New Headway Intermediate Book Evaluation English Language Essay

New Headway Intermediate Book Evaluation English Language Essay The purpose of the second part of this essay is to evaluate New Headway intermediate students book, one of the course books used at many of the foreign language institutes around the world. The evaluation will be based on an external and an internal evaluation of the book. The external evaluation will give us a brief overview of the materials from the outside (also known as factual information) and the internal evaluation will give us a closer and more detailed look at Units 1 and 2. The new headway course book is meant to be suitable for adults undertaking a general English course. It is the third edition, which means that the book is very popular and published many times. Liz and John Soars are the authors of this book. There is a note at the back of the book which states: Liz and John Soares are internationally renowned authors and highly experienced teachers and teacher trainers. This statement indicates that the authors are recognised in an international basis. The publisher is the oxford university press; A widely known publisher which has published thousands of books. There is a website link in the front and in the back of the book which you can access it online. The one link contains exercises you can do online and the other one has different English Books it has published so far. This single course book costs  £22.00, without the supplementary materials. If you want to buy the whole package, you have to buy each material individually. However, the whole package includes: class CDS/cassettes, a workbook (with or without key), the students workbook CD/cassette and a DVD/Video with students activity book. There is also a teachers book in print and locally available. Thus, the student edition will not be difficult to work with. However, if you go online at Amazon, you will see that if you want to buy together the teachers book, the workbook and the class audio cds, costs  £68. It is very expensive for someone who cannot afford it economically and he will be dissuaded from selecting it. In my opinion I would not buy the single book for only  £22 pounds as I would definitely need a workbook for supplementary exercises. However, it is not included in the package and it costs  £12.50. Also the course book does not provide any audio material in the back as man y do. I think that it is essential to provide this extra material in order to use the textbook more successfully in self-time study. The front cover is colourful with nice pictures, but in my opinion it is not very inspiring and attractive for learners. If you would take off the title I will take it as a science or a maths book. When opening the contents page, language is presented and organised into teachable units. The contents page illustrates the general organisation of the material, which is based on topics. Under each unit there is an established topic. Meanwhile, the importance of form is also made obvious by the prominent placement of grammar in the second column. It is now clear that the content is sequenced on the basis of the grammar complexity. It starts from a more simple grammar form and then progress to a more complex grammar form. The contents are divided broadly into language input and skills development. Under language input there is grammar, vocabulary and everyday English. Under skills development there is: reading, speaking, listening and writing. We can now continue to the next stage of the evaluation by performing a more deep investigation into the materials. I am going to examine Unit 1 and 2 in order to perform an effective internal inspection of the materials. Both units start with a presentation of the grammar which will be the focus of the unit and provides an engaging start. Looking the units as a whole all the language skills including grammar, vocabulary, reading, listening and speaking are all covered. Usually after the test your grammar part which engages you into the main focus of the units, there is a text. It is good that the unit starts with this way because it is helping them to remember thing they have done previously but also is going to introduce them of what grammar is going to follow. In unit 1 the grammar is very simple. It starts with auxiliary verbs, naming the tenses, questions and negatives, and short answers. Tenses and auxiliary verbs are integrated into a quiz which they have to complete and then listen to it in order to check their answers. Then there is the grammar spot and then there is a practice section where they have to practice negatives and pronunciation. Then follows some exercises on short answers where they have to notice differences between the two conversations. This is followed again by a grammar spot and then a practice activity based on short answers. It is obvious that it gives more emphasis on grammar. However, then follows an information gap speaking activity. In the next page follows a reading and a speaking activity where the students have to read a passage on the wonders of the modern world and answer some questions based on the text and then discuss some other questions. Further down there is a freer listening and speaking section w hich consists of listening about wonders of the modern world and a discussion based on inventions. Then, follows a vocabulary section with different exercises based on what it is new in a word. This part includes some spelling and pronunciation exercises. Additionally there is a reference to page 159 where you can find all the phonetic symbols. At the end of the vocabulary section there is a writing exercise in page 103 based on correcting mistakes and finally there is the section every day English where students practice social expressions through exercises. Unit 2 starts with a short Test your grammar exercise which is to guide students into the focus of the unit and provide an engaging start. Following this is a picture presentation of different people having fun and here students have to talk about what makes them happy. Then there is a textual representation incorporating pictures and a written text on the theme of what makes people happy, which talks about Sidney fisk and below some comprehension questions focusing on conceptual aspects of the target language. The target language has been embedded in the written text .The object is that learners are given some exercises where they have to opportunity to practice how the present tense is used and why. These rules are reinforced in a grammar spot section under the passage and in the grammar reference in the back of the book where learners can look for help. This is followed by a listening and speaking controlled practice activities, the first two focusing on present tenses. Both of th ese exercises use information and examples from the presentation of grammar. Then students listen and read a conversation which is based on simple or continuous and they have to practice similar conversations with the one they have listened to including different jobs. This is followed by grammar practice activities, where in the first one they have to indicate whether the sentences are correct or not and in the second to complete the sentences with present simple or present continuous. Then, the reading and speaking section is about I am a clown doctor. The unit here includes some pre-reading activities; mainly questions which are said to motivate learners. Then learners have to read the text and answer some questions. Following this is a grammar spot exercise which focuses on present passive. Students have to complete sentences from the text and then if they want they can go and see the rules on how and when to use present passive on the grammar reference part. Some more exercise s follow. The one is related to the text and in the other one you have to format some questions in order to complete the interview. Then there is an activity where students have to discuss some questions in groups. Exercises on vocabulary and listening are in the next page, based on sports. There are pictures of different people doing different sports and a warm-up activity in which learners have to make a list of as many sports and leisure activities they can think of. They can use the pictures for help. When they finish, there is an exercise where they have to match some sports with the verbs do, play or go. Then follows an activity in which they have to complete a chart using activities from the list they have made before. Meanwhile they have the opportunity to use a dictionary to look up any words they need. Then they listen to different people talking about a sport activity they enjoy and take notes. In a freer activity they can ask their partners some questions based on sports . For writing they have to write letters and emails. The unit finishes by everyday English which is based on numbers. They will learn about money, fractions, decimals and percentages, dates and phone numbers. Then they will listen to some conversation and write the numbers they hear. In my opinion it would take me 18-20 hours to teach both units in this course book. New Headway Intermediate is attractively laid out, with glossy pages and plenty use of colour and photographs which inspires the student. The strong visual element is likely to attract students. However, the cover does not really remind you of an English book, but the inside is different. I think that the new headway intermediate book is well organised into units and sub-sections and it is easy to follow. There are headings or labels for each section and exercises and activities are always introduced with clear instructions. The book clearly arranges the contents, and cross references indicate where learners can find further grammatical information, typescripts, pair work activities, irregular verbs, verb patterns and phonetic symbols in the back. Still, it does not include any revision or recycling sections and this is a disadvantage because students will not have the opportunity for self study in order to check the skills they have learnt. I would provide them with some revision ac tivities with every 2 or 3 units so that they will do revisions and refresh their skills. However, I find the way that the materials are sequenced logical, because intermediate learners need to work their grammar. Some people may find this as a limitation but I believe that it is a good for intermediate learners that the content is based on the complexity of grammar. Moreover, there is a varied mix of activities, like grammar, vocabulary, listening, speaking, reading and writing skills, and functional English, but it lacks on pronunciation activities. Even if it provides phonetic symbols in the back of the book it does not include material for pronunciation work, and it is essential for this level of students to practice their pronunciation. The material for vocabulary is adequate in terms of quantity and range It offers a good balance of work on all skills and they are adequately covered .Also, there are some points where there are materials for integrated skills. I think that there are not enough activities associated to the text in each unit. In unit 1 and 2, they have to read the passage and then answer some comprehension questions. There are not exercises or suitable texts that will help students to improve their reading skills (scanning, skimming, intensive reading, and extensive reading). As homework I would give students extra reading exercises to do in order to practice their reading skills. The other skill that lacks in practice in the unit is the listening skill. I believe that again the book does not provide learners the opportunity to expand and practice their listening skills. The exercises provided for listening does not help students to expand their listening skills, and thus I would give them different listening activities to do within a lessons in order to practice their l istening. Grammar, writing and vocabulary are well covered. Speaking activities can equip them for real-life conversations. The topics are motivating for the adult learners and suitable for their language level. It covers a variety of interests and it gives them the opportunity to expand their awareness on some topics and enrich their experiences. Other groups of people are also presented in the topics. On the whole, New Headway Intermediate course book is perceived as a well designed and a well written book which supports English language learning. It is also used in many schools which teach English as a foreign language. It is suitable for learners, and regarding the disadvantages mentioned above they can become overcome through supplementary activities. .

Adult social care settings Essay

1.1 Define Person centred values. Person centred values means the people whom we support are treated as equals and are involved in all aspects and areas of their care and that they are respected and valued as individuals. This means being involved in their assessments, care delivery and support planning, basically person centred values is making sure all approaches, policies and procedures and care practices put the residents at the centre of the day-to-day activities. It should also include the residents and their families in the planning and maintaining of this. 1.2 Explain why it is important to work in a way that embeds person centred values. The underlying purpose of person centred values is to ensure that the individual needing care is put at the very centre of the decision making progress about their life and the services and support they want, need and require. Person centred values is about putting an individuals needs and choices first, respecting their privacy and dignity and giving that individual as much independence as possible. under this strict system, the person is always placed at the very centre of the planning of the care programme required, in that he or she will always be consulted and that his or her views will always come first. Therefore the plan is tailor-made to that particular person, and it should include all aspects of care, from the Social and Health Services, from that individual’s family and from the voluntary sector. Outcome 2 Understand how to implement a person centred approach in an adult social care setting. 2.1 Describe how to find out the history, preferences, wishes and needs of an individual. By working in a way that puts an individual we are supporting at the centre of any planning and communicating with them we can find out information about their history, preferences and wishes. By using this approach we aim to see the person as an individual, rather than focusing on their illness or on abilities they may have. We can also include asking their family, friends, carers, other professionals including, GPS, nurses, social workers and also by looking at documents, such as pictures, letters, etc†¦ 2.2 Describe how to take into account the history, preferences, wishes and needs of an individual when planning care and support. When planning individual support it is necessary to record day-to-day preferences and requirements of the individuals care and support, we can do this by addressing individuals needs and preferences in a care plan, this holds all information about the individual you are supporting, their likes and dislikes, their hobbies, family information and their health as it changes. You can find out in a care plan if an individual likes reading in the afternoon or dancing to Elvis, and you can plan their daily activities around this, it is a way you can ensure the environment promotes well-being for your individual you are supporting. Having a holistic approach to meeting the needs and preferences of each individual is also a key skill. Things can change however depending on how that individual is feeling, say for example they feel physically sick and tired, they are not going to want to get out of bed, get washed, get dressed and sit in a room full of people all day, they are a lot more likely to want to lye in bed all day and that is fine as long as all their needs have been met and you explain what this choice will mean. 2.3 Explain how using and individuals care plan contributes to working in a person centred way. Plans for how people want their support to be delivered are a vital part of  person-centred working. People should be in centre of their plans and the planning process is a key way of ensuring that are at the centre of any support provided Care support plans are now developed by the person themselves, sometimes with support from family and friends. Plans are then agreed by the social worker or the manager. The development of a support plan is the perfect example of how person-centred working operates. Instead offering people a choice of what is currently available and finding what best fits their needs, person-centred working looks at someone’s needs and built the support package around them. One of the important aspects of person-centred planning is to look at what people are able to do for themselves and to ensure that services are not taking over aspects of a person’s life that they could perfectly well manage without support. Outcome 3 Understand the importance of establishing consent when providing care or support. 3.1 Define the word ‘consent’ Consent is the informed agreement to an action and/or decision. Permission for something to happen or agreement to do something. 3.2 Explain the importance of gaining consent when providing care or support. When working with an individual it is important to uphold their rights to be fully involved in their own care, whilst adhering to legal requirements. It is also the individuals right to refuse any care, support or treatment they do not want. It is also essential that people not only give you their consent but also that they understand what they are consenting to and the implications of this. Gaining consent protects not just the career but the individual receiving the care and support as-well. If no consent is given then you cannot proceed with the care. It is illegal to pressure anyone into something they do not want to do. 3.3 Describe how to establish consent for an activity or action. Consent can be implied, verbal, informed or written. Good communication skills and active listening plays a key role when gaining consent, by listening and treating an individual with respect you gain their trust and this is a way of gaining consent. By openly talking to the individuals in your care and being honest with them they are more likely to trust you. 3.4 Explain what steps to take if consent cannot be established. If consent cannot be established then you have a legal requirement to act in the best interest of the individual, to work towards solving conflict, with the use of extra support of advocates if necessary and where need to contact the person with whom has legal responsibility. All this must be recorded. Outcome 4 Understand how to encourage active participation. 4.1 Define what is meant by active participation. Active participation is an approach that recognizes all individuals rights and needs to participate in activities and relationships of everyday life as independently as possible, making sure the individual is actively part of their own care or support rather then a passive recipient. 4.2 Describe how active participation benefits an individual. Active participation empowers and encourages and individual to participate in their own care, it gives them the chance to be included in their care and have a greater say in how they live their lives. Active participation has many positive benefits such as: Physical benefits including greater activity levels. Increased independence and autonomy in what people do. An opportunity for individuals in health and social care settings to have a say in matters of direct concern to their lives. Increased opportunities for social contact and interpersonal relationships. Encouraging involvement and self-awareness. Enhanced well-being, with increases in self-confidence, self-esteem and self-belief. Active participation enhance an individual and helps to strengthening them physically, psychologically and their all over well-being. 4.3 Describe ways of reducing barriers to active participation. There are many ways of reducing barriers to active participation, organising and providing opportunity’s for involvement in social activities, Treating all individuals equally whilst still recognizing that everyone has differences and everyone is unique, A main way of reducing barriers is to introduce different ways of communication, such as Makaton, Sign language, Braille and also just by talking nice a clear and taking the time to listen to the individual in your care. 4.4 Describe ways of encouraging active participation. To encourage active participation you first should explain the benefits of participation and how it will motivate, encourage and support an individual. We can also involve family and friends to make experiences more meaningful and to be able to discuss with family and friends that activities cater to the needs and ability’s of an individual. Encouraging active participation is all about making that individual under your care feel good about themselves through, praise, compliments, patience and constructive feedback. Its all about making that individual feel comfortable, helping them feel as if their home, helping to improve their fitness, and helping to develop their social skills. Outcome 5 Understand how to support an individuals right to make choices. 5.1 Identify ways of supporting an individual to make informed choices. Informed choice is a voluntary, well-considered decision that an individual  makes on the basis of options, information, and understanding. To offer informed choices in a care setting staff need to empower their clients offer them up-to-date information and knowledge encourage independence 5.2 Explain why risk taking can be part of an individuals choices. We all take risks in life, its a way we grow and learn about ourselves and our limitations. Taking risks can empower us and teach us consequences, it is part of an individuals choice to take risks as long as those risks do not hurt others. To take a risk is an individuals choice the decision they make will result in some sort of consequence, negative or positive but it is down to the individual to make that choice. If the individual has the mental capacity to make an informed choice then they should be allowed to explore those risks. A person centred approach seeks to focus on people’s rights to have the lifestyle that they chose, including the right to make ‘bad’ decisions. You have to try and use person centred thinking tools, to help people and those who care about them most to think in a positive and productive way about how to ensure that they can achieve the changes they want to see while keeping the issue of risk in its place. 5.3 Explain how agreed risk assessment processes are used to support the right to make choices. Each individual in adult care should have a formal risk assessment carried out as part of their care plan. Risk assessments should contain information about the individual and the type of care and support they need. It will provide the most appropriate options for keeping the individual and anyone else involved as safe as possible. It will also tell you how to do some tasks where these tasks have been risk assessed and the best option has been established. Using a person-centred approach helps professionals involved in assessing risk to address significant issues of health and safety whilst supporting choice by also taking into account things that are important to people. A person centred approach can be one of the best ways to: Consider taking a particular risk or risks Establish and improve capacity to make decisions Make a best interest decision 5.4 Explain why a workers personal views should not influence an individuals choices. Every person in the world has the right to make his or her own decisions as long as it doesn’t involve another individual getting hurt. When an individual in your care makes a decision which you feel is risky, you need to make the individual aware of any consequences of their decision, however you mustn’t try to influence them with you own views, thoughts and feeling. The choice is the individuals not yours, they need to make their own decisions in order to feel in control of their lives, this leads to positive thinking, motivation, and positive feelings towards, dignity, pride and satisfaction. 5.5 Describe how to support an individual to question or challenge decisions concerning them that are made by others. Family and friends sometimes make decisions on behalf of an individual in care, these decision can be about the type of care or support they are receiving or the life style they are leading, but these decisions are not always discussed with the individual in question, and they may no be happy or comfortable with the outcome. It is essential that you obtain and understand the facts and reason these decisions were made so you make sure the individual has a clear understanding. If the individual remains sure that he/she is not happy with the decision, once he/she has this information, you can work with the individual to support them to challenge the decision. Any changes that are made to these decisions must be noted and reported and they must be made safe for yourself, the individual and anyone else involved. You should never make changes to a care plan or anything smiler without the proper training or discussing it first with you supervisor or line manager. 6.1 Explain how individual identity and self esteem are linked with well being Everyone has the right to identify themselves however they want, everyone has there own thoughts and beliefs and they shouldn’t be made to feel bad or have there self esteem lowered because someone doesn’t believe or think the same ways as someone else. Maintaining someone’s identity is done by always recognising that person as an individual, recognising that everyone has there own thoughts, feelings, beliefs, wishes and views and that makes them unique. You must always try to deal with views and choices of another person in a positive and caring manner, all this will contribute to their sense of well-being. 6.2 Describe attitudes and approaches that are likely to promote an individuals well-being. By always ensuring that the individual is treated in a professional, kind, caring and courteous way, their sense of well-being is always assured. Care workers can also make sure that they use a number of different approaches empowering approaches that enable the individual to take control, a positive approach that encourages the individual to feel good, working in a trusting and professional way enables a good relationship to build between the care worker and individual promoting a sense of well-being. 6.3 Identify ways to contribute to an environment that promotes well-being. There are many ways to contribute to an environment that promotes well-being, the individual in your care needs to feel safe, secure and at home in a welcoming environment that makes them feel comfortable, the best way to do this is for the individual to have their personal belongings around them, things that matter and make them feel good; Photos, Ornaments, Books, Pieces of furniture An environment that is easy for them to get around in, that is adapted for their needs/abilities, set out in a way of their choosing e.g their bedroom is personal to them, furniture placed in the way they have chosen, they’re decision on how it’s laid out, their decision on how it is decorated, it is their home and it should be made to feel welcoming, open and comfortable. Adult social care settings Essay Outcome 1 1.1 People communicate to understand their needs, to have a conversation, to express feelings, needs, to build relationships and trust. They communicate to share information and opinions, to ask questions and get answers. 1.2 Communication between staff effects service provision, understanding each other, team work and dignity in care. If communication is not effective, it can affect again residents-we can do harm to them, it can affect their health and well-being. Communication with staff is essential for passing information from one person to another. Information can be passed from carer worker to carer worker via verbal communication or written documents from care plans and daily reports, to fire books. Written communication has to be effective as it provides an on-going picture of a certain person, situation. Effective communication between staff is essential for care to be professional. Without effective communication care needs of the clients may go unnoticed leading to medical problems, abuse, depression etc. Communication with residents is most important in care job. That’s the way how you can easier understand they needs, requirements. It can affect service that carer provide to reside nts-more effective communication, better service to residents; with effective communication carer is building trust between residents and staff that helps in future work with them. 1.3 The care worker should always observe an individual’s reactions to see whether person fully understands what you have said to them. If the resident for example looks confused then the carer must then adapt their communication and ask again the question or other. In this way communication will be effective. It is also important to observe an individual’s reactions so as to spot anything that may be worrying them or upsetting them; the carer must to change their approach – this may be noticed through the resident change in facial expression or body language. If resident cannot verbalise what they want or prefer, then observing their reactions staff can make a decision about resident needs. Outcome 2 2.1 It makes more effective communication, more understand what other person trying to say. More understand they culture, religious believes. To be involved in their daily life. To avoid the individual feeling excluded, becoming distressed, frustrated or frightened. 2.2 Is verbal and non-verbal communication. Non-verbal communication is all without making noises, sounds. It can be writing, showing pictures with food choice, walk in park, toilette need. Can be even facial expressions, eye contact, body language, gestures or touch to get attention, physical gestures, behaviour. Verbal communication is vocabulary and tone in what person like to talk, involved in conversation. Outcome 3 3.1 Communication barriers can be place where person is, people around, noisy environment, values, culture, beliefs, his wishes and needs. Reason can be even lighting, how close you stand to that person or language barrier. 3.2 Communication barriers can reduce if you take the person to another room. Can try to turn lower music volume on television or radio. Try to talk with person in more private place, ask about his needs. Another way how we can reduce the impact of this barrier is by using a translator when you or resident do not understand what you both are saying because of a language barrier. Finally this would work because by using a translator you will not be offending people who speak a different language. Communication barrier can be because of different cultures and they include different cultures using different words or signs which may not be accepted in other cultures. One example of a mechanism which can be used to reduce the impact of this barrier to communication is by respecting other people’s beliefs and social habits. 3.3 To be sure that person understand me I can see it by his facial expressions, body language or his action on what I said. Ask if the person understand me, rephrasing. Some person need more time for get right answer or you should repeat a question, sentence. 3.4 It can be more enable: Colleague – staff member who knows resident issues, needs, wishes, more  about his culture, values, beliefs. Speech therapist – can tell who has had a stroke. GP – is person who know more about resident general health problems, how staff can make that person more relax and comfortable. Family – can tell more about carrier person daily life, person food choice, needs. Psychotherapist – can advise on exercise for people at all stages of dementia. They can also give advice carers on safe ways of helping someone to move. Dentist – can be used if the individual has dentures which are to loose and move when speaking. Outcome 4 4.1 Confidentiality means keeping residents information private and safe and passing information to only those who have rights to it. Confidentiality means also not passing information outside care house, keeping information safe and private. 4.2 Confidentiality you can maintain with not passing information outside of work or to other resident visitors. Be professional and don’t talk about residents in public places when you have a meal with work colleagues or in public transport on a way home. Don’t leave a written personal records lying around. You need to put them in safe place, where access is just for staff members. Health records are confidential. They should be shared only on a need-to-know basis. Carrier can give access to resident relevant information to those who have rights to know it. 4.3 Can share confidential information when the person is being placed in danger, harmed or abused. You can share information with other staff members in situation if for example resident is telling you he feels in danger of other resident or staff member and ask you not to tell anyone. It is situation where you need to explain person that you can’t keep information, because you want him to be in safety and need to help him by acting straight away. Can share when a criminal act has taken place. However, even, where it is clearly beneficial to share information for direct care, rules about confidentiality and privacy still apply. That means that only those who have a clear need to know should have access to the relevant confidential information. 4.4 Can seek advice about confidentiality if speaking with manager or with the organisation’s confidentiality policy. If someone is calling by phone and asking some information about any of residents and you are not sure who it is you can always ask him to speak with manager or just  take persons phone number and tell him that manager will call him back. The Data Protection Act is a law that applies to all social services and health records. It means that any information about resident should be kept accurately and securely, and there should be measures restricting who can see it. There are circumstances when an authority may have the right to break the rules about confidentiality. This is normally in extreme situations.

Steps to Christ

Many, especially those who are young in the Christian life, are at times troubled with the suggestions of skepticism. There are in the Bible many things which they cannot explain, or even understand, and Satan employs these to shake their faith in the Scriptures as a revelation from God. They ask, â€Å"How shall I know the right way? If the Bible is indeed the word of God, how can I be freed from these doubts and perplexities? † God never asks us to believe, without giving sufficient evidence upon which to base our faith.His existence, His character, the truthfulness of His word, are all established by testimony that appeals to our reason; and this testimony is abundant. Yet God has never removed the possibility of doubt. Our faith must rest upon evidence, not demonstration. Those who wish to doubt will have opportunity; while those who really desire to know the truth will find plenty of evidence on which to rest their faith. It is impossible for finite minds fully to compreh end the character or the works of the Infinite One.To the keenest intellect, the most highly educated mind, that holy Being must ever remain clothed in mystery. â€Å"Canst thou by searching find out God? canst thou find out the Almighty unto perfection? It is as high as heaven; what canst thou do? deeper than hell; what canst thou know? † Job 11:7, 8. 106 The apostle Paul exclaims, â€Å"O the depth of the riches both of the wisdom and knowledge of God! how unsearchable are His judgments, and His ways past finding out! † Romans 11:33.But though â€Å"clouds and darkness are round about Him,† â€Å"righteousness and judgment are the foundation of His throne. † Psalm 97:2, R. V. We can so far comprehend His dealings with us, and the motives by which He is actuated, that we may discern boundless love and mercy united to infinite power. We can understand as much of His purposes as it is for our good to know; and beyond this we must still trust the hand that is omnipotent, the heart that is full of love. The word of God, like the character of its divine Author, presents mysteries hat can never be fully comprehended by finite beings. The entrance of sin into the world, the incarnation of Christ, regeneration, the resurrection, and many other subjects presented in the Bible, are mysteries too deep for the human mind to explain, or even fully to comprehend. But we have no reason to doubt God's word because we cannot understand the mysteries of His providence. In the natural world we are constantly surrounded with mysteries that we cannot fathom.The very humblest forms of life present a problem that the wisest of philosophers is powerless to explain. Everywhere are wonders beyond our ken. Should we then be surprised to find that in the spiritual world also there are mysteries that we cannot fathom? The difficulty lies solely in the weakness and narrowness of the human mind. God has given us in the Scriptures sufficient evidence of their div ine character, and we are not to 107 doubt His word because we cannot understand all the mysteries of His providence.The apostle Peter says that there are in Scripture â€Å"things hard to be understood, which they that are unlearned and unstable wrest . . . unto their own destruction. † 2 Peter 3:16. The difficulties of Scripture have been urged by skeptics as an argument against the Bible; but so far from this, they constitute a strong evidence of its divine inspiration. If it contained no account of God but that which we could easily comprehend; if His greatness and majesty could be grasped by finite minds, then the Bible would not bear the unmistakable credentials of divine authority.The very grandeur and mystery of the themes presented should inspire faith in it as the word of God. The Bible unfolds truth with a simplicity and a perfect adaptation to the needs and longings of the human heart, that has astonished and charmed the most highly cultivated minds, while it enab les the humblest and uncultured to discern the way of salvation. And yet these simply stated truths lay hold upon subjects so elevated, so far-reaching, so infinitely beyond the power of human comprehension, that we can accept them only because God has declared them.Thus the plan of redemption is laid open to us, so that every soul may see the steps he is to take in repentance toward God and faith toward our Lord Jesus Christ, in order to be saved in God's appointed way; yet beneath these truths, so easily understood, lie mysteries that are the hiding of His glory–mysteries that overpower the mind in its research, yet inspire the sincere seeker for truth with reverence and faith. The more 108 he searches the Bible, the deeper is his conviction that it is the word of the living God, and human reason bows before the majesty of divine revelation.To acknowledge that we cannot fully comprehend the great truths of the Bible is only to admit that the finite mind is inadequate to gra sp the infinite; that man, with his limited, human knowledge, cannot understand the purposes of Omniscience. Because they cannot fathom all its mysteries, the skeptic and the infidel reject God's word; and not all who profess to believe the Bible are free from danger on this point. The apostle says, â€Å"Take heed, brethren, lest there be in any of you an evil heart of unbelief, in departing from the living God. Hebrews 3:12. It is right to study closely the teachings of the Bible and to search into â€Å"the deep things of God† so far as they are revealed in Scripture. 1 Corinthians 2:10. While â€Å"the secret things belong unto the Lord our God,† â€Å"those things which are revealed belong unto us. † Deuteronomy 29:29. But it is Satan's work to pervert the investigative powers of the mind. A certain pride is mingled with the consideration of Bible truth, so that men feel impatient and defeated if they cannot explain every portion of Scripture to their sati sfaction.It is too humiliating to them to acknowledge that they do not understand the inspired words. They are unwilling to wait patiently until God shall see fit to reveal the truth to them. They feel that their unaided human wisdom is sufficient to enable them to comprehend the Scripture, and failing to do this, they virtually deny its authority. It is true that many theories and doctrines popularly supposed to be derived from the Bible have no foundation in its teaching, and indeed are 109 contrary to the whole tenor of inspiration.These things have been a cause of doubt and perplexity to many minds. They are not, however, chargeable to God's word, but to man's perversion of it. If it were possible for created beings to attain to a full understanding of God and His works, then, having reached this point, there would be for them no further discovery of truth, no growth in knowledge, no further development of mind or heart. God would no longer be supreme; and man, having reached th e limit of knowledge and attainment, would cease to advance.Let us thank God that it is not so. God is infinite; in Him are â€Å"all the treasures of wisdom and knowledge. † Colossians 2:3. And to all eternity men may be ever searching, ever learning, and yet never exhaust the treasures of His wisdom, His goodness, and His power. God intends that even in this life the truths of His word shall be ever unfolding to His people. There is only one way in which this knowledge can be obtained. We can attain to an understanding of God's word only through the illumination of that Spirit by which the word was given. The things of God knoweth no man, but the Spirit of God;† â€Å"for the Spirit searcheth all things, yea, the deep things of God. † 1 Corinthians 2:11, 10. And the Saviour's promise to His followers was, â€Å"When He, the Spirit of truth, is come, He will guide you into all truth. . . . For He shall receive of Mine, and shall show it unto you. † John 1 6:13, 14. God desires man to exercise his reasoning powers; and the study of the Bible will strengthen and elevate the mind as no other study can. Yet we are to beware 110 of deifying reason, which is subject to the weakness and infirmity of humanity.If we would not have the Scriptures clouded to our understanding, so that the plainest truths shall not be comprehended, we must have the simplicity and faith of a little child, ready to learn, and beseeching the aid of the Holy Spirit. A sense of the power and wisdom of God, and of our inability to comprehend His greatness, should inspire us with humility, and we should open His word, as we would enter His presence, with holy awe. When we come to the Bible, reason must acknowledge an authority superior to itself, and heart and intellect must bow to the great I AM.There are many things apparently difficult or obscure, which God will make plain and simple to those who thus seek an understanding of them. But without the guidance of the Ho ly Spirit we shall be continually liable to wrest the Scriptures or to misinterpret them. There is much reading of the Bible that is without profit and in many cases a positive injury. When the word of God is opened without reverence and without prayer; when the thoughts and affections are not fixed upon God, or in harmony with His will, the mind is clouded with doubts; and in the very study of the Bible, skepticism strengthens.The enemy takes control of the thoughts, and he suggests interpretations that are not correct. Whenever men are not in word and deed seeking to be in harmony with God, then, however learned they may be, they are liable to err in their understanding of Scripture, and it is not safe to trust to their explanations. Those who look to the Scriptures to find discrepancies, have not spiritual 111 insight. With distorted vision they will see many causes for doubt and unbelief in things that are really plain and simple. Disguise it as they may, the real cause of doubt and skepticism, in most cases, is the love of sin.The teachings and restrictions of God's word are not welcome to the proud, sin-loving heart, and those who are unwilling to obey its requirements are ready to doubt its authority. In order to arrive at truth, we must have a sincere desire to know the truth and a willingness of heart to obey it. And all who come in this spirit to the study of the Bible will find abundant evidence that it is God's word, and they may gain an understanding of its truths that will make them wise unto salvation. Christ has said, â€Å"If any man willeth to do His will, he shall know of the teaching. John 7:17, R. V. Instead of questioning and caviling concerning that which you do not understand, give heed to the light that already shines upon you, and you will receive greater light. By the grace of Christ, perform every duty that has been made plain to your understanding, and you will be enabled to understand and perform those of which you are now in dou bt. There is an evidence that is open to all,–the most highly educated, and the most illiterate,–the evidence of experience. God invites us to prove for ourselves the reality of His word, the truth of His promises.He bids us â€Å"taste and see that the Lord is good. † Psalm 34:8. Instead of depending upon the word of another, we are to taste for ourselves. He declares, â€Å"Ask, and ye shall receive. † John 16:24. His promises will be 112 fulfilled. They have never failed; they never can fail. And as we draw near to Jesus, and rejoice in the fullness of His love, our doubt and darkness will disappear in the light of His presence. The apostle Paul says that God â€Å"hath delivered us from the power of darkness, and hath translated us into the kingdom of His dear Son. † Colossians 1:13.And everyone who has passed from death unto life is able to â€Å"set to his seal that God is true. † John 3:33. He can testify, â€Å"I needed help, and I found it in Jesus. Every want was supplied, the hunger of my soul was satisfied; and now the Bible is to me the revelation of Jesus Christ. Do you ask why I believe in Jesus? Because He is to me a divine Saviour. Why do I believe the Bible? Because I have found it to be the voice of God to my soul. † We may have the witness in ourselves that the Bible is true, that Christ is the Son of God. We know that we are not following cunningly devised fables.Peter exhorts his brethren to â€Å"grow in grace, and in the knowledge of our Lord and Saviour Jesus Christ. † 2 Peter 3:18. When the people of God are growing in grace, they will be constantly obtaining a clearer understanding of His word. They will discern new light and beauty in its sacred truths. This has been true in the history of the church in all ages, and thus it will continue to the end. â€Å"The path of the righteous is as the light of dawn, that shineth more and more unto the perfect day. † Proverbs 4:18, R. V. , margin. By faith we may look to the hereafter and grasp the pledge of God for a growth of intellect, the 13 human faculties uniting with the divine, and every power of the soul being brought into direct contact with the Source of light. We may rejoice that all which has perplexed us in the providences of God will then be made plain, things hard to be understood will then find an explanation; and where our finite minds discovered only confusion and broken purposes, we shall see the most perfect and beautiful harmony. â€Å"Now we see through a glass, darkly; but then face to face: now I know in part; but then shall I know even as also I am known. † 1 Corinthians 13:12. Steps to Christ AY Society AY MISSION: The salvation of youth through Jesus Christ. We understand youth ministry to be that work of the church that is conducted for, with, and by young people. AY AIM: The Advent message to all the world in my generation. AY MOTTO: The love of Christ constrains me. AY PLEDGE: Loving the Lord Jesus, I promise to take an active part in the youth ministry of the church, doing what I can to help others and to finish the work of the Gospel in all the world. Pathfinder Club AIM The Advent Message to all the world in my generation.MOTTO The love of Christ compels us. PLEDGE By the grace of God, I will be pure and kind and true. I will keep the Pathfinder Law. I will be a servant of God and a friend to man. LAW The Pathfinder Law is for me to: 1. Keep the morning watch. 2. Do my honest part. 3. Care for my body. 4. Keep a level eye. 5. Be courteous and obedient. 6. Walk softly in the sanctuary. 7. Keep a song in my heart. 8. Go on God's errands. Adventurer Club PLEDGE Becaus e Jesus loves me, I can always do my best. LAW  · Be obedient  · Be pure  · Be true  · Be kind Be respectful  · Be attentive  · Be helpful  · Be cheerful  · Be thoughtful  · Be reverent Ambassador Club Aim The Advent Message to All the World in My Generation My relationship to Jesus Christ is of such a nature that it compels me to share with any who will receive it, the gospel—the good news of His soon return. Motto The Love of Christ Constrains Me I am drawn to Him by His exemplary life, the symbolic act of His crucifixion, His conquering resurrection, and His promise of an earth made new in the pattern of the original creation.The closer I find myself to Him, the closer I find myself identifying with the needs of my fellow human beings. Steps to Christ Summary Steps to Christ concentrates on God's inclusive love for His people and His merciful nature. Ellen White addresses how we can all be saved by grace and how we can become better Christians. She dedica tes each chapter to describe ways to get closer to God, following a set of steps that require higher and higher dedication and more understanding of God's wisdom. The first chapter if the book, â€Å"God’s love for Man† illustrates the quality of God’s love.His acceptance can be seen when we look around us and to the nature that surrounds us to then understand a little more about God and his mercy. Through sin we broke â€Å"God’s rule of love† yet in his infinite mercy he gave his only begotten son to pay the price for our redemption. This is God’s love for us. The second chapter of the book,† The Sinner’s Need of Christ† speaks about how through sin man became disobedient. In his sinful state he could no longer find communion with God, be in harmony with him.This has caused a separation between man and God. The third chapter of the book, â€Å"Repentance†, describes how we should repent from our sins. It shows us the difference between true repentance and repentance lead by the fear of punishment for transgression. Jesus can restore and cleanse all those who want to be purified and recognize that this can only be done through Him and in Him. The author also mentions that the Holy Spirit also moves those who do not know of the power of God but understand the wickedness of their sins.The fourth chapter of the book,† Confession†, illustrates that for confession to be genuine there must be a humble acceptance of guilt for actions. There must be a sincere desire without deception and hypocrisy. The fifth chapter of the book,† Consecration†, speaks about the surrendering of oneself wholeheartedly in order to be restored to His likeness. It goes on to emphasis that there must be a deep love of Christ and an earnest desire to yield all to Him. Steps to Christ is a book that concentrates on the life of Jesus Christ and the love that God pours down on us by his amazing grace an d his beautiful nature.During the first few chapters of the book it explains to us the way to come to God. After this the rest of the book explains how to engage and remain true to God. One vivid parallel I got from the book was that even though plants have thistles and vines have thorns, there are beautiful flowers still grow on them. This works wonderful with the main theme of the book â€Å"Steps to Christ† on how God has earning love for us even though we have â€Å"thorns and thistles†, and by his grace and mercy we can be made clean and develop into beautiful flowers. For God so loved the world he gave his only begotten son†¦ † (John 3:16) tells us of Gods amazing love for man. We learn that even though we as sinful humans are always sinning God is always bestowing blessings upon us because of his extraordinary love for us. During the beginning of the book one of the most critical points the came popping out at me was about repentance. Ellen G. White t alks about the fact that there are generally two different types of ways to repent.One way you can repent is by true meaning and truly wanted forgiveness from God; while some others might only be repenting in fear for punishment, not actually being wholeheartedly apologetic for their sins. The book tells us that we must come to the Lord knowing that he is our best friend and there is no reason to not come to the Lord. As the book continues it tells us ways to stay connected to God and for us to live the rest of our lives in Him. Steps to Christ tells us that God will help us with our needs as long as we are faithful and believe in his promises. Mrs.White also says that when we have a close relationship with God he will fulfill his words to us. This speaks to me because it tells me to go directly to the Word for inspiration, which will increase us. The ninth chapter of the book, â€Å"The Work and the Life,† shows that when we have love for Christ we cannot keep it to ourselve s; the power of the Holy Spirit works through us to send Jesus to message everywhere we go and we become disciples of Gods love and when we have this passion burning inside we also want to work for Christ and do things that would benefit his cause and his love.Jesus can restore and cleanse all those who want to be purified and recognize that this can only be done through Him and in Him. Our human nature does not help us either on this question because we are naturally curious and we always want to know the answers for everything. He will provide us with enough evidence for us to understand some of the things that happen in our world. The tenth chapter of the book, â€Å"A Knowledge of God,† talks about how God speaks to us through various different forms.She also mentions that it is our responsibility to accept God’s gifts and to follow His ways. † God wants to make us Holy so that we be with Him at the end of times â€Å"reaching our highest possible developmen t,† but for that we must renew our whole nature and soul, giving our lives to God and trusting in Him to help us walk in His way. It is a promise that if we walk in His ways, serving Him, and if we believe Him, â€Å"He will fulfill His words to us. We have to help them by reflecting the light that shines to us and help them find Jesus.The fourth chapter of the book, â€Å"Confession,† emphasizes the fact that if we repent from our sins and we come to God and acknowledge our guilt, also showing reformation; we will be forgiven for our sins. White shows us that God will never make us believe in anything; He will always give us the options to believe it or not. In other words, if we repent and turn away from our sins and assume our faults, not by using self-justification or excuses, but by feeling it with a true heart, we can be forgiven. God so loved the world, that He gave his only begotten son†Ã¢â‚¬  Jesus, the one and only Son of God, that was once â€Å"oneà ¢â‚¬  with God, was brought to earth to feel the burden of our own sins. † This bridge is established by the coming of the Christ, who is â€Å"the way, the truth, and the life;† who is the â€Å"only way† or link to come back to the likeness of God and to enjoy his harmony and communion. † (White 40)The eighth chapter of the book, â€Å"Growing up into Christ,† states that without God there is no life, and nothing has life.

Postmodernism Has Changed The Representation Of Women

This literature review will explore how and to what extent postmodernism has changed the representation of women in images. Postmodernism was a time period after modernism, being at the centre of culture. What is to be regarded as postmodern, those things that are seen to occur as ‘natural’ are in fact shaped by humans, thus making it cultural. Postmodernism was brought as a result from the 1960’s onwards, being a reaction against anti realism modernism. Feminist artists and theorists have combined postmodernism with their own work in order to bring forth the ideas surrounding that of, how cultural forms or representation within the mass media are based around particular ideologies. When referring to representation, when linking this with the works of the theories brought about by postmodernism, how we see ourselves and how we construct the notions of ourselves are through the structure of available images. 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