therefore not benefitting people that it was for in the starting signal place. It could end up being a revenue or sales maximisation aims rather than actual target people like the long term unemployed who are further down the unemployment scale. For The Work Programme to really succeed, I think these organisations need to make sure they take on people that have been in long term unemployment people that have grown comfortable with life on benefits.The government also needs to start creating jobs. One can question the fact the scheme will succeed when there isnt actual jobs for these people in the origin place or at least job that they want to do. With the average of six to every vacancy the government has got a lot to do. Accordi ng to a new investigate by the friendly Market Foundation (SMF), the paper is called, Will the Work Programme work? This paper scrutinises the viability of the Work Programme by predicting the performance of the firms providing the programme during its first three years of it being active.This forecast will be establish on the welfare-to-work scheme called the Flexible New Deal. This is the predecessor to the Work Programme. According SMF analysis, it suggests that the providers will not meet their set minimum expectations in the first 2 years of the programme and even in the third year 22 out of the 24 FND providers would fail to meet the requirements for the scheme. The department has jeopardize to lapse the contract of providers who dont meet the benchmark set. This further threatened the credibility of the scheme.According to the Chris Grayling, the Employment Minister states that dismiss this research as flawed. He claimed that it is possible to compare DWP to FND. His argum ent is centred nigh the fact that FND involves different groups of Jobseekers to DWP and therefore one should not compare both schemes. One can argue that the Flexible New Deal is more effective because its analysis is carefully based on comparable groups of long term unemployment which is the target group helped by the DWP. Although these groups of job seeker are easily comparable, the different between the schemes remain.Even on the optimistic assumption, it concludes these DWP performances are not realistic for most providers. The Work and Pension committee of the suffer of Commons recently demand clarity over the Work programme have come up with these challenging target and many of the providers have expressed their doubts the unrealistic targets of the scheme. Also in the recent economic climate, claimant count has increased by a significant value since the bid of the Work Programme were invited and I think dont think the future is precarious or do not agree on its being a cr edible solution.I also think to find a credible solution to tackling unemployment. DWP has to revise its minimum performance expectations and perhaps represent a more credible incentive for its providers. It could also establish great transparency about how to derive its estimates of minimum performance and also make clear how this might vary if economic condition deteriorates this will therefore create greater accountability and certainty. When this is done, I think The Work Programme will then be a credible solution to tackling unemployment.