Ostrich Egg Shells

The broken pieces of ostrich egg shells (often abbreviated OES in the literature) are commonly found on Middle and Upper Paleolithic sites throughout the world: at the time ostriches were much more widespread than they are today, and indeed were one of several megafaunal species which experienced mass extinctions at the end of the Pleistocene. Ostrich egg shells offered protein, a palette for artwork, and a way to carry water to our ancestors over the past 100,000 years, and as such, they are well worth considering a raw material of interest. The Qualities of an Unbroken Egg The ovate eggshell of an ostrich averages 15 centimeters long (6 inches) and 13 cm (5 in) wide; with its contents intact an egg weighs up to 1.4 kg (3 pounds), with an average volume of 1 liter (~1 quart). The shell itself weighs about 260 grams (9 ounces). Ostrich eggs contain about 1 kg (2.2 lbs) of egg protein, equivalent to 24-28 chicken eggs. An ostrich hen lays between 1-2 eggs each week during the breeding season (April to September), and in the wild, hens produce eggs for some 30 years during their lives. Ostrich eggshell is composed of 96% crystalline calcite and 4% organic material, mostly proteins. The thickness (averaging 2 millimeters or .07 in) is made up of three different layers that vary in structure and thickness. The hardness of the shell is 3 on the Mohs scale. Since its organic, OES can be radiocarbon dated (typically using AMS techniques): the only problem is that some cultures used fossil eggshell, so you have to have additional data to back up your dates, always a good idea anyway. Ostrich Egg Shell Flasks Historically, ostrich egg shells are known to have been used by African hunter-gatherers as a light-weight and strong flask or canteen to store and transport various fluids, usually water. To make the flask, hunter-gatherers puncture a hole in the top of the egg, either by drilling, punching, grinding, cutting or hammering, or a combination of techniques. Thats been difficult to identify in archaeological sites, which typically include only a few eggshell sherds. Intentional perforations could be considered a proxy for the use of eggshell as a container, and based on the perforation, an argument has been made for flask use in southern Africa at least 60,000 years ago. Thats tricky: after all, you have to open an egg to eat whats inside anyway. However, decoration on eggshells has recently been identified which supports the use of flasks in Howiesons Poort contexts in South Africa at least as long ago as 85,000 years (Texier et al. 2010, 2013). Refits of the decorated OES fragments indicate that the patterns were placed on the shell before the shell was broken, and, according to these papers, decorated fragments are only found in context with evidence for purposefully cut openings. Flask Decorations The decorated fragments research is from the Middle and Later Stone Age Diepkloof Rockshelter in South Africa, from which has been recovered over 400 pieces of engraved ostrich eggshell (out of a total of 19,000 eggshell fragments). These fragments were deposited throughout the Howiesons Poort phase, especially between Intermediate and Late HP periods, 52,000-85,000 years ago. Texier and colleagues suggest that these markings were intended to indicate ownership or perhaps a marker of what was contained in the flask. The decorations identified by the scholars are patterns of abstract parallel lines, dots, and hash marks. Texier et al. identified at least five motifs, two of which spanned the entire length of the HP period, with the earliest decorated eggshell fragments from 90,000-100,000 years ago. OES Beads The bead-making process was recently documented archaeologically at the Geelbek Dunes site in South Africa, dated between 550-380 BC (see Kandel and Conard). The bead-making process at Geelbek began when an OES breaks, purposefully or accidentally. Large fragments were processed into preforms or blanks or made directly into discs or pendants. Processing the blanks into beads involves the initial drilling of angular blanks followed by rounding, or vice versa (although Texier et al. 2013 argue that the rounding process almost always follows the perforation). Mediterranean Bronze Age During the Bronze Age in the Mediterranean, ostriches became quite the rage, with several occurrences of elaborately decorated eggshells or eggshell effigies. This came at the same time as state-level societies in the fertile crescent and elsewhere began keeping lush gardens, and some of them included imported animals including ostriches. See Brysbaert for an interesting discussion. Some Ostrich Egg Shell Sites Africa Diepkloof rockshelter (South Africa), decorated OES, possible flasks, Howiesons Poort, 85–52,000 BPMumba rockshelter (Tanzania), OES beads, engraved OES, Middle Stone Age, 49,000 BP,Border Cave (South Africa), OES beads, Howiesons Poort, 42,000 bpJarigole Pillars (Kenya), OES beads, 4868-4825 cal BPGeelbek Dune Field (South Africa), shell bead processing area, Later Stone Age Asia Ikhe-Barkhel-Tologi (Mongolia), OES, 41,700 RCYBP (Kurochkin et al)Angarkhai (Transbaikal), OES, 41,700 RCYBPShuidonggou (China), OES beads, Paleolithic, 30,000 BPBaga Gazaryn Chuluu (Mongolia), OES, 14,300 BPChikhen Agui (Mongolia), OES, terminal Paleolithic, 13,061 cal BP Bronze Age Mediterranean Nagada (Egypt), OES, predynasticHierankopolis (Egypt), engraved OES, 3500 BCUr royal tombs, 2550-2400 BC, gold ostrich egg effigy, and painted OESPalaikastro (Crete), OES, Early Minoan Bronze Age IIB-III, 2550-2300 BCKnossos (Crete), OES, Middle Minoan IB, and IIIA, 1900-1700 BCTiryns (Greece), OES, Late Horizon IIB Sources Aseyev IV. 2008. Horseman image on an ostrich eggshell fragment. Archaeology, Ethnology, and Anthropology of Eurasia 34(2):96-99. doi: 10.1016/j.aeae.2008.07.009Brysbaert A. 2013. The Chicken or the Egg? Interregional Contacts Viewed Through a Technological Lens at Late Bronze Age Tiryns, Greece. Oxford Journal of Archaeology 32(3):233-256. doi: 10.1111/ojoa.12013dErrico F, Backwell L, Villa P, Degano I, Lucejko JJ, Bamford MK, Higham TFG, Colombini MP, and Beaumont PB. 2012. Early evidence of San material culture represented by organic artifacts from Border Cave, South Africa. Proceedings of the National Academy of Sciences 109(33):13214-13219. doi: 10.1073/pnas.1204213109Henshilwood C. 2012. Late Pleistocene Techno-traditions in Southern Africa: A Review of the Still Bay and Howiesons Poort, c. 75–59Â  ka. Journal of World Prehistory 25(3-4):205-237. doi: 10.1007/s10963-012-9060-3Kandel AW, and Conard NJ. 2005. Production sequences of ostrich eggshell beads and settlement d ynamics in the Geelbek Dunes of the Western Cape, South Africa. Journal of Archaeological Science 32(12):1711-1721. doi: 10.1016/j.jas.2005.05.010Orton J. 2008. Later Stone Age ostrich eggshell bead manufacture in the Northern Cape, South Africa. Journal of Archaeological Science 35(7):1765-1775. doi: 10.1016/j.jas.2007.11.014Texier P-J, Porraz G, Parkington J, Rigaud J-P, Poggenpoel C, Miller C, Tribolo C, Cartwright C, Coudenneau A, Klein R et al. . 2010. A Howiesons Poort tradition of engraving ostrich eggshell containers dated to 60,000 years ago at Diepkloof Rock Shelter, South Africa. Proceedings of the National Academy of Sciences 107(14):6180-6185. doi: 10.1073/pnas.0913047107Texier P-J, Porraz G, Parkington J, Rigaud J-P, Poggenpoel C, and Tribolo C. 2013. The context, form and significance of the MSA engraved ostrich eggshell collection from Diepkloof Rock Shelter, Western Cape, South Africa. Journal of Archaeological Science 40(9):3412-3431. doi: 10.1016/j.jas.2013.02.021

Acc 576 Week 7 Assignment 1 Economic and Monetary Policy...

ACC 576 Complete Course ACC576 Week 1 to week 11 Download Answer here visit www.workbank247.com http://workbank247.com/q/acc-576-complete-course-week-1-to-week-11/12256 http://workbank247.com/q/acc-576-complete-course-week-1-to-week-11/12256 http://workbank247.com/q/acc-576-complete-course-week-1-to-week-11/12256 ACC 576 Week 1 Discussion Audit Documentation Please respond to the following: * From the e-Activity, analyze the documentation requirements under Standard 3. Make at least two (2) recommendations to the documentation requirements that you believe would improve Standard 3. Support your recommendations with examples of such improvements. * From the e-Activity, rank the top three (3) documentation requirements that you†¦show more content†¦Based on your scenario, recommend one (1) control that would prevent or detect your fraud. Support your recommendation with examples. ACC 576 Week 4 Discussion Clarity Project Please respond to the following: * From the e-Activity, choose one (1) of the eight (8) steps in the Clarified Auditing Standards–Learning and Implementation Plan. Based on the step you have chosen, analyze support for the action plan proposed, and make at least two (2) recommendations that would improve support of the action plan. * From the e-Activity, analyze four (4) of the eight (8) steps and the actions proposed for each step. Based on your analysis, recommend at least two (2) action modifications that accountants should consider, in addition to what the AICPA has identified. http://workbank247.com/q/acc-576-complete-course-week-1-to-week-11/12256 ACC 576 Week 5 Discussion PCAOB Please respond to the following: * From the e-Activity, analyze the role of the PCAOB to protect the public. Based on your analysis, give your opinion as to whether you believe they possess enough of the requisite power to be effective in accomplishing their mission. Provide support for your opinion. * Common history shows that prior to PCAOB, the accounting industry was self-regulated through the American Institute of Certified Public Accountants (AICPA). Create an argument that the public is either better or worse off since PCAOB assumed the

Potential the Rapeutic Problems in the Caseâ€Myassignmenthelp.Com

Question: What Is the Potential the Rapeutic Problems in the Case? Answer: Introducation: Mr. Dennis Vale is an older person of 78 years old and weighs 98 kg. He has no smoking habit but consumes alcohol on regular basis. He is suffering from the respiratory infection. His medical history states that he has various problems like hypertension and type 2 diabetes. He is suffering from the hypertension since 2000 and the symptoms of type 2 diabetes are seen since six months. Description of the problems The respiratory infection refers to the problem in normal breathing. This can affect the upper respiratory system. The patient is suffering from the disease as the sinuses and vocal chords are affected by cold. Turner et al., (2014) mentioned that the respiratory infection may affect the lower respiratory system as well. The patient has allergic problems in some specific drugs like penicillin. This infection is dangerous for the patient as he belongs to the old age. The symptoms include the runny nose, sore throat, body aches, fatigue, and congestion. Hypertension refers to the abnormal raise of the blood pressure, which is mainly caused by the psychological stress. When the systolic and diastolic blood pressure goes higher than 140 mmHg and 90 mmHg, the symptoms of hypertension occurs (Joffres et al., 2013). Various factors are responsible for the hypertension like lifestyle. Psychological factors affect the blood pressure. It can lead to various diseases like type 2 diabetes, kidney disease and cardiac arrest. Type 2 diabetes refers to the lifelong disease, which happens when the blood glucose level rises in the body. When the production of the insulin hormone decreases, the symptoms of diabetes are seen. Kahn, Cooper and Del Prato (2014) mentioned that the body weight plays significant role in case of type 2 diabetes. It is necessary to check whether the patient is obese or not. Focus on the use of medicines Due to his medical history, he has to take medication. He has to take 5 mg of ramipril daily due to the diabetes. He takes the metformin twice in a day of 1 g due to the diabetes. The physician suggested him to take the simvastatin at night of 100 mg to reduce the risks of cholesterol. He takes the aspirin to reduce the effect of respiratory infection. The dosage of the aspirin is 100 mg regularly. The physician suggested him to take 1 tablet of the ibuprofen thrice daily, which is of 400 mg. The physician suggested him to take the medicine to reduce the effect of respiratory infection if he needs it. Approaches To reduce the effects of the respiratory infection, it is necessary to diagnose the bacterial infection at first and consider the risks and benefits of the antibiotic treatment (Miedzybrodzki et al., 2016). The patient needs to consult with the physicians so that the therapy can be provided properly. The physician can suggest him of various non therapeutic drugs as well as the therapeutic drugs. In case of respiratory infection, yoga can help the patient (Kahn, Cooper Del Prato, 2014). References Joffres, M., Falaschetti, E., Gillespie, C., Robitaille, C., Loustalot, F., Poulter, N., ... Campbell, N. (2013). Hypertension prevalence, awareness, treatment and control in national surveys from England, the USA and Canada, and correlation with stroke and ischaemic heart disease mortality: a cross-sectional study.BMJ open,3(8), e003423. Kahn, S. E., Cooper, M. E., Del Prato, S. (2014). Pathophysiology andNursing treatment of type 2 diabetes: perspectives on the past, present, and future.The Lancet,383(9922), 1068-1083. Miedzybrodzki, R., Fortuna, W., Weber-Dabrowska, B., Grski, A. (2016). Phage therapy of staphylococcal infections (including MRSA) may be less expensive than antibiotic treatment.J. Cover,70. Turner, T. L., Kopp, B. T., Paul, G., Landgrave, L. C., Hayes Jr, D., Thompson, R. (2014). Respiratory syncytial virus: current and emerging treatment options.Clinicoecon Outcomes Res,6, 217-225.

What Makes People Virtuous Essay Example

What Makes People Virtuous Paper What makes ppl virtuous Virtue is defined as the quality of moral excellence, righteousness, and responsibility (Pg. 73) While studying what makes a virtuous person their character rather than actions are studied. Honesty, courage, moderation, compassion, wisdom and loyalty are a few examples of the characteristics of a virtuous person. (pg. 82) Virtue is the moderate option. For example a person can be greedy or a person can give everything they have away, but the person who takes care of themselves and others in virtuous because they are being responsible for themselves and others. In relation to what constructs a virtue is the origin of virtue in a person. Virtue is not born in a person, rather it is learned. A baby is not born knowing what is too much and what is not enough, nor do they know what their responsibilities are. Virtue is acquired through the experiences a person has throughout life, and by their environment. The virtue of honesty is an example. A young child may lie in order to protect themselves from consequences; they may not be honest unless their parents tell them to be. This child then learns that honesty is a good virtue whereas lying is not and feels it is their responsibility to tell the truth. We will write a custom essay sample on What Makes People Virtuous specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on What Makes People Virtuous specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on What Makes People Virtuous specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Confucius states that people will develop a sense of shame and therefore order themselves. (Pg. 74) If a person is being dishonest they may feel guilt due to their betrayal towards another person, therefore they are not being righteous. Loyalty is another example of a virtue that is learned rather than innate. Being loyal can consist of dedication to a viewpoint, person or place. When first born, a child is loyal to their mother, but this does not mean virtue is innate. The baby is loyal to their mother because they depend on their mother for nurturing and survival. The child then develops loyalty to their family considering they spend the most time with the family unit. Showing loyalty is a virtue because some people will do whatever is required to help the cause they are loyal to, they feel it is their responsibility to do so. For example, some religious groups are loyal to their churches. They may get involved in charities and show moral goodness by helping others. It shows responsibility to society also because this member is trying to enhanced society by helping those in need. Considering virtue is learned it needs to be taught. Virtues can be taught through the family or by guardians. When a child is young he/she does not know much about the world. What they do know was taught through experience and being reprimanded or rewarded for the action committed. In other words, the child learned through reinforcement. Virtues can be taught this way, a child must learn the middle path rather than vices. Virtue ethics strives to create a good person and combine reason and emotion. (Pg. 86) A child is led by emotions, for example when they are angry they may scream or cry. In order to teach the virtue of tranquility a parent or authority figure can show the child how to avoid getting angry to begin with. Another example, is the virtue of sincerity, manners are taught to children at a young age by parents. Not only can authority figures teach virtue but so can society. Each person has a view of what is right and wrong and each person has a set of virtues. Society and how those in society judge a person can teach this person how to be virtuous. Benjamin Franklin lists industry as a virtue; he states that people should be useful. (Pg. 84) Society can teach this because people interact in society daily. For example, in the workplace if one person slacks another worker is affected. Each worker had a certain job and the jobs come together to achieve success and the pressure to gain success pressures people to do their job. This pressure teaches the virtue of industry and the pressure comes from succeeding in society. Virtue is taught in order to create citizens with proper morality, responsibility and righteousness. Each person holds different stock in different virtues but ultimately each person has virtues. The pressures to succeed as well as lessons taught by authority figures establish virtue which tries to create good people who can live prosperous lives.

Elements of a State and Philippine Constitution Essay Essay Example

Elements of a State and Philippine Constitution Essay Essay State A community of individuals more or less legion. for good busying a definite part of district. independent of external control. and possessing an organized authorities to which the great organic structure of its dwellers render accustomed obeisance ( De Leon. 2000 ) . The Philippines is a province.Elementss of a State We will write a custom essay sample on Elements of a State and Philippine Constitution Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Elements of a State and Philippine Constitution Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Elements of a State and Philippine Constitution Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The first component of a province is the people. which is known to be the most indispensable and indispensable component of a province. This is the mass of the population. or the figure of people populating within the province. There is no specific figure of people required life within a province so that it could be called a province. The 2nd component is the district. which is the constituted country that justly belongs to the people of the province. This is the aerial ( air ) . tellurian ( land ) . fluvial ( stream/river ) . and maritime ( H2O ) domains of the province. The 3rd component is the authorities. which is the bureau to which the will of the province is expressed. created and administered. This is a group of people or establishments which run and rule the society. The 4th component is the sovereignty. which is known as the supreme power of the province to command and implement obeisance its will from the people. District Harmonizing to Article One. National Territory. of The 1987 Constitution of the Republic of the Philippines: â€Å"The national district comprises the Philippine archipelago. with all the islands and Waterss embraced therein. and all other districts over which the Philippines has sovereignty or legal power. consisting of its terrestrial. fluvial and aerial spheres. including its territorial sea. the ocean floor. the undersoil. the insular shelves. and other pigboat countries. The Waterss around. between. and linking the islands of the archipelago. regardless of their comprehensiveness and dimensions. organize portion of the internal Waterss of the Philippines. † This means that all the country that is encompassed by 185 kilometres ( 100 maritime stat mis ) from the Philippine shore. under the seabed even. is a district of the Philippines. This is sometimes besides known as the â€Å"Philippine Area of Responsibility† . a term used by PAG-ASA and other conditions bureaus to find for illustration. if a typhoon or a Low Pressure Area has entered our district. Fundamental law of the Philippines The fundamental law of the Philippines is the most of import portion of a province. The national district and all the cardinal laws- the set of regulations and principles- can be found here. The Constitution besides enunciates province rules and policies. Among the rules and policies embodied in the Fundamental law are: ( 1 ) Sovereignty of the people ; ( 2 ) Repudiation of war as an instrument of national policy ; ( 3 ) Domination of civilian authorization over the military ; ( 4 ) Service and protection of the people as the premier responsibility of the Government ; ( 5 ) Separation of Church and State ; ( 6 ) Guarantee of human rights ; ( 7 ) Separation of power among the assorted subdivisions of authoritiess ; and ( 8 ) Autonomy for local authorities units. One of the cardinal constituents of the Constitution is the Bill of Rights. which declares and enumerates the basic rights and autonomies of the people which the authorities ( or any individual ) is out to go against or infringe upon. Among the rights granted by the Fundamental law are: ( 1 ) Due procedure of jurisprudence and equal protection ; ( 2 ) Right against unreasonable hunt and ictus ; ( 3 ) Right of privateness ; ( 4 ) Freedom of address. of look. and of the imperativeness ; ( 5 ) Freedom of faith ; ( 6 ) Autonomy of residence and travel ; ( 7 ) Right to information on affairs of public concern ; ( 8 ) Right to organize associations for intents non contrary to jurisprudence ; ( 9 ) Right to a merely compensation when private belongings is taken for public usage ; ( 10 ) Right against damage of contract ; ( 11 ) Freedom of entree to the tribunals ; ( 12 ) Rights refering to individuals under probe ; ( 13 ) Right against inordinate bond ; ( 14 ) Rights of the accused in condemnable instances ; and ( 15 ) Right to speedy temperament of instances. It has been revised seven times. get downing from The 1899 Malolos Constitution. which was approved by so President Emilio Aguinaldo on December 23. 1898 and promulgated on January 21. 1899. and so the Philippine Organic Act of 1912 enacted into jurisprudence by the United States Congress on July 1. 1902. Next was The Jones Law of 1916. enacted into jurisprudence by the United States Congress on August29. 1916. followed by The 1935 Constitution. which was approved by the 1934 Constitutional Convention on February 8. 1935. certified by the President of the United States on March 25. 1935. and ratified by plebiscite on May 14. 1935. This was amended two times. on June 18 1940 and March 11. 1947. The 1943 Constitution. was approved by the Preparatory Committee on Philippine Independence on September 4. 1943 and ratified by the KALIBAPI convention on September 7. 1943. Following this is The 1973 Constitution. which was proclaimed in force by Proclamation by so President Ferdinand Marcos on January 17. 1973. This was amended three times. on October 16-17. 1976. January 30. 1980 and April 7. 1981. The present fundamental law. which is The 1987 Constitution. was foremost presented to so President Cory C. Aquino as The 1986 Freedom Constitution on October 15. 1986. This was approved by the Constitutional Commission on October 12. 1986. It was ratified by a plebiscite on February 2. 1987 and proclaimed in force by February 11. 1987. Mentions:Pacaway. J. ( 2014. July 4 ) . Filipino authorities with 1987 fundamental law. Retrieved from hypertext transfer protocol: //www. slideshare. net/anjanet2/philippine-government-with-1987-constitution Filipino Constitutions | Official Gazette of the Republic of the Philippines. ( n. d. ) . Retrieved from hypertext transfer protocol: //www. gov. ph/constitutions/ Salinas. S. ( 2013. December 16 ) . Concepts of province and authorities. Retrieved from hypertext transfer protocol: //www. slideshare. net/sarahsalinascatwoman/concepts-of-state-and-government-29249128 THE 1987 CONSTITUTION OF THE REPUBLIC OF THE PHILIPPINES – ARTICLE I | Official Gazette of the Republic of the Philippines. ( n. d. ) . Retrieved from hypertext transfer protocol: //www. gov. ph/constitutions/the-1987-constitution-of-the-republic-of-the-philippines/the-1987-constitution-of-the-republic-of-the-philippines-article-i/ The History and Evolution of the Philippine Constitution | Law | Jcmiras_03. ( 2014. August ) . Retrieved from hypertext transfer protocol: //www. pinoysites. org/jcm/item/12/ The Constitution of the Philippines: An Overview | Herald Digital Law Philippines. ( 2011. February 1 ) . Retrieved from hypertext transfer protocol: //philippineslaw. wordpress. com/2011/02/01/the-constitution-of-the-philippines-an-overview/

Discipleship Essay Essay Example

Discipleship Essay Essay Example Discipleship Essay Paper Discipleship Essay Paper Essay Topic: Religion A disciple is a follower or adherent supporter of a leader or teacher. It is the name usually given to the followers of Jesus Christ. The most eminent disciples are the Twelve Disciples who were specifically chosen by Jesus to preach the Gospel and called Apostles. Simon and his brother Andrew were the first men called by Jesus. At the time they were catching fish with a net in Lake Galilee. Jesus walked along the shore and said to them, Come with me, and I will teach you to catch people (Mk 1: 16 18). At once they left their nets and followed him. James and John, the sons of Zebedee were called secondly after Jesus saw them in a boat getting their nets ready. He called them and they too left behind their belongings and went with him. Time went by and Jesus called another man named Levi. Levi was the son of Alphaeus and a tax collector. He was sitting in his office when Jesus approached him. Follow me, (Mk 2: 13 14) Jesus said and Levi immediately followed. Marks Gospel does not record when or where the other disciples were called. We know that Jesus chose the Twelve Apostles upon a hill. He called to himself the men he wanted and they came to him. He said to them: I have chosen you to be with me. I will also send you out to preach, and you will have authority to drive out demons. (Mk 3: 14 15) He chose twelve men who became ardent supporters of his teachings. Jesus chose people who were part of the main industry of the area (the fishermen); patriots (the zealot) or who were civil servants (the tax collector). Mark, in his Gospel, showed that being a disciple of Jesus would put great pressure on their faith. Jesus had never promised that life, as a disciple would be easy. After he had spoken about his suffering and death, he said: If anyone wants to follow me, he must forget self, carry his cross, and follow me. (Mk 8: 34) Any follower of Jesus would probably suffer just like Jesus. For whoever wants to save his own life will lose it; but whoever loses his life for me and for the gospel will save it. (Mk 8: 35) When Peter saw the suffering of Jesus, his faith in Jesus failed him, and he disproved of any association with him. Judas Iscariot was another apostle of Jesus Christ. Rather than denying Jesus, he betrayed him and handed him over to the authorities. Peter, after offending realised what he had done wrong. From then on he did not shun Jesus and was persecuted in later life. The story of Peters denial has all the evidence of personal confession of failure to live up to chivalrous words of loyalty. Judas however could not admit to being wrong and ended his life. Jesus showed people that they would have to learn to value things differently if they were going to follow him. For example, the attitude he showed towards prostitutes or tax collectors. They learned from Jesus to respect the outcasts of their society and think of them as people who needed help. One event gives an example of the price of following Jesus. He was once asked: Teacher, what must I do to receive eternal life? (Mk 10: 17) He replied: You need only one thing. Go and sell all you have and give the money to the poor, and you will have riches in heaven, then come and follow me. (Mk 10: 21) Once the man heard this, a look of gloom came over his face and he went away sad because he was rich. Jesus used this conversation as a lesson for his disciples. He taught them of the perplexity that possessions could be to a person who may set them up as a rival to God. They do not give their undivided love to God but balance their attention between God and their assets. After the rich man had left, Peter asked Jesus about the reward that a disciple receives: Look we have left everything and followed you. (Mk 10: 28) Jesus replied: He will receive a hundred times more houses, brothers, sisters, mothers, children and fields and persecution as well; and in the age to come he will receive eternal life. (Mk 10: 30) Jesus ordered the Twelve Apostles to follow certain instructions. These instructions were called the Mission of the Twelve. The disciples were sent out in pairs and were not to take any food with them. They were not to take any money and had to stay in a place if they were made welcome until they left the district. The disciples were to shake the dust off their feet as they left a place if they did not receive hospitality. This was to show that the disciples had no time for them because they had rejected God. (Mk 6: 7 13) These instructions have a special meaning. They prove that discipleship can involve suffering, rejection and death. To those who do react, there will be a reward. Just as Jesus will rise from the dead after his suffering and death, so those who accept challenge to become disciples will find life. When people decided to follow Jesus, they became members of a new family. Those who followed Gods way were classed as Jesus family: Whoever does what God wants him to do is my brother, my sister, my mother. (Mk 3: 33) To be a disciple, one must acquire many values, for example being able to listen, self sacrifice, being obedient and having faith. There are many qualities needed to achieve discipleship and those are mentioned in Marks gospel. Once Jesus was approached by James and John and asked: Teacher, when you sit on your throne in your glorious Kingdom, we want you to let us sit with you, one at your left and one at your right. (Mk 10: 35 37) Jesus asked James and John: You dont know what you are asking for. Can you drink the cup of suffering that I must drink? Can you be baptised in the way I must be baptised? (Mk 10: 38) At once James and John said that they would be able to and Jesus replied: You will indeed drink the cup I must drink and be baptised in the way I must be baptised. Afterwards when all of the disciples were gathered together, Jesus told them that: If one of you wants to be great, he must be the servant of the rest; and if one of you wants to be first, he must be the slave to all. For even the Son of Man did not come to be served; he came to serve and to give his life to redeem many people. (Mk 10: 43 45) This story showed how James and John had the qualities of being disciples, they were willing t o serve God a disciple must have the attitude of a servant. Levi the tax collector also showed the values of a disciple. When Jesus said to him Follow me, (Mk 2: 13 14) he immediately left everything and went with him. On this occasion, Levi showed the signs of obedience. Jesus taught his disciples about being childlike also. They once scolded people who bought their children for Jesus to place his hands upon. Jesus told them: Let the children come to me, and do not stop them, because the Kingdom of God belongs to such as these. I assure you that whoever does not receive the Kingdom of God like a child will never enter it. (Mk 9: 13 15) Baptism is the first of the three sacraments of initiation which makes a person a full member of the Christian Church. These sacraments are Baptism, the Eucharist and Confirmation. There is a special service or rite for the Christian initiation of adults into the Church. Confirmation seals a Christian with the gift of the Holy Spirit. This is the same Holy Spirit that came down upon the apostles at Pentecost. The Holy Spirit is given to a Christian at Baptism and in the Sacrament of Confirmation the ceremony of initiation into the Christian family is completed. In the ceremony of Confirmation, the faith that was avowed in baptism is renewed. Religious men and women are devoted to God by three vows, poverty, chastity and obedience. A vocation is a divine call to or a sense of ones fitness for a certain career or occupation. Christians who belong to the Roman Catholic Church can choose from three ways in which they can fulfil their vocation which they have received in Baptism and Confirmation. They can carry out their responsibilities as a single or a married lay person. The term lay means non-clerical; not ordained into the clergy. The laity are called to demonstrate the principles, which Christ taught, by missionary work, reading in Church or by teaching others. They also bring holiness to others by the example of their lives. Lay people should also implement Christs teachings to the problems of the modern world, e.g. violence, drugs, crime, healing the sick, feeding the hungry or housing the homeless. Honesty, justice, sincerity, kindness and courage are the values of a Christian. Married people prove their holiness in the success of their marriage, or their family relationships. The example of a good life activates other people to want to share in that kind of life, and brings them to God. Those who are devoted to religion can experience religious life in contemplative orders or apostolic orders. Those that follow contemplative orders lead a concealed life of work and prayer. Rather than going out to help people physically, they pray for the inequalities of the world or partake in the background work for events. Examples of people who live like this are the Carmelites and the Poor Clares (for women) and the Carthusians and Cistercians (for men). People who prefer to help others on a public scale live life according to apostolic orders. These people lead a life of prayer, and community work. They participate in helping the sick, teaching others, helping the poor or helping the elderly. One can take a Christian vocation even further when they are ordained to priesthood. Nevertheless, before a man can be commissioned to the priesthood, he becomes a deacon. Before ordination, the deacon may help in a parish by proclaiming the Gospel at mass, Baptising, assisting at marriages and conducting funeral services. A deacon must also promise celibacy and he must care for the people of God. When people live their lives to coincide with the Gospel, they receive rewards. Although Jesus has promised eternal life to those who live simple lives so that others can simply live, a person can also receive rewards here on earth. Jesus had never said that discipleship would be easy yet many people can obtain satisfaction from their work. For example, a dedicated mother or father is gratified as they watch their children grow and people who work with those with addictions are content when they see that someone who they have helped is able to survive without drugs or alcohol. As Jesus has promised that being a disciple is not unconstrained, we should expect obstacles to make our journey harder. There have been many people throughout history who have endured agony in place of others and many who have died for the sake of their beliefs. One man who did this was Oscar Arnulfo Romero y Galdames. Oscar Romero was born in San Salvadore in 1917. He was ordained into the Roman Catholic Church in 1942, was elected as bishop in 1970 and seven years later, he was made archbishop of San Salvadore. Despite what people thought of him, Romero had publicised the importance he attached to social justice. The right wing believed that the Catholic Church in San Salvadore, and in particular the Jesuits, were involved in Marxist subversion on behalf of the Farabundo Marti National Liberation Front guerrilla army. His death affected the Roman Catholic world with Romero standing out as an apostle of human rights. Oscar Romero showed true discipleship, although he umpired violence, he continued to preach within hasty conditions. In the end he made the greatest sacrifice of all, he lost his life. Romero put himself last for the sake of peasants who had no human rights whatsoever, he used his status to help those with none. Even in todays world, there are still inequalities. These inequalities occur more often in developing countries and are usually caused by the arms race, the inability to recover from natural disasters, increasing debt, the population explosion, ignorance and illiteracy. Education is needed desperately in developing countries. Children may only know their local dialect and may not be able to interact with other villages or tribes. Ignorance and illiteracy have serious side effects on health, techniques of farming, industry and trade. The problems of developing countries are so dramatic that aid is only effective if performed on a global scale. However it is from voluntary services and organisations that most aid comes from. One example of an organisation that does this is CAFOD (The Catholic Fund Overseas Development). CAFOD was set up by the bishops of England and Wales in 1962 to asseverate the concerns of the Catholic community for the needs and problems of developing countries. CAFOD supply information about the needs of developing countries. Information packs are provided and contain the history, social conditions, and development of a particular country. Films, slide sets, pamphlets, books and posters are produced. The organisation asks people to remember the teaching of Jesus regarding prayer, fasting, alms giving (charity). The spirit of Jesus words explains the attitude of giving which is encouraged by CAFOD. Prayer, fasting and charity are the three traditional ways in the Church of helping those in need, and go back to the earliest days in the Acts of the Apostles. The CAFOD groups are encouraged to give up something each week as a regular act of self denial, in order to help the poor. The money raised by CAFOD goes towards community development, food production, water supplies and irrigation, preventative medicine, vocational training, adult education. Particular projects may include a village well; a rural dispensary; a mother and child nutrition scheme; or a latrine programme in a slum. CAFOD functions as it believes in the basic equality of all people in the sight of God. Human dignity demands a fair standard of living. Everyone has the same needs of food, clothing, and shelter. CAFOD is a way of being with Christ who is hungry, thirsty and in need. Having reported on the values of discipleship, I shall challenge the hypothesis that states: It is not possible to be a true disciple of Jesus in the modern world. I disagree with this statement entirely. I believe that anyone, who is a good administrator of all that God trusts him or her with, is worthy of earning discipleship. Before Jesus died he said: If anyone wants to come with me, he must forget self, carry his cross, and follow me. For whoever wants to save his own life will lose it; but whoever loses his life for me and for the Gospel will save it. (Mk 8: 34 35) There are several examples of people in the modern world who make sacrifices and carry a cross for the sake of the gospel and other people. For instance, Martin Luther King. He was an American clergyman who partly led the American civil rights movement. He was a chief supporter of non- violent resistance to racial oppression. Martin Luther King lived in an era when individuals were not accepted in America. His successful preoccupation with Vietnam and his determination to lead a Poor Peoples March in a racist community triggered his murder on April 3, 1968. No human being is perfect and a disciple does not require precision either. We know this because the twelve apostles turned their back on Jesus at least once. Peter denied Jesus, Judas betrayed him and the other ten ran away when he was arrested. Consequently, if people have made mistakes in the past they can be forgiven and start again. It is human nature for people to make errors and because God is forgiving, it is never too late for a person to acquire the values of discipleship. On the other hand, others may disagree. A common theory is that people cannot practice their religion as there is far too much violence and indignity around the World and people are unable to worship freely. Around the time of Jesus there was much persecution and people were mistreated if they did not share common beliefs. Moreover many people such as Saint Peter continued to practice their faith regardless of the potential risk that it imposed. There are many people who cannot adapt to the Christian faith because Jesus is dead and the number of people who attend mass is declining. They fail to believe because they need visual evidence to reassure them that there really is a God. As few people visit Church nowadays, some fail to recognise how discipleship can survive through a small amount of people. As the basis of the Church relies on secondary evidence written in the Gospel, many are not trustworthy enough to depend on books and because of this, some communities favour other religious practice. Having weighed up the opinion opposite to mine, I strongly disagree with its argument. My reasoning is that we live in a World of diverse culture, where in most places people are accepted for their faith, gender, status and being. As time has passed, women have gained equal rights as men, black people have earned the same respect as white people and homosexuality and individuality is accepted. So why is faith different? There is a minority of people who are still unable to preach openly but the Christian population is increasing and the majority of Christians are able to profess their beliefs without encumbrance. And that is why there are many people today who are willing to help those that are limited in being able to praise God independently. When someone goes to the hospital to be treated for an illness, they see doctors and nurses helping them. One cannot say that these people are poisoned with remorse but only guardianship because they look out and care for the welfare of others. They are examples of discipleship as they assign their time for the comfort of others. There are people who are involved and dedicate their life to aiding those less fortunate than themselves, working with charities like CAFOD to assist those weaker in the fellowship. These are the people who do carry their own cross and make sacrifices for the benefit of others. These are the people who qualify as disciples and prove that good people are still on hand today.

Writing an annotated bibliography of books. On the topic sex education Research Paper

Writing an annotated bibliography of books. On the topic sex education - Research Paper Example The books aims at creating awareness of marriage as well as advising the couple. The information was gathered from people’s personal experience. The flow of the book is excellent, but it is extremely complicated to get certain information from the book since there are no subheadings. The books also lack the emerging issues since it was authored a while ago. This book evaluates the values in sex education. The book argues that it is difficult to put into action any aspect of sex education if the values are not adhered to. The information of the book relied upon some young people who were involved in sex education. The information and topics are well arranged for easy reference. This book addresses the issue of the same sex relationships and their impact on students. The investigation was conducted in schools where there were students living with people who are gays or lesbians. The book is well organized, and all information is well documented. The book is current and covers a lot of relevant information in my study. The books look into the impact of sex education on social inequality especially gender inequality. The author has researched on school students and how they interact. The author highlight that sex education has a big role I promoting social and sexual injustice. The topics in this book are well arranged making it easy to retrieve information. The book is updated and covers most recent developments in the