Holocaust: Nazi Propaganda, Anti-Semitism, Auschwitz, Survivors, and Rescue in Denmark

Nazi Propaganda and Censorship While Hitler was coming to power, the Nazis orchestrated a massive propaganda campaign to win the loyalty and cooperation of Germans. All media whose viewpoints threatened Nazi beliefs were either censored or eliminated altogether. In May of 1933, more than 25,000 books written by both Jewish and non-Jewish authors including Helen Keller were burned. On December 5th in 1930, Joseph Goebbels disrupted the premiere of â€Å"All Quiet on the Western Front† with smoke and sneezing bombs because its views were considered â€Å"un-German. Even schoolbooks were censored from classrooms. The Nazi’s controlled the media so they could integrate Nazi racism and ideas into it. On March 13th, 1933, Goebbels was appointed head of the Reich Propaganda Ministry. As the head, he condemned works written by Jews, liberals, leftists, pacifists, foreigners, and many others. New textbooks were put into classrooms praising Hitler and anti-Semitism. Hence, peopl e were taught blind obedience to the Nazi party. Anti-Semitism Jewish people have been faced with prejudices and discriminations throughout istory. They were isolated in Christian societies, which, if you can remember, were almost everywhere. The Church taught that the Jews were responsible for Jesus’s death, and that they also caused the â€Å"Black Death,† which was the plague that killed thousands of people. The ignorance of people never ceases to surprise me. Because of these accusations, Jews couldn’t hold certain jobs or own land. It must’ve been hard not being able to express yourself the way everyone else did. Jews either had to convert to Christianity, leave the country, or be persecuted. Influential people mistakenly defined them as a race, which ultimately meant that even if they did convert to Christianity, they were still Jews by blood. The government either organized or didn’t prevent violent attacks on Jews, which involved murder and then looting. Why was so much hate projected towards the Jews? Auschwitz When educated people hear â€Å"Auschwitz,† a pretty picture does not come to mind. Auschwitz was the largest concentration camp established by the Germans in the 1940s. It was altogether a concentration, extermination, and forced-labor camp. In just five years, over one million innocent people lost their lives. If they could work or were some use to the Germans, their lives were spared. If they couldn’t work, this includes the sick, the elderly, children, et cetera, they were sent to gas chambers. Auschwitz’s four LARGEST gas chambers could hold and kill 2,000 people at once. Afterwards, their bodies were burned. As mentioned earlier, the workers were left alive, but had live in unbearable conditions. They were not insulated from the heat or cold; they wore the same clothes 24 hours a day, seven days a week. They were malnourished and were often fed rotten, molded food. Dr. Josef Mengele performed cruel experiments on twins, dwarves, as well as the sick, and then killed them if they didn’t die during the experiments. It really is no surprise that most prisoners survived only a few weeks to months in Auschwitz. Survivors Returning to life before the Holocaust was impossible for victims. Not only was it impossible, but it was also dangerous. People would think that after all the Jews had been through, that they’d learn to take it easy on them. But still, there were anti-Jewish riots and pogroms when survivors returned. Rumors spread about Jewish people killing Polish children and using their blood for rituals. Due to these rumors, even more riots broke out, one in particular where 41 people were murdered, and 50 more were wounded. Even if the people had been peaceful to the survivors, they wouldn’t have had a place to live. Many came home to find that their homes had been looted and/or taken over. With nowhere to live, the Jewish people were put into Displaced Persons’ camps. After being ejected by many countries, the United Nations finally voted to divide Palestine into a Jewish and Arab state. Even the United States changed their immigration policy to allow more Jews to enter. I guess the survivors had found hope after all. Rescue in Denmark Not everyone actively supported and collaborated with the Nazi Germans. Yet again, nor did they take a stand on what was happening and help the Jewish and minority grou ps. Millions of people nationwide stood by as the Holocaust occurred. People told themselves that it was none of their business. Many others were just frightened. Helping Jews was punishable by death, after all. Only one country stood up for their Jewish people, and that was Denmark. They had help from many outside forces to help smuggle almost 8000 Jews, almost the entire Jewish population in Denmark, out before the Nazis could come. Even with all the combined efforts though, about 500 Jews were still deported to a concentration camp. Still, all but 51 survived due to the Danish government pestering the Nazis about the welfare of their people. A French clergyman smuggled about 12,000 Jewish children into Switzerland and Spain.

Health: Exercise and Life Essay

1.English language in my life. Nowadays English is the international language of human speech, either spoken or written all over the world. Language itself is the most common system of communication which allows people to talk to each other and to write their thoughts and ideas. And it is the only one reason why English is important in our life. It means that there are a lot of other reasons. Firstly,learning a foreign language increases your range of communication. For example, if you speak only English, you can communicate with over 400 million other persons. If you also learn Spanish, you could speak to any of the 297 million Spanish-speaking people in Latin America, Spain, and other parts of the world. Secondly,by learning another language, you get knowledge of the customs and ways of life of their nations. While learning French, you find out how French people live, behave, and think. And finally,a foreign language can help and add to your knowledge of your own language. For example, by studying Latin, you can improve your understanding of the thousands of English words that have their roots in Latin. So, I think that if a person have reasons to learn English he can learn it everywhere. And there are some often used ways how to do it. Firstly, you can learn English at school, where teachers can help you with your pronunciation skills . Secondly, you can learn it by travelling and speaking with native people of this language. For example, you can visit the UK or The USA where all people speak English. And finally, It seems to me that it will be good to attend special cources, at which you can deepen your knowledge at this language. But also, also you can learn English at home. And there are several ways how to do it very effectively Firstly, you can use tape recorders, which permit students to listen, repeat, erase their own repetition and then try again. Secondly,I think that videotape can realy helps in studying language because it lets students watch their mouth movements. And finally It seems to that computers can halp to study English because it can correct student’s translation of words and phrases on a video display screen. So, these language study aids provide not only instruction and practice, but also self-instruction, because they can be used without a teacher. As for me I learn English at school. I have 5 different classes and 3 teachers of English. The first is homereading were we read a lot, retell and analyse different texts. The second is Country Stusying where we learn the history of Great Britain and the USA. The third is Grammer where the teacher teaches us the Grammer of the English language. The forth is writing where we study how to write letters to our penfriends. And the last one is Practice of English. I think that tt is very interesting class because there I try to express my own opinion about different things. It seems to me that all these lessons are very important because they can help me to deepen my knowledge of English. So, English plays an improtant role in my life not only because that it can help to communicate with people from other countries but also because it can help to know more about other cultures, traditions and habits. 2.health is the best than wealth â€Å"Health is wealth† and Health is better than wealth† are well-known and oft repeated sayings. These underline a vital fact of life. Without good health nothing is of much use. If any sensible person is asked what he would prefer, health or wealth. He would immediately answer ‘health’. Without good health and physical fitness life would become a burden and a tasteless thing. Those who are sick, ill or weak in health are found dejected, nervous, hopeless and without any zest for life and its activities. He who has health and a fit body has hope, inspiration and so everything in fife. Health goes far, even farther than wealth and any other thing in life. It is a sure key to success. Without physical fitness and good health nothing good or substantial can be achieved. Only the healthy citizens, and men and women make a healthy and happy nation. Only healthy people can work hopefully, steadily, constantly and at people can work hopefully, steadily, constantly and at their best, to achieve better and better results. Again, it is only a healthy man or woman who can desire and strive for perfection. Weak men can never make good citizens, leaders, businessmen, soldiers or a brave people. Healthy minds reside in healthy bodies. Men and women indifferent to their health cannot either be intelligent or make good artists, poets, public servants and useful members of the society. Most of the great and successful men and women owe their success to their outdoor physical activities, playing habits and exercise in their youth. Their athletic habits, cultivated in their youth, always stood them in good stead later in life. Consequently, they always possessed sound health and mind, leading them to the crowning glory. Their mental vigor, exuberance of thoughts, vivacity and enthusiasm for work came from their robust health, and physical fitness, which they obtained through regular exercise, game and sports, long walks, swimming, horse-riding, yogic postures and such other activities. The way to health, happiness and success lies through physical work, exercise and animal robustness. Therefore, look to your health, if you have it; praise your luck and stars. If you do not have it, then ponder we over your life-style and try to develop athletic habits. Go to your garden, grasp a spade and engage yourself in digging or wood-cutting. Run a mile early in the morning, play some game like football, volley ball or badminton, and you will soon regain your health and energy. And these in their turn will fill your life with a new hope and meaningfulness. Every man and woman should undertake some physical work or exercise regularly. It is the sound body that brings sound mind with it. It was in the playgrounds of Eton school that the battle of Waterloo was actually won and Napoleon defeated. The toughness acquired in the school playground was turned to good account in the battlefield. It is such physical activities as wrestling, boating, cricketing, sporting, and playing games and exercise which promote national health and strength. The player or a sports-prison who would win races honorably must have an honorable and successful career. To do one’s work cheerfully and well. Every man and woman should possess a good constitution, and this can be got only by daily exercise in the open air. Physical education should be an integral part of education and training in our schools, colleges and universities. Physical fitness is a must for everybody. It is in the very young age that athletic habits and. love for physical work and exercise should be developed. The best time to have physical exercise is early in the morning and late in the evening. It is heartening to note that yogic exercises, postures etc., have been introduced in our schools and colleges. Through yogic exercises we can develop both our minds and bodies. These exercises are very scientific and time- tested and goes a long way in facing and eliminating stresses, tensions and worries of modern materialistic life. Yoga, the oldest science of life, teaches us how to work, rest, relax and breathe to maintain good health and mental capacities. Yogic asana and postures help us lubricate the body-machine, keep the muscles and joints running smoothly, tone all the internal organs and increase blood circulation without causing any fatigue. Our body is like a perfect and subtle machine that needs proper maintenance, care and running. Anyone can practice Yoga and maintain his health and peace of mind. People who do not take regular exercise or do Yogic postures easily fall sick. Many of our modern diseases like obesity, diabetes, blood-pressure, mental tension, rheumatism, piles etc., have their roots in our lethargy, comfortable living, ease and convenience of life. They can be very easily checked and eliminated by taking daily physical exercise. Lethargy and inactivity, coupled with easy living, make our body an easy victim of diseases. From the very young age the boys and girls should be properly trained in physical fitness and exercises. They should be helped to cultivate and develop athletic habits. It may be repeated once again that physical fitness is imperative and should not be neglected. It is high time that we pay more attention and use greater resources to develop and promote national physical standards. We should create a harmonious atmosphere where the body is given no less importance than the mind, because without physical powers there cannot be any mental power. Physical exercise, taken regularly, works like a wonderful tonic both for mind and body. But there should be moderation and there should not be too much of it. Neglect of exercise is as bad and injurious as the overdose of it. 3.Parents are the best teachers.. Obviously, the first teachers we have in our lives in most cases are our parents. They teach us to speak, walk, ride a bike, behave ourselves etc. From my everyday experience and observation I can totally agree with the statement that parents are the best teachers. In the following paragraphs I will try to support my answer with some reasons and examples. First of all, I would say that parents are our very first teachers. They with great patience pass down the essential knowledge that we need in order to join ‘the real world’. Children often copy their parents’ habits and traits because children are sure that parents do only right things. Often children’s first wish is to be like their mother of father. Parents are the best teachers because they wish their children to be successful and they do not teach them bad things. However, in order to succeed in today’s world children need more than just to know good manners and be able to read and write. They need real teachers who would teach them logic, mathematics, literature, foreign language, management etc. Moreover, they need to communicate with the children of the same age. Adolescence is a period when children learn more from their friends then from their parents. At this age many young people reject their parents’ advices and warnings. They begin to learn from their own experience, make conclusions and analyze their first mistakes. It is very important for parents in this period to be supportive and patient. Children may slam door and refuse to do some things because they want to feel independence. Another important aspect of this is that parents are the first people who must warn their children about the danger of drugs and cigarettes and how to avoid and say ‘No’ when they need to. In the modern world parents must talk with their children about everything because it can save their life and make them happier. So, the role of parents is really important because it gives the strength and understanding the real world. In conclusion, I think that parents are the best teachers because they give their knowledge that can not be taken from books when it needs to be known by children. 4.Texnology Nowadays, technology plays an essential role in our modern life. A simple example of technology we can see is internet, many people can’t live without internet just a day. If you want t osearch information, you can use google tool, if you want to chat with your friends, your relatives, etc. you have yahoo messenger, etc. Technology can be applied in transportation. Without transportation, countries can’t develop. But as the result, people don’t want to change their life. So do changes make life better or easier ? Should people change their normal life ? I think that first of all, changes give you many new opportunities. For example, few years ago, I like to live in small town, but then I decided to move to a big city. At first, I felt hard to be familiar with this new environment but day by day, I recognized that big city gave me chance to meet many people, widen my relationships, work in a big company, and have good salary, etc. I think that first you can see changing is very hard and you have to do many things that you haven’t done before, but that’s a way you can improve yourselves. Second, changes maybe give you a new life, open a new world for you to discover. Many people think that they live in convenient world with updated technology so they don’t need anything else, they don’t need changes. But I think that it’s wrong opinion because technology has been developed by humans, it can’t be developed itself, if everybody just know how to use technology, satisfy with what they have thing world will never be better. Technology is just a tool for us to make life easier but if you just make some changes to your normal life, it will be better. My brother is an example. Just last year, he still worked all day with his computer because he was a computering engineer, he came home late at night after a tired working day and slept. But now, he changed. He has a good schedule of working and relaxing time. He works better because he doesn’t feel tired of working day by day without rest.. He has time to travel wherever he wants, meets many new friends, and just two weeks ago, a company invited him to be a manager, with very high salary. You see, just small changes can give you a new aspect of life. Last but not least, I think that changes can’t give you all better things, sometimes, it gives you many problems and abrupt things. For example, your relatives and your friends maybe can’t adapt to your sudden changes and react in bad way, your life becomes messy, etc. But I think that every thing has two aspects : positive and negative ones. We just need to believe in our decision and everything will be fine. Changes are just a way for us to improve our recognition to our life, our world; we can be more balancing when facing with abrupt problems. 5.Advantages & Disadvantages of Electronic Books  Electronic books, or e-books, are a relatively new development, and are far from realizing their vast potential for changing the way people read. Most of the advantages of electronic books, such as the fact that they save paper, will continue to offer benefits as the technology evolves. Many of the disadvantages, such as the lack of a unified platform for downloading content, will probably become less problematic as the industry develops. Environmental Advantages * Electronic books save trees. By downloading an electronic book rather than buying a hard copy of a book, you eliminate the need to print on paper. Even recycled paper uses more resources than an electronic book. In addition, electronic books save the energy and resources that it takes to print conventional books, as well as the fuel that is required to deliver them. Convenience Advantages * Electronic books offer a range of conveniences, which will continue to expand as the technology develops. Because the content of an e-book is delivered electronically to your device or computer, you can shop for e-books and receive them almost immediately, any time of the day or night. In addition, electronic books provide the convenience of having multiple books available at any given time, without the trouble of having to transport them. This is particularly advantageous when traveling: rather than carrying a suitcase full of books, you can carry a suitcase worth of titles on a single device. Availability Disadvantages * Many titles that are available in traditional print books are not yet available in an electronic book format. This problem is compounded by the fact that as of 2010, the electronic books on the market are manufactured and licensed by different companies, each of which has access to its own range of titles. Many mainstream best sellers are available in electronic format, but if you tend to read even slightly more exotic titles or academic literature, you will not be able to find much suitable material in e-book format at present. Technological Disadvantages * As of 2010, electronic books still present a variety of technological problems that need to be solved. Reading e-books can create eye strain because it is more difficult to read words on a computer screen than on a page. Devices made specifically for reading e-books present other issues. Some models do not come with replaceable batteries. As a result, you must replace the entire device when the battery dies. 6.the advantages of reading books

Computational Fluid Dynamics Outline Example | Topics and Well Written Essays - 1250 words

Computational Fluid Dynamics - Outline Example In the design of pipe systems it is necessary to take into account with Water Hammer effect and consequently, it is important that these Water Hammer effects be calculated with the appropriate accuracy. Application of Newton’s second law of motion to the case of unsteady flow of a compressible liquid in an elastic pipe leads ultimately to the momentum equation in pipes. The following equation expresses the law of conservation of momentum in 1D-dimension. where is the diameter of the circular pipe and is the friction factor of the pipe. The value of is a function of the Reynolds number and the roughness of the pipe and is given below. Also is the pressure of the liquid in the pipe, is the liquid velocity in the x-direction coinciding with the pipe length, is the fluid density and is the time. We notice that the convective term is negligible compared with other terms. Where is the speed of sound in the pipe as a function of the local density, the compressibility of the liquid (bulk modulus) which is defined as , the elasticity of the wall, the diameter of the pipe , the thickness of the wall and the lame coefficient of the material of the pipe. The equation (1) and (2) are a simultaneous pair of partial differential equations which relate the two dependent variable and , as function of and . All methods of analysis of Water Hammer have theses equations, or simplified forms of them, as their starting points and it is important to note the assumption and approximations which have been used in their derivation. These are as follow: The pair of partial differential equation 1 and 2 are of hyperbolic type and, consequently, linear combinations of them can be found which reduce to ordinary differential equations along two intersecting families of curves in the -plane. The Equations which specify the two families of curves and the ordinary differential

Strategic Management in the Aviation Industry Essay - 1

Strategic Management in the Aviation Industry - Essay Example It is evidently clear from the discussion that apart from the issues within the companies’ scope, some industries are faced with concerns that tend to be beyond their control. Such topics globally affect the performance of an industry and all the industry’s firms must act in unison to overcome such crises for the overall benefit of the entire industry. In the analysis of the world economy, all industry players have to be taken into account and their niche is critically scrutinized to ensure the best position is reached at, and for the analysis to give the best position of an industry. This is due to the disparities in the diverse industries composing the world economy. Considering this, such analyses unearth inside make-up of these industries that assist in their in-depth knowledge. Consequently, this exhaustive understanding of such industries results in better positions for tackling the contentious issues and trending topics that affect the specific industries and ext end to the world economy. In light of this, an industry for consideration would be the aviation business. The aviation industry is composed of all companies, private or otherwise, that partake in the air transport. This includes both passenger travel and cargo freight. It is a rapidly growing industry and being the fastest means of transport, it is the most preferred by many. The airline industry is demarcated into various sub-sections consisting of commercial passenger transport, private charter firms, cargo freight companies and, more recently the introduction of emergency flying doctor services. Due to this, the delineation of boundaries for this industry poses a number of challenges to the industry players. As such, rifts may occur among industry players with each firm only associating themselves with their niche and generally avoiding interaction with others outside their scope. Considering this, the negative impact comes evident when a firm supposedly offers services in a nich e not considered its specialization. The other companies in that specialty would view this as territorial infringe. This often puts different industry players at war against each other. Moreover, the establishment of national airspace also sets an avenue for differences among countries.

Management of Change in Lufthansa Airlines Essay

Management of Change in Lufthansa Airlines - Essay Example Secondly, there must be allocation and mobilisation of resources so that the necessary changes may be executed. According to Beer and Eisenstat (2000, p. 32), it is increasingly becoming very critical for the corporate world to excel at strategic change management so that they could outperform their competitors. This paper then will discuss corporate restructuring and privatisation in Lufthansa Airlines. The Type of Change and Why It Was Introduced Lufthansa was almost going under in 1991 owing to accrued large debts. However, in a span of eight years, the company turned around its fortunes to become a world leader in the aviation industry. In order to turn around its fortunes, the company had to institute radical changes. After instituting changes, which was the first step in the process, more allied changes had to follow so that the future of the company could be assured. The management of the company decided to execute change at four different levels, which were modelled around th e concept of renewal sustenance at four levels. However, after eight years of its turnaround, none of the processes that were started were completed. The most challenging bit was sustaining the progress introduced through change. It has been pointed out by Boxall (1996, p. 66) that most processes of change do not work because of an absence of attitudes geared towards change. It follows then that irrespective of how important or good a change process is, the desired goals are not achieved. Similarly, Beer and Eisenstat (2000, p. 35) are of the opinion that those change programs that do not work are usually based on theories of change that are flawed. In this case, it is important for change management to recognise their limitations in terms of ability to institute changes from the top. Instead, change managers should be involved in the creation of the climate of change that is in tandem with the company’s development goals without relying on any specific solution (Armenakis an d Bedeain, 1999, p. 302; Schuler and Jackson, S. 2001, p. 247). There is usually a difference between execution philosophy of change and process management philosophy. On the one hand, the former is of the assumption that leading change is the primary task in the process of change while, on the other hand, the latter places emphasis on the main task of change as planned implementation (Burnes, 2009, p. 76). The Context in Which Change Took Place During the change process, it becomes apparent that the basis of principles and values are dictated by underlying cultures (Worren, Ruddle and Moore, 1999, p. 279). The conditions that exist in the American companies are different from those of European continent in relation to criteria that are important for change strategies (Theodorakopoulos and Figueira, 2012, p. 863). This is particularly pertinent to HRM (human resource management) because it is involved with contemporary techniques of management, besides primarily dealing with etiquet te and values. There has to be a differentiation between strategies HRM and their role during the change process. It has been noted that HRM is deeply entrenched in the American culture, which counter-runs the prevalent In Europe culture of social responsibility, collectivism and pluralism (Saunders, Mann and Smith, 2008, p. 1110).

Juvenile Justice Authority in Maine Term Paper Example | Topics and Well Written Essays - 1250 words - 1

Juvenile Justice Authority in Maine - Term Paper Example The juvenile justice system in Maine is functional inside the greater juvenile justice framework of the United States. The theory behind this framework is based on extensive research, experience, and sociological introspection. Critical theorists and sociologists hold juvenile delinquency and juvenile justice in the terms of a class structured capitalist society. â€Å"They point to economic and social inequalities that increase the probability of lower-class youth turning to crime because so few opportunities are open to them. Critical criminologists contend that the origin of the concept of delinquency and juvenile justice in America is based on economic and class differences.† (Hesse and Lawrence, 2010, p. 59) The juvenile justice authority in Maine practically implements the conceptual framework based on this theoretical perspective. Under the auspices of Maine Department of Corrections (MDOC), the juvenile services of the state seek to establish a society oriented approac h that will give rise to a collaborative and supportive social system including the individuals along with their communities and families. Thus, the factors that put children at risk can be addressed and necessary action can be taken in proper time. Technically, the resultant functionary is both proactive and amply oriented to the social needs. The Maine Department of Corrections (MDOC) regulates juvenile justice in the state through its Division of Juvenile Services, which is the main juvenile justice authority in the region. In their publication Taking Measure, the authorities have explicitly explained their mission in the following words: â€Å"To promote public safety by ensuring that juvenile offenders are provided with education, treatment and other services that teach skills and competencies.

Free Will and Fate in Sartres No Exit and Sophocles' Oedipus Tyrannus Essay

Free Will and Fate in Sartres No Exit and Sophocles' Oedipus Tyrannus - Essay Example Although they conceded that man had the power to choose and make decisions for himself, they felt that these decisions inevitably ended up playing into the hands of fate. This can be seen clearly in Oedipus Tyrannus. Oedipus learns from the Oracle that it is his fate to murder his biological father and sleep with own mother. Upon learning of his fate, Oedipus flees from the land of his youth in an attempt to escape his fate. After he becomes king, Oedipus seeks to learn the truth behind the murder of his father which caused the land of Thebes to be cursed. He summons the blind prophet Teiresias who hints at the truth which eerily echoes the oracle's prediction: Even though Oedipus tried to escape his fate by attempting to flee, his destiny overrides his free will as he ignorantly winds up fulfilling the oracle's prophecies of patricide and incest. In this play, fate is seen as the master of man's destiny and it shows how man is virtually helpless when it comes to living out his preordained destiny. By contrast, Jean Paul Sartre's No Exit has the major underlying theme of existentialism; that is that man and man alone controls his destiny. Existentialism is the belief that there is no God or fate and therefore man is in charge of his own destiny. Basically, the past is past and has no bearing on today, what is here and now is the reality. Man has the free will to choose to be free or he can be imprisoned by letting other people choose his destiny for him. Also by allowing himself to become imprisoned by the past, man is condemning himself to a life that can't be lived. Of the three main characters in No Exit, two are doomed to an eternity in Hell because of their failure to take responsibility for their actions which got them there in the first place. Besides blaming others for her problems, Estelle even blames her death on fate, "then two years ago I met the man I was fated to love. We knew it the moment we set eyes on each other. He asked me to run away with him, and I refused. Then I got pneumonia and it finished me." Estelle is saying that because she denied her destiny, her punishment was death. In life and in death, Estelle allows others to create her self image rather than take responsibility for her own life, this can be seen when she asks the others repeatedly how she looks and through the use of Inez as her mirror, she shows how she is still letting other people determine who she is. Estelle and Garcin both refuse to give up the past, as they go over and over the events that brought them to Hell. Their inability to live in the present, in effect condemns them to Hell. In Hell as on earth, Garcin continues to leave his existence in the hands of other people. Garcin let other people decide who he was on earth, at one point even declaring, "I've left my fate in their hands." In Hell, he allows Estelle to determine who he really is by allowing her to define if he is a coward. Garcin's inability to leave Hell even when the door is open shows how he lets his fear of being responsible limit his choices and eventually condemns himself.

Corporate Finance Case Study Example | Topics and Well Written Essays - 2500 words

Corporate Finance - Case Study Example The company's other division, ALSO, provides 'information and communications technology and consumer electronics in the wholesale and logistics sectors (Google Finance 2009).' Schindler operates in 125 countries, with its 45,063 employees around the world, while most of its ALSO operations cater to European customers (Yahoo Finance). A firm's liquidity is measured by certain financial ratios which include the current ratio, quick ratio, and average collection period. Schindler Holding's current ratio is 1.45 in 2004, 1.3 in 2005, 1.31 in 2006, 1.29 in 2007, and 1.33 in 2008 (see Table 1 in the Appendices). The company's quick ratio is 1.06 in 2004, 0.92 in 2005, 0.87 in 2006, 0.84 in 2007, and 0.95 in 2008 (see Table 1 in the Appendices). As for the company's average collection period, the company collects its accounts receivable in 53.81 days in 2004, 58.29 days in 2005, 59.73 days in 2006, 52.13 days in 2007 and 47.45 days in 2008 (see Table 1 in the Appendices). Exhibit 1 in the Appendices shows the trend of Schindler Holding's current ratio and quick ratio. The company's current ratio has declined from 2004 to 2005, increased from 2005 to 2006 then declined again to 2007. From 2007 to 2008, this ratio is increasing. The company's quick ratio on the other hand has faced a constant decline from 2004 up to 2007. In 2008, the company's quick ratio has increased from 2007. The difference in the trend between the two ratios tells one thing-while the company has increased its current assets in 2006, the increase is mainly attributed to assets aside from cash, short-term marketable securities and accounts receivable. Exhibit 3 in the Appendices shows an lengthening collection period from 2004 to 2006. From 2006 to 2008, however, the trend goes downward. This means the company has cut down on its collection period. The shorter the collection period, the shorter the operating cycle is and cash comes back to the company from its operations more quickly. ii. Operating efficiency The company's operating efficiency is measured by ratios such as the company's inventory turnover, fixed asset turnover, and total asset turnover. Schindler Holding's inventory turnover in 2004 is 22.53 times, 21 times in 2005, 17,87 times in 2006, 16.13 times in 2007, and 18.71 times in 2008 (see Table 1 in Appendices). Exhibit 2 shows the trend for this ratio; from 2004 up to 2007, Schindler Holding's inventory turnover ratio is in a downward trend before it goes up in 2008. Since inventory turnover ratio determines how fast a company disposes inventories and turn into cost of goods sold to the company. The company has become less efficient in converting its inventories into sales from 2004 to 2007, until it has improved its efficiency in 2008. The company's fixed asset turnover ratio measures how hard the company's fixed assets are employed in terms of contributing to the company's revenues. In 2004, this figure amounts to 15.42 times, 20.34 times in 2005, 22.97 in 2006, 27.29 times in 2007 and 28.83 times in 2008 (see Table 1 in the Appendices). This ratio has an upward trend from 2004 to 2008 (Exhibit 2), which means the company increases the efficiency of its fixed assets, in relation to revenue generation. The company's total asset turno

Childhood Experience Essay Example | Topics and Well Written Essays - 750 words

Childhood Experience - Essay Example The paper tells that during the author’s first day in the new school, his mother dropped him off and he was led by the Principal into his first class. The researcher was very nervous and also excited. When he was introduced by the teacher as a new student, he noticed that all the students looked at him strangely – like he looked different or he was growing horns or something. This made him feel very shy and even more nervous. A chair was pointed out to the author and when he took his seat, he felt them all staring at him, particularly one girl sitting two seats in front of the author. When he braved a look at her, he saw that her eyes were squinted at him, like she was angry at him. He felt threatened by her intimidating stare. The researcher tried his best to ignore her and just listen to his teacher. During their recess, he was too nervous to go out with the other children to play, so he opened his lunchbox and just took out the sandwich his mother prepared for him. A s the author laid it out on his table, it was suddenly snatched from behind. The researchers looked at him and it was the girl who was staring at him during our class. She thanked him for the sandwich and then took a bite out of it. She then went on to spit out what she bit, saying it was disgusting. The researcher was too shocked and surprised to react to what she was doing. He did not know what to do, and when he tried to get his sandwich back, she pushed him back to his chair. At that point, their teacher came in and asked what was happening.... In the playground, I ran straight for the farthest part of the grounds, looking behind me to check if Annabelle was following me. Fortunately, I was not followed. I found a big bush with a bench behind it and I could not help but cry. I felt so miserable and lonely. Then I heard the rustling of the bush and suddenly a red-headed girl emerged. She asked me why I was crying and I told her about Annabelle. She told me that Annabelle was the class bully and she was always mean to the other children in the class. She said her name was Kathleen. She confessed that she was also bullied by Annabelle when they were in their first grade and it looks like she found a new girl to bully, namely me. She told me that whenever Annabelle is coming near, I should go close to any of the teachers and Annabelle would eventually back off. I felt better after having met Kathleen. For the next few weeks, I did what she taught me and Annabelle could not get close to bully me anymore. One time though, she cau ght me alone in class again and was trying to grab my bag. It was a good thing that Kathleen saw me being bullied and she ran to get our teacher who immediately came to reprimand Annabelle. Annabelle was sent to the Principal’s office. She never tried to bully me after that, especially as Kathleen and I grew to be best friends, keeping each other company and protecting each other when we could. Annabelle’s parents were later called and they told of their daughter’s bullying habits. The following year, Annabelle was transferred to another school by her parents. Kathleen and I have remained good friends throughout the years. And although I had a difficult time that year, I gained a friend in

Research on Zara Paper Example | Topics and Well Written Essays - 500 words

On Zara - Research Paper Example Not a single reason for the cause, several reasons account for Zara’s popularity and its standard along with world wide recognition. Obviously the very first fact is its vertical integration, with operations including design, textile manufacturing, and dying, permits the company to respond extremely quickly to market conditions and fashion trends. This makes Zara, a flagship chain store of Inditex, a fast fashion for youth. Another remarkable difference is that unlike other international clothing chains, Zara makes more than half of its clothes in-house, rather than relying on a network of slow-moving and disparate suppliers. This type of innovation management renders swiftness and efficacy throughout its operations and consequently Zara can make a new line from start to finish in three weeks, against an industry average of nine months (Zara International Inc). Another key factor for Zara’s success is its strategic management, it does not spend money on advertisements; instead they spend money on anything that would enforce speed and responsiveness of the business chain. They invest heavily in production and distribution facilities to fluctuating demand. Furthermore, instead of more quantities per style, Zara produces more styles roughly 12,000 a year. Thus even if a style sells out very quickly there are new styles already waiting to take up the space. Fresh produce, moving in step with fashion trend and updated frequently the ingredients are just right to create the sweet smell of success. Moreover, the effectiveness in ownership and control of production is the one in list of success causes. Most other competitors like GAP and H&M, completely outsource their production to factories around the world, many of them in low cost Asian countries. In contrast, it is estimated that 80 percent of Zara’s production is carried out in Europe that is, in owned or

The Kings Great Matter Essay Example for Free

The Kings Great Matter Essay The Spanish-English marriage alliance of Catherine of Aragon and Prince Arthur was arranged when the children were very young. Catherine traveled to England only to face tragedy when her young husband, Arthur died in 1502. Henry VII wanted to marry Catherine to his younger son, who would be, Henry VIII so that he did not lose the dowry money from Catherines parents and to secure some other agreements between the two countries. In the Catholic Church, it was forbidden to marry the wife of a deceased brother. A papal dispensation was required for the marriage. It was easily obtained from Pope Julius II. Henry VII died before the marriage took place but Henry VIII immediately married Catherine once he became King. Many people involved questioned the validity of this dispensation. Catherines mother, Isabella did not like the idea of her daughter being remarried and requiring a document from the Pope to have it done. But, once Henry VII died and Henry VIII proceeded with the marriage, no one mentioned the dispensation or the validity of it until Henry decided that he needed a grounds for divorce. Under the circumstances of Henry not wanting to be with his wife anymore, he proposed many doctrines that had been insignificant until then. Henry and Catherine actually had a fairly good marriage. The biggest problem in the marriage was lack of ability to produce a male heir. This was very important to Henry. They tried several times but were not successful. The couple did have one child that lived but, it was a girl named Mary. After many miscarriages and years of disappointment, Catherine began to get much older and lose much of her attractiveness. Henry not only began to lose interest in his wife, but he also began to worry about not having a son to succeed him on the throne. This was when the Kings great matter began. Throughout this time period, Cardinal Wolsey, an advisor to Henry and very powerful in the Catholic Church, moved closer and closer to Henry. As the relationship progressed Henry became more distant to Catherine. Wolsey spied on Catherine and she thought he acted against her always. She began to believe that Wolsey had always hated her and possibly that she had always hated him also. She held him responsible for the promotion of Henrys bastard son, for tempting the King of France to break the word agreed at Madrid and plunging Europe into war, for ruining the alliance between the two countries, and for seducing the pope and the Italian states. She also held Wolsey responsible for Henrys irritability. It isnt surprising that Catherine also blamed Wolsey for Henry wanting to divorce her. But, Catherine was not the only one with this idea. The ambassador, the emperor, Reginald Pole, Catholic controversialists, and Catholic writers ever since have agreed that Wolsey was probably the instigator. Catherines thought that Wolsey had put the ideas of divorce into Henrys head was very reasonable. She believed that Wolsey thought this was the best way to safeguard his pro-French policy by removing Catherine and replacing her with a French princess. Wolsey was serious about his French alliance and did hope to arrange a French marriage. He also feared Catherine. He knew that he needed to get rid of her so that he get closer to the king and help him handle his affairs. Most of the time, Cardinal Wolsey was looking out to better himself and his policies. Catherine was wrong about a few things though. She did not blame Henry for any of this. She felt he had been manipulated and took up for him every chance she had. She was wrong about Henry. He was not the innocent person she thought he was. Protestant writers have told the story according to Henry, that his conscience had separated him from Catherine. But, still many have said that it was simply out of desire for another woman. Henrys want for a divorce from Catherine of Aragon has also been attributed to his health. During the years 1527 -28, it was obvious that his health was on the decline. In 1524, he suffered from a head injury while jousting with the Duke of Suffolk. This injury is said to have caused him many severe headaches and possibly an alteration in behavior and character. His character began to change slowly after this. He went from a happy leader, fairly good husband and interested in his people to an irritable, suspicious, and selfish king. In the same year he also suffered from an ulcer in his leg which contributed to his irritability and impatience. Someone told Henry that he had been living in sin with his brothers wife. The name of who told him this was never released. Henrys arguments of his marriage to Catherine being invalid consisted of two sections. The first section argued that the union of a man and the wife of his brother was contrary to the law of God and that any papal dispensation pretending to allow it was worthless. The second section argued that the particular dispensation granted by Pope Julius II, which he had married Catherine under, was invalid. His first argument contained several parts. The first part was two texts in Leviticus. Leviticus 18:16 reads ‘Thou shall not uncover the nakedness of thy brothers wife: it is thy brothers nakedness and Leviticus 20:21 reads ‘If a man shall take his brothers wife, it is an impurity: he hath uncovered his brothers nakedness; they shall be childless. Henry and his advisors could not just use these scriptures. They advisors had to prove that they were true under all circumstances and were out of reach of all papal authority. However, the texts from Leviticus that Henry used were contradicted by a text from Deuteronomy. This text read: ‘When brethren dwell together, and one of them dieth without children, the wife of the deceased shall not marry to another, but his brother shall take her, and raise up seed for his brother. In order for Henrys arguments to succeed he had to somehow get rid of this text from Deuteronomy. It was attacked in many ways. Some argued that the text from Deuteronomy was a ceremonial or respective interpretation of the law that was allowed to the Jews but, like circumcision, was dissolved by the coming of Christ. Others argued that this text was only permissible under certain rare conditions, none of which was present in Henrys case. Henry, Wolsey, and a few other advisors had been meeting privately to discuss how the proceedings of the divorce should take place. These secret meetings were how the whole process came to be known as the kings great matter. The plan was not to involve Rome at all. Cardinal Wolsey and Warham were going to hold a secret court in England. They were going to call Henry in, charging him with living in sin with his dead brothers wife. Henry would plead guilty and the private court would then sentence him and the marriage to nullity. But, they ran into a problem. Catherine found out what the plan was. Her nephew was Charles V, Holy Roman Emperor. He had much power in Rome and over the papacy. She wrote letters and sent them to Charles for help. In her letters, she told him the entire story and appealed the case of the divorce to Rome. In 1527, Wolsey was in a hurry to get to France. He was trying to beat Catherines letters to Charles for help. He knew that if Charles heard the story he would threaten Pope Clement VII so that he would not dare dissolve the marriage. However, Wolsey did have an alternative plan. It is a good thing he did because he did not beat her letters to Charles. In June 1527, Charles troops attacked Rome and put the Pope up as prisoner. Wolsey went to France and signed the Treaty of Amiens. This protested that no action of the Pope would be valid while he was under duress and proposed that Wolsey, himself, preside over the cardinals in this time of trouble. Wolsey was afraid that Charles would provoke the Pope to do something while under imprisonment. Wolseys next plan was to make comments to Henrys ambassador with Charles that there was a rumor going around in England about the divorce between the king and queen and that there was some questions from the French concerning the validity of marriage and the papal dispensation for the marriage. He also said that the queen had heard of the rumors and was very upset. He did to place doubts in Charles mind about what Catherine had told him. Henry and his most trusted advisor, Cardinal Wolsey, began to fall away from each other a bit. Henry wanted to marry Anne Boleyn. She hated Wolsey and he did not want them married because he wanted Henry to marry a French princess to benefit himself. They began going separate ways in trying to achieve this divorce. While Wolsey tried to make peace in France and to organize a way to rescue the pope from Charles power, Henry went behind his back and had a document drawn up by his secretary, William Knight, that would manipulate the pope. Henry was going to take the document to the Pope himself to get him to sign it. He thought that the pope would appreciate a more personal approach. The pope did have a history of giving people divorces, so Henry really did not think he would have a problem either. He probably would not have had if it was not for Charles V. Henrys sister, the Queen of Scotland, had no problem getting a divorce from the pope after she had been having an affair with a married man. Henry IV of Castile was allowed by the pope to take another wife to bear him children because his first wife could not. In 1498, Pope Alexander VI allowed the King of France to have a divorce so that he could marry the ruler of Brittany. Both of Henrys sister Marys husbands had received divorces from the pope. The document that Henry had written by his secretary contained many ideas that the Pope would agree with but in-between-the-lines he added the dissolution of the marriage between him and Catherine. Wolsey found out about Henrys ideas but did not do anything because he knew that the papacy would not fall for it. Wolsey wanted to get a Decretal Commission signed. This document would say that if he proved certain things concerning the marital dispensation then he could declare the marriage null and void. This case contained four things. The first was, the dispensation had been obtained under false pretenses because it was said Henry asked for it, when he didnt even know what it was and was only twelve years old. The second was,it stated that it was issued to prevent war between England and Spain but at that time there had been no problems between the two countries. The third was, the dispensation had been granted by Pope Julius II out of his gratitude for two great leaders, Henry VII and Isabella of Castile but they were both dead before the marriage even took place so the validity of the document did not really exist. The fourth was, at the age of fourteen, Henry had protested against the marriage and no one paid any attention to him. Pope made changes in the document Henry sent. This angered Henry because he thought the Pope was being provoked so, he sent troops to protect the Pope and free him from the Emperor. The Pope finally issued a decretal commission that the case could be tried in England. It was sent by Cardinal Campeggio who had been given strict orders not to actually go through with it. Following orders, he caused many delays. During this time, Cardinal Campeggio, along with Cardinal Wolsey mentioned to Henry that maybe Catherine would enter a religious house to spend the rest of her days in peace. If she agreed to this then the divorce proceedings could have been cancelled. Henry liked this idea so he sent Wolsey and Campeggio to talk to her about it. Catherine listened respectively to the cardinals but told them that she would not agree to do that. The brief of the marital dispensation issued by Pope Julius II was brought up from Spain which caused some added problems and delays. On June 15, 1529 the legatine court opened at Blackfriars in London. Henry and Catherine were both called to appear. When Catherine was called into court, she kneeled at Henrys feet and begged of him to have mercy on her. She pleaded with him on how she had been a wonderful wife to him and she did not understand his reasoning to get rid of her as his wife. She meant the things she said to him but she also wanted to show the court that she did not agree with what Henry was trying to accomplish. The legatine court in London was not successful and the proceedings were also called back to Rome. However, the court in Rome was not successful either. No matter how many things that Henry tried to turn around and justify to prove his argument, they did not work. Eventually, Henry went ahead and married Anne Boelyn according to his own opinion without the consent of the pope. Of course, this did not make things any brighter with the Pope or the church heads. On August 8, 1533 Pope Clement VII issued a bull commanding Henry to restore Catherine as his ife and put away Anne in ten days or he would suffer excommunication. If he didnt comply, then the support of Charles V, all other Christian princes, and Henrys own subjects would be called upon to carry out the terms of the bull by force of arms. After this, Henry seperated from the Catholic Church, because it would not allow the divorce, and formed his own church in which he was the head of it. This way he could do whatever he wanted. Henrys great matter had turned into a matter that affected the entire country of England and probably all of Europe.

Integrated Community Centre for Mental Wellness in Hong Kong

Integrated Community Centre for Mental Wellness in Hong Kong Introduce ICCMW Services in Hong Kong Integrated Services in Hong Kong Start from 1991, the establishment of first integrated youth services centre, there are more and more integrated services has been developed in Hong Kong. It is believed that integrated services generated a lot of advantages, such as avoiding wastage of resources and duplication of services. For different target group of people, different kind of integrated services has been developed afterwards. Nowadays, there are integrated youth services (ICYSC), integrated family services (IFSC), integrated elderly services (DECC), integrated disable services (DSC), and integrated mental wellness services (ICCMW) in Hong Kong. In this paper, the integrated services of mental wellness in Hong Kong will be focused and discussed. The strengths and limitations of this integrated social service would be analysed, as well as the improvement of implementation. Background of Integrated Mental Wellness Services In March 2009, Social Welfare Department set up the first Integrated Community Centre for Mental Wellness (ICCMW) in Tin Shui Wai. The major aims of setting up ICCMW are enhancing the social support and re-integrating the ex-mentally ill persons into the community (Social Welfare Department, 2014). The goals of ICCMW are providing one stop services and accessible community supports for the needy. The targeted service users are discharged mental patients, persons with suspected mental health problems, their families or carers of above persons, and people who are interested in understanding and improving their mental health. ICCMW has been established in all the 18 districts in October 2010. Upon now, there are 24 ICCMW provided by 11 non-governmental organization (Social Welfare Department, 2014). Integration of Services Generally, there are three integration levels that integrated services have to address the different needs of clients, includes ICCMW, which are linkage, coordination, and full integration. For the first level, linkage, ICCMW would like to link up the service users and the particular services. For example, it provides information for people who concern about their stress level. For the second level, coordination, ICCMW would serve the function of coordinator between systems and agencies, process to address problem of service users. For example, follow up the case which just has been discharged from hospital by providing day training programs or counseling services in the centre or in other organizations, is a kind of cross-sectional operation between medical and mental wellness sectors. For the third level of integration, full integration, multidisciplinary team cooperation, and community integration would be the targets of ICCMW. There are nurses, occupational therapists, doctors, c linical psychiatrists, social workers as a team to provide mental rehabilitation services for clients, in order to let clients re-integrated to the community. Using the agency of The Wellness Centre in Tin Shui Wai of New Life Psychiatric Rehabilitation Association (New Life) as an example, it provides prevention services and intervention by using recovery-oriented approach. For the prevention, New Life offers a lot of mental health promotions and public education, letting general people have more understanding about mental health and mental illness. For the group work intervention, New Life provides support groups, carer volunteer training, and psycho-education programs for clients. For the individual level intervention, New Life provides counselling, peer support worker training, vocational planning and development services, wellness programs, and so on (New Life Psychiatric Rehabilitation Association, 2013). These kinds of intervention and therapy are for the goal of making people with mental health problem to reintegrate to community. Strengths of ICCMW There are a lot of advantages of setting up integrated services in Hong Kong, so do ICCMW. The first advantage of ICCMW is, convenient to services users. For the service users, ICCMW is multi-functional which provides occupational training, vocational training, care and support, and leisure opportunities. For the public who concern about their mental wellness, they can self approach ICCMW and ask for information and related services. Services are easier accessed nowadays. The second advantage of ICCMW is better coordination among workers and services. After integration, there are multidisciplinary within a team in ICCMW, such as occupational therapist, nurses, doctors, and social workers. They have regular case meetings for discussing how to manage the case, and it is believed that coordination would be better between each division due to more communication. The third advantage of ICCMW is reducing stigmatisation. ICCMW provides different kind of services, not only giving therapy and counselling for people with mental illness but also providing public education and volunteer trainings for mentally ill person or the caregivers. Public education serves the function of letting general public know more about mental health, and letting them to understand that it is not only refer to mental illness but also mental wellness related to everyone. Also, the chance of letting mentally ill person doing voluntary work to community helps them integrating back to community. Therefore, multidimensional services provided by ICCMW would let the concept of mental health and also the mentally ill person integrated into community. Limitations of ICCMW A coin has two sides, although ICCMW provides lot of advantages to service users and community, it is not faces no limitations. Firstly, ICCMW is hard to select centre location. Usually, ICCMW have to select a location for services centre which is close to community for residents convenience, however, there are lots of limitation of setting up centre in estates. Many of the ICCMW reflects that they are hard to find a permanent premises which are large enough for group services and training. And the reason may attribute to the approval time of Welfare Department are too long (Cheung, 2011). In addition, there are objective sounds reject if ICCMW is too close to community or located in estate. For example, in 2010, the residents and the district councilor of Tuen Mun Wu King Estate objected one ICCMW established in their estate, and requested the moving out of ICCMW (MingPao Health, 2011). The major reason is due to stigmatization of mentally ill people who are dangerous and would attack public suddenly. Therefore, residents object if ICCMW too close to the residents. Secondly, there is shortage of man-power. As integrated, ICCMW needs professional staff from different discipline such as nurses, clinical psychiatrists, and doctors. It is all known that, these kinds of professions are now shortage in Hong Kong. Even an ICCMW start in estate, they may face the problem of down man-power for a period of time. Thirdly, it is time-consuming to have meetings for multidiscipline to discuss and examine the case management. Since services integrated, operation complexity would be increased. Regular meeting is essential to understand the roles and views of other professions, however, caseworks and pressures would relatively increase. That makes the workers may easily burnt out for the increased duties. Lastly, there is lack of centralized data for different agencies. Although the communication and interaction between agencies, departments, or bureaus increased under integrated services, they do not have share information between each other. For example, a mental illness patient who just discharged from hospital with marriage problem, Medical Social Services Department in Hospital, Integrated Family Service Center (IFSC), and ICCMW would be involved in this case. Since there are no platforms for information sharing between agencies, the social workers in ICCMW may need to contact IFSC social workers and medical social workers particularly for further information. Procedures may be duplicated due to lack of data transparency. Suggestions for ICCMW First of all, it is suggested that increase the linkage between agencies and organization by developing a platform to share essential information. For example, the doctors in hospital can provide medical reports, integrated progress notes provided by social workers from related agencies etc. It is believed that can raise the transparency of information and data. In addition, it is suggested that Social Welfare Department can simplify the application system of centre location, to avoid the situation that appropriate venue has been rented by other private parties during the long and complicated approval process. Furthermore, it is important to strengthen the public education for public understanding the nature and image of ICCMW. As residents have misunderstanding about people with mental health problem are all dangerous to society, public education is necessary to eliminate their incorrect perception. It is recommended that government should strengthen the advertisement and civil education in community and education institutions, to let people have correct concept about recovered mental ill person that they are also a part of society, and not only harmful to society. Finally, it is also suggested that more resources should be granted for ICCMW. As ICCMW is the newest service within integrated services since 2009, the resources and experiences are not yet well-developed. Therefore, resources like funding for ICCMW allow them to purchase more useful treatment tools for clients, or hire more professional staff for relieving the pressure of existing staff. Conclusion Integration of services in Hong Kong are designed to fulfill different needs of clients, and avoiding wastage of resources. ICCMW generates the advantages of convenience to service users, better cooperation among services workers, and reduce the stigmatization of mentally ill people in society. However, there are still some limitations that ICCMW facing, such as difficulty of selecting centre location, shortage of man-power, time consuming of multidisciplinary meeting, and lack of centralized data. It is believed that ICCMW is still in the developing process, if government provides certain assistances and recourses for them, the integrated services would benefit more and more people in need in the coming future. References Cheung, K. C. (2011), Hong Kong Social Workers General Union. Service Series- Rehabilitation Services, Retrieved on 29 April 2014 from http://www.hkswgu.org.hk/node/70 MingPao Health (2011), â€Å"Only 6 out of 24 ICCMW location confirmed† retrieved on 5 May 2014, from http://www.mingpaohealth.com/cfm/news3.cfm?File=20110213/news/gok1.txt New Life Psychiatric Rehabilitation Association (2013), Annual Report 2012-2013. Retrieved on 2 May 2014, from http://www.nlpra.org.hk/information_n_publications/Annual_report/pdf/049_117_2013.aspx Social Welfare Department (2014), Integrated Community Centre for Mental Wellness (ICCMW), Services Description, retrieved on 2 May 2014, from http://www.swd.gov.hk/en/index/site_pubsvc/page_rehab/sub_listofserv/id_iccmw/ 1

English in Pakistan

English in Pakistan THE AUDIENCE OF THE ANALYSIS The audience of this analysis is all primary school as the writing will focus on the existing teaching techniques at this level and will concentrate on the anomalies in this methodology. The revised 2006 English Teaching curriculum is completely based on the ongoing teaching technique. The revised curriculum 2006 for the first time introduced English at the level of grade 1 which used to be introduced to students at 6 grade before 2006. This is a milestone in the history of Pakistan that students of government run schools could start learning English from the very first year of school. The government new education policy unveiled on 12 March 2009 with a hope to reduce the illiteracy to a great level. The policy will be implemented at the expiry of National Education Policy 2008-2010 next year. But revised English curriculum and the new national policy does not draw attention to the mammoth problem of obsolete teaching techniques especially English curriculum at all levels. To overcom e these issues we will deeply look into the Communicative Language Teaching techniques which will resolve the long standing issues of the country and put the teaching techniques on the right track. POLICY ANALYSIS TIME AND PROCESS SPENT ON THE POLICY DEVELOPMENT It is arduous to forecast the exact time the Ministry of Education (MoE) undertook the task of coming up with a revised curriculum for English in 2006. As the national education policy 1998-2010 introduced in 1998 was heavily criticised for being inadequate to cater the needs of the country in twenty first century and very soon MoE realised the gravity of the mistakes when the new education policy was heading towards complete collapse. To save its face the MoE came up with a new idea to revise some of the most defective policies. INTENDED AUDIENCE The analysis is going to focus on the problems of teachers, students and the curriculum. The analysis is restricted to the primary system of education in the biggest province of Punjab. FUNCTION AND PURPOSE OF THE ANALSYIS The main function and purpose of the policy analysis is to focus on the drawbacks in the teaching methodology and the proposed curriculum introduced at the primary level. How these problems are adversely affecting the people involved with education sector, especially the students who are at the receiving end. TYPE OF KNOWLEDGE The analysis is both non-interpretative and interpretative. NATURE OF POLICY The analysis is non-perspective as it will have a wide approach towards the existing policy. â€Å"A non-perspective policy text†¦ is construed so that the reader is allowed a great deal of latitude as to how they interpret its message(s)† (Scott, 2000, pp 18). Scott adds â€Å"if the text is non-perspective, the reader is not asked to behave or think in a certain way but is offered a number of possibilities which they can then choose from† (ibid, pp 18-19). The writing will be based on the views, analysis and research of different educationists, analysts and opinion. It will focus on both the traditionalist approach and CLT approach and how it works out for a country like Pakistan. The topic is wide focus on the English teaching techniques at primary level in Pakistan and how this is effecting the students in term of their progress. The CLT will be dealt with in depth to address the issue the English teaching as a second/foreign language. While talking about the new approach we will keep our focus on Pakistan’s primary level language teaching techniques. One figure is used but graphics and statistics have not been employed as the topic under discussion is of generic nature and involves opinion and research of different researchers and educationists. PAKISTAN AND ENGLISH Worldwide the significance of English as a language of communication cannot be overlooked. As communication is the most fundamental aspect of human life (Thompson 2003:1) and a language works as a key mean of communication for humans (Clark et. al. 1994:1). The communication process starts first at communal level but this circle widens up when people from different communities and societies interacts with one another. As the world has become a global village the English rightly fulfils the need for a common lingua franca to bridge the widening gap between world communities. Nowadays English is widely considered as a global language and according to Brutt-Griffler (mentioned in Mackay 2002:12) due to its some of the most appealing features it holds this position. The popularity of English these days could be judged from the fact more than 85 percent international organisations worldwide employ English as the main language, for instance in Asia and the Pacific ninety percent of the org anisations officially use English (MacKay 2002:17). The national language of Pakistan is Urdu but English has been the official language for communication over the last six decade since its independence. The Kachru’s concentric model describes Pakistan’ position in a very well manner as it falls in the outer-circle of the model. This circle includes the earlier period of the extension of English in non-native countries where it has become a part of a countrys chief institutions, and plays an important second language role in a multilingual setting and includes 50 other territories. Fig. 1 The University Grants Commission of Pakistan (1982) in a â€Å"Report on the Teaching of Language† deemed the English as the language of knowledge, technology, and international communication, as an important second language’. Furthermore the report adds regarding the future of English in Pakistan that it would be employed in the near future as the language of technology and for international communication and soon English is going to hold the position of global lingua franca and ignoring language would be detrimental for any country especially for a country like Pakistan which is already having advantages in the form of past knowledge of English (UGC 1982:14). This statement reveals the significance of English for a third world state like Pakistan and recently the government decided to introduce English at all Government Schools from the year one (MoE 2007) and shun the existing policy of teaching English at grade 6 (i.e. sixth year of schooling). EDUCATIONAL STRUCTURE OF THE COUNTRY First of all it is vital to comprehend the structure of education system in Pakistan in order to focus in better manner on the topic under discussion. For a long time English has been an integral component of the syllabus. The education in Pakistan can be dissected into five main levels but we will discuss only two main categories at school level: Primary Level: The primary level comprises of 1-5 grades and students of age 3-11. At this level the medium of instructions at government schools is Urdu while schools under provincial governments use local/regional languages as the medium. As mentioned above now the government is planning to introduce English at this level both at federal and provincial schools. Secondary Level: This level can be further segmented into two main stages: Middle school, which includes pupil of grade 6-8, and Higher school consisting of grade 9-10 students. The age group for this level varies between 11-18 years and is of great significance because at this stage of education the syllabus commences towards specialisation in a specific field or disciple and decides towards the future of a student. For instance at this stage a student decides whether he intends to pursue science subjects or arts subjects, the two most common choices available for students at higher school (9-10 grades). Ironically, the medium of instructions at this stage depends on the kind of institution, for example, in private schools the ‘O Levels’ system or ‘Senior Cambridge’ system of education are in vogue and therefore English is the primary source of instruction. While in government schools, also called the ‘Urdu Medium Schools’, the local curriculum of English is taught as the name suggests the medium of instruction is in Urdu. ENGLISH LANGUAGE TEACHING Since independence of Pakistan in 1947 all successive governments have been aiming at introducing new and robust education policy to ameliorate the obsolete education system left by the British Empire. But most of these efforts have gone down the drain due to insincere, apathetic and sloppy policies of the government and one can judge the failure of these policies from the fact that in the last 62 years Pakistan introduced 11 education policies (1947, 1951, 1959, 1966, 1969, 1970, 1972, 1979, 1992, 1998, 2010) without any beneficial outcome. As educational analysts rightly infer that the number of education policies does not mean we are over-concerned about poor education standard or under-performance of these policies but it means precisely the opposite. For instance in 1998 the education policy 1998-2010 was introduced but within a couple of years of its launch it led to the complete collapse of the education system and to shroud this downfall the Ministry of Education rushed to in troduce a new revised curriculum in 2006 (MoE 2007 available at http://www.moe.gov.pk/). This reveals the pathetic situation of crumbling educational system of the country. Now the government has announced initial National Education Policy 2009 which will be enforced from 2010. We will focus on the obsolete English teaching methodology in practice and unfortunately like in the past the Ministry of Education’s revised curriculum for ‘English Language 2006’ totally avoids this issue (ibid). Curriculum planning can be seen as the systematic attempt by educationalists and teachers to specify and study planned intervention into the educational enterprise (Nunan 1988: 1). But in Pakistan the government has never thought on this line and the existing situation has gone from bad to worse where English language teaching is considered as being dissatisfactory, non-conducive and counter-productive for learning the language in Pakistan (Warsi 2004). The educationists summari se the English language teaching techniques in vogue at different levels of education in the following context: Teaching methodology is scant of deep approaches to learning or in other words lack of connection to personal, experience of the learner, conceptualisation and integration. For language learning it has the implication of memorizing facts about language and lack of contextualized, authentic use of the target language with a focus on meaning. Curriculum based teaching and learning. An emphasis on rote memorisation. More focus and emphasis on transfer and assessment of factual knowledge rather than assessment of critical thinking and analytical skills (Rehmani 2003:3) The above features indicate the traditional approach to teaching of English language. Nunan further elaborates the main elements of this traditionalist approach: Area Model View of learning Transmission of knowledge Power relation Emphasis on teacher’s authority Teacher’s role Providing frontal instruction Learner’s role Passive / individual work View of knowledge Presented as ‘certain’ View of curriculum Static; predefined content and product Learning experience Knowledge of facts, concepts skills; focus on content and product Control of process Teacher structured learning Motivation Extrinsic Evaluation Product oriented: achievement testing; criterion referencing (Nunan 1999:7) Nunan correctly draws the traditional methodology in English teaching in the country where the traditionalists view and focus on the language as a structured system of grammatical patterns, with a higher focus of such techniques on formal and bookish language. Such approach aims to have pupils producing formally correct sentences and in terms of skills, an emphasis on reading and writing (Nunan 1988:26-27). Globally there has been a greater tendency towards research and development in the field of language teaching techniques and approaches but haplessly Pakistan education system is oblivious of such developments in the world. Warsi laments â€Å"the obsolete [grammar] translation method is still being adopted by most language programmes† (Warsi 2004) and the facets of language teaching programmes are irrelevant to the most fundamental requirements of students (ibid). Since 1960s, there is an ambition to formulate language teaching more responsive to the needs of the student a nd this has been a consistent feature of both writing and practical experimentation in language teaching (Tudor 1996:66). Tudor further advocates such approach and opines that it permits students to ‘play a fuller, more active and participatory role in their language study’ (ibid). And it develops language teaching more effective as the teaching process is highly helpful to the needs, characteristics and expectations of learners. Tudor insists that immense need for different kind of language skills within a swiftly evolving social and economic context made it indispensable for â€Å"a language teaching profession to develop appropriate tools for identifying learner’s communicative needs and for translating them into coherent course structures† (Tudor 1996:8). Tudor’s argument truly reflects the need of development skills in the education sector of Pakistan to foster the needs of a strong and well-educated society and a robust education system for th e present and the future. COMMUNICATIVE LANGUAGE TEACHING (CLT) Communicative Language Teaching (CLT) emerged in 60s as an approach towards the teaching of language which lay emphasis on interaction as a source of learning a foreign language. The approach in CLT is totally different from the traditionalist approach as it is a wider approach which is based on a list of common principles and characteristics. As CLT can be well defined by Nunan’s five points: An emphasis on learning to communicate through interaction in the target language. The introduction of authentic texts into the learning situation. The provision of opportunities for learners to focus, not only on language but also on the Learning Management process. An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning. An attempt to link classroom language learning with language activities outside the classroom. (Nunan 1991, 279) The main aim of CLT is to make a student capable of achieving communicative competence in the foreign language so that he can utilize the language for doing the similar tasks which it undertakes in day to day life. In other words its application should be reflective of the circumstances or events surrounding and should not be based on imaginative or unrealistic ideas. Until 1970s teaching and learning system was deemed as system of rules and the learners were assumed to internalize such rules (Nunan 1999:9). The approach was contradictory to CLT because it focus on set rules of teaching and a set path which could never be breached or in other words simply the teaching of fundamental like grammar of a language while there is no emphasis on its application and usage in the language. As Richard contends that language ability cannot be restricted to just grammar and it involves more than merely memorizing grammar and the grammar and other features of a language should be applied properly and purposefully for different communicative purpose and therefore the focus of learning and teaching need to be directed towards the use of language and not just the knowledge of language (Richards 2007:9). ENGLISH CURRICULUM AND TEACHING TECHNIQUES IN PAKISTAN In third world countries like Pakistan, the teaching curriculum, especially English curriculum, has been the centre of criticism over the last couple of decades. The English curriculum is obsolete and outdated which has been in practice since colonial rule over the sub-continent. Before 2006 to the worse of students at government owned schools important subject like English was introduced at the secondary level or 6th grade and at this stage the students started learning the ABC of English. The revised 2006 English curriculum for the first time introduced English at 1st grade. The new revised English curriculum only focuses on outlining the policy but does not focus on the problems at the heart of the system. The organisation of the curriculum framework reveals that students of primary level have been divided into two categories of I-II and III-V with the aim to develop a solid base for the tender age students in order to develop them into autonomous learners and to develop skills an d understanding to build a foundation for later studies. This policy guideline for the English curriculum also sets different benchmark for different groups of students. For instance the benchmark summarised in table 2.3 at page 11 for grade III-V reveals that the planner of the policy has concentrated more on the grammar. The government while introducing such syllabus overlooks the capabilities of the government schools to enforce such policy. One can understand the level of competency the curriculum plans to achieve for the students for instance one of the competency objective for grade one student is to learn how a student will hold a book, open a book and turn pages of a book correctly (Revised Curriculum, section 3, page 22). The other competency objective for the same group is tantamount to spoon feeding where a student is supposed to tell what comes before and after an alphabet (ibid, page 25). Furthermore on the page 26 of the curriculum the grade-I students are supposed to learn the poem by heart which will help them in developing reading and thinking skills (ibid, page 26). The big question mark is how a student is supposed to memorise something which is new for him without knowing or understanding the meaning and what is the main purpose of that exercise which a grade-I student is going to adopt and does it help towards the aim of developing a student reading and thinking sills. The writing skills of the curricul um (page 27) focuses on how a student will hold a pencil correctly, draw different lines, draw within the lines, trace and copy small and capital letters, write number from 1 to 10, write date, name, phone number etc. The ‘formal and lexical aspect of language’ again diverts the student from English towards local languages which defocus them from their main objective (page 33). These are some of the aspects of the revised English curriculum which reflects the insincerity and lack of dedication to introduce new English teaching techniques and a fresh syllabus based on modern knowledge. The curriculum is seen by most of the critics as a repetitive and ineffective guideline for the teachers and students which will hardly benefit any of the two. The teaching guideline is more inclined towards the traditionalist approach and there is no room for any reform towards adaptation of new techniques being practiced worldwide for teaching English. The curriculum does not work to ame nd the existing practice of teaching where the students are the biggest losers. The curriculum restricts to develop and promote the internal abilities of the student by binding them to follow, adopt and think within limited parameters without any concession to go out of those limits and this in turn leads to lost of confidence and self-learning capabilities. I put the question regarding the new English curriculum to a former senior Professor of English, Mr. Safdar Rana, (at Islamabad Model College for Boys, F-8/4, Islamabad, Pakistan) who is associated with teaching profession for over 30 years, he ridiculed the syllabus and said: â€Å"the syllabus is the same obsolete which I started teaching at primary level in 1967, it is 100 percent the same. The same syllabus includes topic like write the story of ‘greedy dog’, ‘union is strength’, ‘write a letter to father thanking him for buying a pen’, essay of ‘Journey by Bus’ etc is going on and Ministry of education is happy that they are promoting education and in their mind this system is the best in the third world. But actually the current English teaching techniques and the curriculum are not student-friendly and their learning process has stopped as they do not use their abilities and skills but heavily dependent on rote memorisation.† To another question regarding the improvement in English teaching standard, expressing his sorrow, he replied: â€Å"how one can expect improvement in education when not a single government tried to change the system, the teachers are under-educated and ill-equipped to teach the students because they are adopting the old techniques of teaching and an obsolete syllabus left by British before independence; these techniques and syllabus has been rejected by the rest of the world as counter-productive and inefficient but still this is in practice over here. Second how a teacher can teach a crowded class of 80 students, you cannot introduce new system in such circumstances. The government is heedless to the student-teacher problems and this sector has been completely ignored by all political and military government came to power.† To a question that teacher are against new techniques like CLT, he opined: â€Å"as far as I am concerned I will welcome any such change. But the government has never introduced any such scheme or system in the past and it will be wrong to say that teachers are against any such techniques. But it is an upheaval task as it needs long term massive investment in term of finance and human resources and serious and consistent efforts are needed on the part of current and any future governments to train, monitor and supervise up to half million teachers where 70 percent of government schools are located in rural and far flung areas of the country.† As Hindal furthers the argument that the techniques of teaching and learning are fully relied upon the well-organised and effective memorisation of information and procedures, which is part of the text books or lecture notes, and its later recollection in exams (2007). This pattern of teaching and learning techniques is common at all levels of education (Hindal 2007). In this setup the student and teachers are very rarely rewarded for their comprehension and the rewards in exams are completely based on retention and memory (ibid). The main trend in such system is that how much a student is capable of memorising and recalling and the learning or success is not based on learning, understanding or using its capabilities. It is a common concept that those teachers in Pakistan have been successful in a system which rewards accurate recall because comprehension is not valued highly for learners at all level. Reid in 1979 gave this idea that for a change of an approach, new information needs to interact with the long-term existing memory. Reid contends that there is no possibility of change in attitude if there is failure to establish mental relationship. Reid identifies specific kind of circumstances where there is higher probability of interaction and this will include learning situations which are active or in other words the student should be involved with the new material, feelings or experiences. This theory rightly suggests that the English text books and curriculum in Pakistan have failed to develop positive attitudes among learners and teachers towards English language. In third world countries like Pakistan the teacher is deemed as the ‘fount of knowledge’ and not as a facilitator (Liu1998:5). Liu emphasise the needs and significance of a proper teaching methodology in accordance with the cultures of these countries instead of completely depending on the western researchers and approaches for their need as some western techniques are not going to work out for a poor country (Liu1998:4). CONCLUSION The education standard at primary level cannot be improved without complete overhaul and innovation of the existing teaching techniques and curriculum which merely promotes the traditionalist approach sans any hope of development. The traditionalist approach to teaching could be replaced with Communicative Language Teaching (CLT) which is the best alternative to the existing system of education, especially for teaching English as a second language. The introduction of new curriculum is not up to the standard to assist the pupils to engage their natural abilities and skills but it discourage them to be innovative, constructive and confident. The successful student in such system is that who blindly adopts and follows the current education system. The Ministry of Education (MoE) has been following a vicious circle of education policies and strategies for a very long time with this hope that this path will lead to success but by end of day the MoE comes to the same point from where they started in 1947.

Finding Fulfillment in The Good Earth Essay -- Pearl Buck Good Earth E

Finding Fulfillment in The Good Earth      Ã‚  Ã‚  Ã‚  Ã‚   The Good Earth is a novel written by Pearl S. Buck. It is set in China and on the day of Wang Lung's marriage. Wang Lung is a poor peasant farmer whose love for the land sustains him through the difficult times of his life. He married a slave from the great house, and he moves from a poor, humble, country farmer to a wealthy, respected, landowning patriarch. He moves into the house that he bought his wife from, and dies content with his faith in the good earth. The name of the novel is misleading because we have to wonder if the earth is really good to Wang Lung.    "There was only this perfect sympathy of movement, of turning this earth of theirs over and over to the sun, this earth which formed their home and fed their bodies and made their gods...Some time, in some age, bodies of men and women had been buried there, houses had stood there, had fallen, and gone back into the earth. So would also their house, some time, return into the earth, their bodies also. Each had his turn at this earth. They worked on, moving together-together-producing the fruit of this earth." (Ch. 1, pg. 22). People have taken their turn on the earth. The lived and died for the earth; the earth provided them with food and with shelter. "Well and [the children] must all starve if the plants starve." (Chapter 8, pg. 48) There are times of drought and times of flooding. There were times where there wasn't any food and the rains ruined shelter. Wang Lung spent most of his life rebuilding what was ruined, and when it was rebuilt, it was ruined again. But after many years of working hard, Wang Lung gained enough money to own lots of land. The only difference between a pheasant l... ...h he forgot it for many months together, when spring came each year he must go out on to the land." (Chapter 34, pg. 257) Wang Lung was not aware of his son's interest in selling the land though, and thus died contently. He wished he had done things differently with O-lan and probably would have been happier if he was still a pheasant but we all wish there were things we could have done differently. To Wang Lung the earth was good. He never saw the ending picture and how his faith in the earth wouldn't carry on because of his money hungry sons, but his love for the land ended with him, and peace in his heart.    Works Cited:    Buck, Pearl S. The Good Earth. New York: Washington Square P, 1994.      Ã‚  Ã‚   Kang, Younghill. Review of The Good Earth. Rpt. in The Good Earth. Ed. Peter Conn. New York: Washington Square P, 1994. 367-68.      

moralant Morality in Sophocles Antigone :: Antigone essays

Antigone: The Obedience of One's Morality According to the Bible, after Jesus was arrested by religious leaders, the apostles, his closest followers, fled his side. The apostle Peter was later recognized as one of Jesus' companions by the people who helped arrest him. Peter, however, denied even knowing Jesus three times. Peter believed that, should he remain faithful, he would be granted eternal life by God, and he knew that denying Jesus was a grave sin. However, his fear of his accusers caused him to err, and to stray from what he believed to be right. Today, many of us have been told to "do what you believe is right, no matter what the cost." However, human weakness often causes one to falter, as Peter did, in an attempt to protect oneself. While many people advise others with the aforementioned motto, few will use it to the extent that is insisted upon in Antigone, the extent to which the apostle Peter should have applied it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Antigone is an outstanding example of someone who did what she thought was right, while she was among fools, many hardships, and people who were discouragingly uncourageous. Although we may not defend the self-sacrificial actions of Antigone, or may not have the strength to do something similar, we should follow principle behind her actions. Antigone believed, as did most people of her time, that a dead person's soul could not rest if that person's body was not buried. Creon, the King, ordered that the body of Polyneices, Antigone's brother, be left to rot unburied because he had died attacking the city, a traitor. This presents a huge problem for Antigone; she feels she must obey the laws of the gods and bury her brother, but the penalty would be earthly death. Antigone's moral values were so important to her that she was willing to die in order to uphold them. She reasoned that her reward (or punishment) after death would reflect the nobility of her decision--and the reward would last much longer than her terrestrial life. However, Peter believed the same thing, and had complete faith in his beliefs, but did not act accordingly. He became too overwhelmed by the present, and his possible suffering then. It is human nature to fear death, and this overwhelmed Peter's desire to adhere to all godly laws. Such was not Antigone's case; no doubt ever entered her mind as to what she was to do.

The Way of Jesus Christ Essay -- Religion, Messianic Jewish Faith, Chr

The German scholar and theologian JÃ ¼rgen Moltmann wrote a powerful work called The Way of Jesus Christ. In his book, Moltmann, blends Judaism and Christianity together to form what is called messianic Jewish faith. Messianic Judaism is a religious movement that adds to Evangelical Christian theology with elements of Jewish terminology and ritual. He connects the Old Testament with the New Testament and believes there must be a connection between the messianic and the Christian perspective of Christology. Moltmann's statement in chapter one supports his idea that there are historical presuppositions that we must understand from the Old Testament before we can understand New Testament Christology. Moltmann states, " there is no such thing as Christology without presuppositions; and its historical presupposition is the messianic promise of the Old Testament, and the Jewish hope which is found on the Hebrew Bible". He believes that to have an understanding of Jesus we must have a historical understanding of the Old Testament promises and the historic Israel together. He furthered states that we must look at the name Christ as an adjective or descriptive word and not as a noun. He does as a way to translate Christ back into its proper term "Messiah" (1). Even the term "Christian" in Moltmann's understanding of Christology lacks the proper terminology to make it significant in meaning. He states, "Christian means, being human in the messianic sense. The name of Christian is not a detonation of a party. It is a promise. It is what is messianic" (1). However, as good as this might sound Moltmann's perspective "amalgamates liberation and feminist theologies with that of the Roman Catholic Eastern orthodox thought into his mess... ...views of Christology by stating if you reject any of the three dimensions, the results will be fatal (150). When you consider Moltmann's understanding of his three-dimensional Christ, he has a valid argument for Christology. Moltmann's conclusions of God's humanity and divinity have valid arguments and biblical support. One would have a hard time disagreeing with Moltmann's three dimensions of the person of Jesus Christ. However, you cannot overlook mainstream traditionalism in our society and say that if you deny one or the other there is a fatal theological flaw. Our society is evidence to the fact that most Christians perceive Christ only in his divine state or, as Moltmann would say, as a theological person of Christ. Even in this state of being, Christ is still the Savior who reaches to the sick, the brother of the poor, and the comrade of the people.