Questions to answer Essay Example | Topics and Well Written Essays - 250 words

Questions to answer - Essay Example This method fosters the chief motivation for reimbursing as setting up a more promising rate of interest over the period of the new issue. 3. Recognizing the difference on reimbursing is the same as the difference on other prompt terminations (Carmichael and Graham, 2010). Auditors argue that organizations should recognize this difference in income in the term of the termination. The third method makes practical sense since it is the only argument where an accountant records the whole difference when the particular agreement is extinguished. This process affects previous terms when the agreement was valid. However, the third method is the generally accepted one (FASB, 1972). This is because many accountants contend that the recognition of this difference might compel an organization to record returns by borrowing funds at high rates of interest to settle discounted, low-rate debts. I favor the first option because it takes into account equity categorization for a part of or the entire outstanding convertible debt issue. As a result, the first option is suitable for fiscal auditing and reporting from a tax point of view (Grant Thorton, 2013). Instruments with the features of both equity and liability categorizations are compound. The first option also qualifies as a requirement for the categorization of fiscal tools (Schneider et al., n.d.). FASB. (1972). APB 26: Early Extinguishment of Debt. FASB. Retrieved from http://www.fasb.org/cs/BlobServer?blobkey=id&blobnocache=true&blobwhere=117582 0898212&blobheader=application/pdf&blobcol=urldata&blobtable=MungoBlobs Schneider, D. K., Schisler, D., Mccarthy, M. G., and Hagler, J. L. (n.d.). Equity Classification of Convertible Debt? Tax and Cash Flows Considerations. Journal of Applied Business Research, 11(4), pp.

Consider The Use of Force by William Carlos Williams to prove and Essay

Consider The Use of Force by William Carlos Williams to prove and interrogate Laura Mulvey's theory of the patriarchal gaze - Essay Example The more she fights against him, the more the doctor insists on the examination until it is an all-out war there in the kitchen. Although the doctor finally gets a successful examination, confirming his fears that the girl does have diptheria and has been keeping it hidden from her parents, he is left feeling very disturbed by the encounter. While it is possible to come up with some conclusions about this story without outside input, it is helpful to examine it in light of a theorist such as Laura Mulvey, who applied psychoanalytic theory to film studies in 1975 in her essay "Visual Pleasure and Narrative Cinema." Although she relates her ideas to film, Mulvey's concept that the one who looks has all the power is easily applicable to Williams' story. Within her article, Mulvey examines how pre-existing patterns of behavior and social formations has shaped conventions of story-telling and how that has in turn helped shape a patriarchal society. She makes the case that our ideas of mea ning are defined mostly by men who associate their masculinity with their ability to name, define, and control reality. "The paradox of phallocentrism in all its manifestations is that it depends on the image of the castrated woman to give order and meaning to its world. An idea of woman stands as lynch pin to the system: it is her lack that produces the phallus as a symbolic presence, it is her desire to make good the lack that the phallus signifies† (Mulvey 6). In other words, the patriarchic world view is founded on the idea that woman are missing a vital part of the human being, which automatically sets up the man as superior because he does have this part. Because she knows she is missing it, the theory holds, the woman is eager to do what she must to make it up by appropriately lending herself to others' vision of her. Mulvey indicates that Hollywood movies depend on this theme as a means of reaching out to the alienated individual and reinforce the patriarchal obsession s. These are difficult ideas to understand until they are applied to a real-world example, such as Williams' story. Reflecting the language of patriarchy It almost seems the story is written specifically to provide a lesson on the rules of patriarchy as the doctor emerges as the sole narrator. Only his thoughts and opinions matter, which is true both for the reader and for the little family within the home. Among his earliest comments concern his arrival at the home. "When I arrived I was met by the mother, a big startled looking woman, very clean and apologetic" (Williams). His comments are startling not just because they contain no pleasantries at the door in greeting, but because of the clear assessment he is making of the woman based entirely on this first impression of her. Describing her as â€Å"big† sets her up as existing outside of the traditional female ideal; she is not the ‘little’ woman in the home. Adding the description that she is â€Å"startled looking† begins to give the impression that perhaps she is not very bright and clearly not attractive. "In a world ordered by sexual imbalance, pleasure in looking has been split between active/male and passive/female. The determining male gaze projects its phantasy on to the female form which is styled accordingly. In their traditional exhibitionist role women are simultaneously looked at and displayed, with their appearance coded for strong visual and erotic impact so that they can

Case study: Relational Aggression

Case study: Relational Aggression Adolescents today face many challenges with regard to both academics and peer groups. Unfortunately, one aspect of peer relations is aggression, and many times we often only think of physical aggression. However, relational aggression can also characterize the peer interactions of adolescents, and thus it has gained more attention in research. Relational aggression can be defined as a purposeful act that an individual carries out intentionally in order to inflict harm upon another individual through a social relationship (Bowie, 2007). The present literature review will discuss some of the research that has demonstrated how relational aggression contributes uniquely and negatively to social-psychological adjustment problems in youth (Crick, Ostrov, Werner, 2006; Prinstein, Boergers, Vernberg, 2001; Reynolds Repetti, 2010; Rose Swenson, 2009). The protective factors identified by research that appear to mitigate the negative effects of relational aggression will also be discussed. Being popular (Rose Swenson, 2009), having a close friend (Prinstein et al., 2001), and having a positive academic self-concept (Taylor, Davis-Kean, Malanchuk, 2007) have all been found to act as protective factors in the face of relational aggression. Lastly, relational aggression in the context of school will be examined. Given that relational aggression makes unique contributions to social-psychological adjustment problems in the absence of such protective factors, it would be valuable to explore whether or not relational aggression also has unique negative effects on academic engagement and achievement. This could have important implications for prevention and intervention efforts, as well as educational policy and classroom management strategies. Since the conception of research on relational aggression, researchers have found that engaging in relational aggression can have negative effects on various social-psychological adjustment outcomes for adolescents. A study by Crick et al. (2006) targeted a sample of 224 children, who were part of a larger longitudinal study, as they progressed from third to fourth grade in order to examine how relationally aggressive behavior affected childrens social-psychological adjustment over time. The authors hypothesized that relationally and physically aggressive children would exhibit increased levels of both internalizing and externalizing difficulties. They also expected that relational aggression would create distinct psychopathological symptoms from those that are associated with physical aggression. Participants completed a self-report measure about physical and relational aggression, as well as prosocial behavior. Participants teachers filled out a survey to assess childrens social-ps ychological adjustment. Results indicated that relational aggression is indeed a significant indicator of childrens risk for future social-psychological adjustment problems, and that the outcomes of relational aggression are unique compared to those of physical aggression. The authors call for additional, similar studies to improve prevention and intervention programs that address both physical and relational aggression in boys and girls. Similarly, a study by Prinstein et al. (2001) examined the association among relational and overt forms of aggression and adolescents internalizing and externalizing symptoms and behavior in a sample of 566 adolescents in a New England high school. The authors hypothesized that relational aggression would be distinctively associated with depressive symptoms, loneliness, self-esteem, and externalizing behavior. Another significant hypothesis was that having a close friendship would buffer adolescents from the negative social-psychological adjustment outcomes that are associated with relational aggression victimization. Several self-report questionnaires were administered to the participants that respectively measured overt and relational aggression and victimization, depressive symptoms, loneliness, self-esteem, externalizing symptoms, and close friend social support. Results demonstrated that adolescents make a distinction between overt and relational forms of aggression and victimiz ation. Relational aggression was found to have its own unique effects on victims, including higher levels of depressive symptoms, higher levels of loneliness, and lower global self-worth. The hypothesis was supported that having a close friend did act as a buffer against negative psychological adjustment problems associated with relational aggression. A study by Reynolds and Repetti (2010) gathered descriptive information from 114 girls in a Los Angeles public high school about the forms, frequency, perceived motives and functions, and types of emotions felt when relationally aggressing or when being victimized. An online survey was utilized that elicited scale ratings and descriptive responses from the participants about their experiences as both perpetrators and victims of relational aggression. The results showed that every participant reported being involved as both a perpetrator and a victim in each form of relational aggression at least once in the past year. The most frequent form reported was talking behind another girls back, while the next most frequent behaviors were spreading rumors about a girl and intentionally ignoring her. The most frequently reported function was trying to get back at someone. Additionally, the participants reported that ignoring, as compared to rumors and exclusion, was related to the strongest n egative feelings experienced at the time of the incident, like sadness. Ignoring emerged as a unique form of relational aggression in this study, which merits further investigation. Implications of this and similar studies demonstrate that intervention and prevention efforts should focus on the most frequently reported behaviors by adolescents. Due to the evidence suggesting that relational aggression has unique, negative effects on social-psychological adjustment in children and adolescents, it is important to look at what protective factors might exist for children and adolescents that buffer these negative effects. In addition to the finding that a close friend can buffer the negative effects of relational aggression (Prinstein et al., 2001), other protective factors have been identified through research. For example, a study by Rose and Swenson (2009) looked specifically at perceived popular adolescents who relationally aggress and whether or not their participation in relational aggression leads to emotional adjustment problems. The authors studied a sample of 439 students in seventh and ninth grade in the United States. It was hypothesized that perceived popularity would moderate the association between relational aggression and internalizing symptoms. Peer nomination surveys were used to assess peer status and aggres sion, and the Childrens Depression Inventory was used to assess internalizing symptoms. Results demonstrated that perceived popular adolescents who relationally aggress do not experience emotional adjustment problems, but youth who were perceived as less popular did experience elevated internalizing symptoms. This finding suggests that popularity acts as a buffer against the negative effects of relationally aggressive behavior. For this reason, the authors discuss future directions in research that could examine which other variables protect popular, relationally aggressive peers from experiencing internalizing symptoms. Similarly, Cillessen and Mayeux (2007) also investigated peer status and aggression, however they did so around the transitions from elementary to middle school, and from middle school to high school. They looked at how these constructs are related to adolescents academic and social expectations in their new school system. The total sample size was 2,434 with students from fifth, sixth, eighth, and ninth grade. The authors hypothesized first that pre-transition expectations and post-transition perceptions of academic and social functioning would be moderately correlated. Secondly, they hypothesized that both social preference and perceived popularity would be positively correlated with social expectations, and thirdly, that both overt and relational aggression would be positively associated with social expectations. Participants completed a sociometric assessment that measured social preference, perceived popularity, overt aggression, and relational aggression. Participants also comp leted a set of self-report questionnaires that measured pre-transition expectations and post-transition perceptions of academic and social functioning. Results demonstrated that their first hypothesis was correct. They also found that popular adolescents had more positive expectations of transitions, and also rated themselves as doing better socially after the transition. Relational aggression was negatively correlated with the academic functioning of sixth grade girls. No other main effects were found for relational aggression. Consequently, the authors called for more research on relational aggression in the social and academic lives of students, especially for girls. Relational aggression can have impacts on the development of friendships as well, as demonstrated by Sijtsema et al. (2010) in their longitudinal study. They examined how aggression in different forms and functions (instrumental, reactive, overt, relational) impacts friendship development in a sample of 337 participants, ages 12 to 14 years. The authors hypothesized that instrumental, relational, and overt forms of aggression would be associated with making friends who are equally aggressive. They also hypothesized that reactive aggression would predict a high number of unidirectional friendship nominations in which the aggressor nominates others, but is never nominated by others. Additionally, the authors hypothesized that social influence effects will appear uniquely in relational aggression contexts. Various questionnaires were administered to the participants to gather information about friendship networks, previous acquaintances, and occurrences of instrumental, reactive, overt, and relational aggression. Results demonstrated that all four conceptualizations of aggression had unique and meaningful effects on friendship selection and social influence during early adolescence. Of particular interest was that relationally aggressive adolescents selected similarly aggressive friends, and that relational aggression was subject to social influence. Therefore, it was found that relational aggression uniquely affects early adolescent friendships, regardless of the function of the relationally aggressive behavior. Given that relational aggression can occur in school contexts because that is where peer groups are situated, it is important to examine various aspects of the schooling experience in order to better understand why relational aggression occurs. Accordingly, Totura, et al. (2009) conducted a study that used an ecological framework to examine how middle school students (N = 2,506) perceptions of their family and school contexts moderated their involvement in and the effects of bullying and victimization. The authors hypothesized that students with internalizing and/or externalizing problems would be less likely to be categorized as bullies and/or victims if they had a stable family context, and if their school had high levels of support and monitoring. They hypothesized that students would be more likely to be identified as bullies and/or victims if their school and family contexts were characterized by low levels of support, monitoring, and school belongingness. The investigators used student and teacher surveys to measure bullying and victimization, internalizing and externalizing problems, family functioning, school bonding, adult monitoring at school, aggressiveness of the school climate, and academic performance. Results of this study demonstrated that there are many relations among emotionality, bullying, and students perceptions, as well as some significant gender differences. One result particularly important result is that bullies and bully/victims exhibited lower academic achievement and were less bonded with school. This points to a potential area of research that explores whether or not increasing childrens academic engagement, achievement and bonding with school can actually decrease relational aggression. Another important implication of this study is that it demonstrates how important students perceptions of their environment are and the impact that their perceptions can have on their experiences with bullying and victimization. Furthermore, Taylor et al. (2007) explored how self-esteem and self-concept may influence aggression in a school setting. The authors used a diverse sample of 842 children, which was part of a larger longitudinal study, in middle schools in an East coast state. The authors hypothesized first that students with negative academic self-concepts would be more likely to aggress in school than children with more positive academic self-concepts. Their second hypothesis was that students whose high academic self-concept is threatened would be more likely to aggress at school. The study utilized interviews and self-report questionnaires from both the participants and the participants primary care givers to measure the constructs of aggression, self-esteem, academic self-concept, and academic performance. Results supported the authors first hypothesis in that low academic self-concept was correlated with increased aggression in school. However, their second hypothesis was not supported. These findings are significant because they demonstrate that if we can increase childrens academic self-concepts, perhaps aggression would decrease. All of the studies mentioned above have made significant contributions to the study of relational aggression, specifically with regard to the social-psychological effects of relational aggression, protective factors, how relational aggression impacts friendship development, and how school contexts can impact relational aggression. These studies all have some analogous strengths and limitations that can point us to future directions in research. Longitudinal methods were used in the study by Crick et al. (2006), as well as the study by Sijtsema et al. (2010), demonstrating definite strengths for these two studies. However, Crick and his colleagues did mention that a limitation of their study was that the interval was only one year, and so future studies would benefit from having longer time intervals to see how relational aggression affects children through different developmental periods. Sijtsema et al. (2010) acknowledged that a limitation of their study was that peer relations wer e examined with respect to school grade, so aggression that occurs outside of school might not have been captured in the study. Both studies by Prinstein et al. (2001), and Totura et al. (2009) addressed the fact that their cross-sectional designs were an inherent limitation. Specifically, Totura et al. (2009) stated that the cross-sectional nature of their study prohibits researchers from determining which came first, internalizing and externalizing difficulties or bullying/victimization. In this way, future longitudinal studies would be exceptionally beneficial to the field so that we can further examine what factors lead to engaging in relational aggression. Similar to the study by Totura et al. (2009), the study conducted by Rose and Swenson (2009) discussed a limitation of their study that the results cannot speak to causation, only to correlation. Their study did have two important strengths in their sample size and their use of validated measures of depression and anxiety. The study by Totura et al. (2009) also had a very large sample size at N = 2,506. The study by Prinstein et al. (2001) used a very ethnically diverse sample. Future studies would benefit from also making every effort to obtain a diverse sample in order to best understand relational aggression in adolescents. Additionally, future studies would benefit from including school transitions and perceptions, like Cillessen and Mayeux (2007) did in their study. A limitation of their study was their exclusive use of self-report measures, which will be discussed later in this literature review. The authors did acknowledge, though, that future research would benefit from including more objective measures of social and academic outcomes. Lastly, a strength of the (2010) study by Reynolds and Repetti was that the investigators collected novel, descriptive data through an online survey that informed them of the unique experiences of relational aggression among high school girls. A limitation of this study was its relatively small sample size (N = 114), and the fact that the stud y only addressed girls. All of these studies (Crick et al., 2006; Prinstein et al., 2001; Reynolds Repetti, 2010; Sijtsema et al., 2010; Taylor et al., 2007; Totura et al., 2009; Cillessen Mayeux, 2007; Rose Swenson, 2009) actually used self-report questionnaires as at least part of their methodology. Self-report methodologies are certainly valuable, however future research would benefit from the use of different methodologies as well, as suggested by Cillessen and Mayeux (2007), in order to ensure that we understand relational aggression from multiple perspectives. Crick et al. (2006) also used teacher reports in order to assess the childrens social-psychological adjustment. Equivalently, Totura et al. (2009) used teacher surveys in addition to student surveys to measure bullying and victimization, and internalizing and externalizing symptomology, in addition to other various constructs. Rose and Swenson (2009) used peer nomination surveys in order to assess peer status and aggression, and this was in a ddition to the self-report measure used to assess internalizing symptoms. Taylor et al. (2007), in addition to having the adolescents complete self-report questionnaires and having their primary caregivers complete surveys, also interviewed the adolescents themselves. The use of interviews could provide valuable in-depth information about the experiences that children and adolescents have with relational aggression. Another methodology that has not yet been utilized in past research is focus groups. This could involve having six to eight adolescents talk about their experiences with relational aggression. Methodologies like focus groups and interviews would be extremely valuable when used in addition to self-report, peer-report, teacher-report and/or parent-report surveys. In this way, researchers would be able to gather information from a variety of sources in order to understand relational aggression. Few studies have addressed how relational aggression might impact the academic achievement and engagement of adolescents. Exceptions to this include the study by Totura et al. (2009) that investigated how middle school students perceptions of their family and school contexts moderate their involvement in and the effects of bullying and victimization. Importantly, the authors defined bullying as engaging in the following behaviors: kicking/pushing/hitting, name calling, teasing, socially isolating others, and spreading false rumors (Totura et al., 2009, p. 579). In this way, the authors do capture important aspects of relational aggression. The results of this study have important implications for future studies that look at how relational aggression impacts academic achievement and engagement. Moreover, Taylor et al. (2007) investigated how self-esteem and academic self-concept influence aggression in a school setting. However, a limitation of this study is that the researchers opera tionalized aggression as acts of aggression that resulted in formal school discipline, although they acknowledged the various forms of aggression and the fact that not all aggression results in formal discipline. It must be addressed, though, that acts of relational aggression might not have been captured to the full extent in this study. Nevertheless, the methodology used and the results found in this study provide support for promising directions in the research of a possible link between relational aggression and academic achievement. Overall, the studies mentioned above utilize similar methodologies in order to address various aspects of relational aggression. The studies above investigated how relational aggression affects social-psychological adjustment adolescents, what protective factors exist to buffer adolescents from the negative effects of relational aggression, how engaging in relational aggression affects friendship development, and lastly how a few school-related constructs affect ones experience with relational aggression. The purpose of this literature review was to provide an analysis of what research has been done with regard to relational aggression. Because it has been shown that relational aggression has unique, negative effects on the social-psychological adjustment of adolescents, it is imperative that we examine what other negative effects might be a result of engaging in relational aggression, either as a perpetrator or as a victim. Specifically, research on how relational aggression impacts academic engagement in the classroom, and consequently academic achievement, would be very valuable. School bonding and school spirit are other constructs that could be explored. If a negative association is found between relational aggression and academic engagement, this could have implications for educational policy and school behavioral management systems. Furthermore, it would be beneficial to explore whether or not increasing the academic self-concept of an adolescent would cause a subsequent decrease in their engagement in relational aggression. Future studies would benefit form utilizing multiple methodologies, including interviews or focus groups in order to gain a deeper understanding about what it is like to experience relational aggression. The area of how relational aggression might impact academic engagement has yet to really be explored, and so studies in this area would be indispensable in informing research and also practices in the field.

Inside Every Modern Computer O :: essays research papers

Inside every modern computer or other data-processing wonder is a microprocessor bearing millions of transistors sculpted from silicon y chemicals and light. Silicon, the second most abundant element on Earth, is used extensively in transistors, integrated circuits, photoelectric devices, and other electronic devices. A pure crystal of silicon does not conduct electricity unless traces of other substances are diffused or doped onto it. Therefore silicon must be manufactured in a specific way in order for it to yield electrons for a current. All manufacturing of silicon takes place in a "clean room" which is an area where each one foot cube of air must contain fewer than 1000 tiny specks of dust and zero humidity. The temperature is maintained at a constant 68 degrees Fahrenheit and all workers have to wear coats, gloves, masks, and overshoes. This is necessary because even one dust particle or water droplet can ruin a batch of chip production. The manufacturing of a silicon chip starts when silica, the main component of sand, is heated with carbon which makes 98 percent pure silicon. This is then dissolved in hydrochloric acid. The resulting liquid is fractionally distilled to separate almost all of the impurities.The remaining liquid is then heated in a hydrogen tmosphere, which produces the purest silicon possible. This silicon, however, is in the form of many crystals of different sizes and orientations. This silicon goes through the Czochralski pulled crystal process in which it is melted in a large crucible into which a probe, tipped with a small seed crystal is immersed. Silicon atoms attach themselves to the seed in perfect alignment with its structure while it is rotated and pulled slowly upward. The seed grows into a three foot long, cylindrical, single crystal. Silicon this pure is hard, dark grey in color and lusterous. The giant crystal of silicon is next ground into a perfect cylinder, which is sliced by a diamond-tipped saw into wafers 1 mm thick. Using particles one-tenth of a micrometer wide, the faces of these wafers are polished to give a smooth base onto which up to two hundred dentical chips can simultaneously be photo-etched. The base of the chip is next doped with small traces of boron. First the silicon base is coated with a layer of insulating silicon dioxide and photoresist, a light-sensitive material. This hardens only where ultraviolet light, projected through a mask, strikes it. The chip is immersed in solvent to wash away the soft resist shielded by the mask.

EX open ended lab fluid

The flow Of water should be changed by regulating the outlet flow control valve. ) Once again, measure the flow of water and the manometer reading. 10) At least 6 readings should be obtained per experiment. 1 1 ) Turn off the pump, shut the isolating valve and the tapping valve for test pipe 1 12) The manometer is then inserted into the tapping points for test pipe 2 and open both the tapping and isolating valve. 13) Run the pump and all the relevant readings should be taken 14) The procedures were repeated for test pipe 3.Problem statement This water distributing system is to be a design for a water supply system from reservoir in Pang to Muar. The design will take into consideration all related parameters that will affect the design in terms of head loss. The monthly report will be submitted to Lumbago Air Juror. My team will be conducting an experiment to determine the most effective pipe size, by considering friction factor and pipe fitting. We will prepare the stimulated experim ental design for submission.Ways and means Suitable test methods to carry out the experiment were Identified based on the relevant standards. The experimental methods will be presented and we will defend our procedure. Rest It sheet PVC pipe no 1: diameter = 1 inch Cue /ran) Hal (m) h2o (m) Expo. Head loss, hex (IMHO) Pipe diameter Velocity, V (m/s) Theoretical head loss, (IMHO) percentage error (%) PVC pipe no 2: diameter = % inch Q (L/r-n) Theoretical head loss, Percentage error (%) PVC pipe no 3: diameter = h inch Q (L/ran)

The Nigeria of My Dreams

HOUSE FELLOWSHIP TOPIC: THE NEED TO GO BACK TO THE BIBLE (PART TWO)TEXT JUDGES 27:6, 21:35: JUDE 3-4, 17-23 INTRODUCTION: the challenge to everyone that desires to please God is to go back to the bible. In these last days such an individual must embrace and appreciate biblical standards and against all odds seek to live for God. *Gal. 2:20 WHAT ARE THE GUIDING PRINCIPLES WE NEED TO OBSERVE IF WE MUST GO BACK TO THE BIBLE? * We must have willing hearts. Jere. 29:13 * We must be sincere and acknowledge that the church situation today is not the best. Isa. 8:1-3; 2 cor. 11:28 * There should be deadness to self. Matt 16:24; Mark 8:34, Luke 9:23 * We must allow the Holy Spirit to be enthroned in own heart. Acts 1:8: Jn. 16:13 * There must be a desire to pray. Acts 2:1-2; James 5:16; Mark 1:35 * We must be read y to contend for faith (our belief). 2 Tim. 2: 15; Col. 4:17: Titus 3:8; 1 Tim. 6:12 * We must be ready to seek God. Isa. 55:6; Amos 5:4-14 CONCLUSION We should ask for the old path s and walk in them *(Jere. 6:16) Like Daniel we should purpose in our hearts to follow God’s standards *(Dan. :18) Like Nehemiah we must resolve to build the broken walls in our lives. Like peter and the apostle of old, we must resolve to obey God rather than men. *(Acts 4:19) TOPIC: THE NEED TO GO BACK TO THE BIBLE (PART THREE)(IN THE DEMONSTRATION OF LOVE) TEXT: MATT. 22:34-39; 10:37-39: JOHN 13:34-35; 1COR. 13: 1-13 INTRODUCTION Love as someone once said is wishing your neighbor the highest good. This is what the Bible describes as agape, the ‘God kind of love. This love is selfless, always wishing good to others not minding tribe, age or position. *(James 2: 1-4) WHAT ARE SOME OF THE WAYS WE CAN SHOW OUR LOVE FOR GOD? * We must love God with all our heart. Matt. 22:33; Philemon 5 * We must be obedient to his commandments. John 14: 15; Acts 4:19 * We must be ready to spend our time and resources (Money, Houses, and Cars etc) for Him. Mark 11: 1-6; 14: 12-16; ,Matt. 10-37 WHAT ARE SOME OF THE WAYS WE CAN SHOW OR EXPRESS OUR LOVE TO MEN? * You must be ready to love your neighbor as yourself * Believers must love themselves We should be ready to identify with their physical needs (school fees, clearing of debts, food, clothing, etc). Matt. 25: 31; James 2: 14-17; Acts 2:44; 2 Cor. 5: 8-9 * We should be willing to show mercy towards our neighbours. Pray for them. 1 John 4:7: Philemon 4-6; 2 Tim. 4:5; Col. 4:17; Titus 3:8; 1 Tim. 6:12 Tim. 1:3 * Visitation and word of encouragement could be used. 1 Tim. 1:4 HOW CAN WE MAKE LOVE OUR LIFE STYLE? * Be always conscious that God‘s love is already deposited in you. Rom. 5:5 * We must allow the love to blossom by depending on the Holy Spirit. * We must always have a heart of forgiveness. John 4:7 CONCLUSION effective love is one acted out. Therefore, it is of utmost importance that we demonstrate love in our relationship with people. John 3:16; 1Cor. 13:13 TOPIC: THE NEED TO GO BACK TO THE BIBLE (PA RT 4) (IN THE HOPE OF OUR CALLING) TEXT: JOHN 14:1-3; 1COR. 15:19; EPH. 1: 18: 4:4 INTRODUCTION: The way many believers live and carry on in the present world does not reflect a hope in or an expectation of another kingdom. Many are living so carelessly, forgotten that Jesus will one day call for a harvest of His people.Thess. 4:16-18 WHAT IS THE GUARANTEE THAT THE LORD WILL COME AGAIN? * God’s Himself spoke about the second coming of His son. Jude 14:15 * The Holy Spirit spoke through angels and prophets about the hope of his coming. Acts 1:11 * Jesus himself spoke about his coming. Matt. 25:31-34,24:30 * There are several signs relating to his coming again which have been fulfilled and are being fulfilled. 2Tim 3:1-3; Matt. 24: 12; Luke 18:8 HOW SHOULD THE BELIEVERS PREPARE FOR HIS COMING? * Believers should always be conscious of his coming by living a holy and dedicated life. Heb. 12:14; 1Tim. :11-12 * Believers should avoid compromise. Rom. 12:2 * Believers should always involve themselves in the work of the kingdom- evangelism. Matt. 6:20 * We should not be weary in well doing. Gal. 6:9: phil. 2: 4-5 HOW CAN WE KEEP THE HOPE OF HIS CALLING ALIVE? * We should always bear in mind that we are stranger/pilgrims on earth. Heb. 11:8-10 * We should always remember the word/promise of our lord Jesus concerning his coming. John 14:1-3 * We should always have a focus on the rewards awaiting us his coming. 1 Cor. 2:9 CONCLUSION It is often said that heaven is a prepared place for a prepared people.The believer must deliberately choose the path of holy living bearing in mind that he is a stranger on earth. Titus 2: 11-12 TOPIC: THE CHARACTER STUDY OF JOSEPH TEXT: GEN. 37:25-36, 39:1-23 INTRODUCTION: Joseph was a handsome young man whose character stands out distinctly as one of the purest in all history. He was obedient to parents, God and would not allow the daily temptation from Potiphar’s wife weaken his high morality and his faith in God WHY DID JO SEPH REFUSE POTIPHAR’S WIFE INVITATION TO LIE WITH HER? GEN. 9:7 * Joseph resolved to uphold his virtue and chastity. Gen. 39:7-8 * He saw it as a sin against God and not his master. Gen. 39:9 * Joseph considered who he was, his relationship with God. Gal. 2:20, 1 peter 2:9, Eph. 5:17 * He was watchful so as to foresee danger and escape it. 1 peter 5:8 LESSONS TO BE LEARNT FROM JOSEPH’S EXPERIENCE IN POTIPHAR’S HOUSE * A child of God should Endeavour to maintain moral purity in the face of severe temptation. 1Cor. 9:26-27, 10:21 * Flee from sin and all appearance of evil. 1Cor. 6:18 * We must fear God and determine not to sin against Him in any way. John 2 * Joseph experience shows that God’s blessing go with his people anywhere they go. Gen. 39:2 * The presence of a believer in any establishment should make a difference. Gen. 39: 3 * Learn to handover difficult situations to God. Rom. 12:19 CONCLUSION: It is by the grace of God that we are still strong i n faith. This grace must be jealously guarded, to be able to run the race to the end. The God that enables Joseph to run away from enticement to sin is still alive and ever gracious towards us. There is however, need not to be careless with our Christian faith. 1Cor. 15:52, 1John 3:8TOPIC: THE CHARACTER STUDY OF JOSEPH-JOSEPH IN PRISON TEXT: GEN. 39:21-23, 40:6-8 INTRODUCTION Potiphar’s wife having tried in vain to turn Joseph ungodly through laying with her go him portrayed as an immoral man before her husband. Her husband believed it and Joseph was jailed HOW DID JOSEPH REACT WHEN HE SUFFERED FOR AN OFFENCE HE NEVER COMMITTED? * He did not complain or grumble against God. Isa. 53:7 * Joseph continued to live a life of faithfulness and dedication to God * He left vengeance unto to the Lord. Rom. 12:19 * Like Paul and Silas, he did not allow his heart to be troubled or doubted God because of fear.Acts 16:21 * He did not allow the problem to take him away from his vision and f rom God. 1 Peter 4:16 WHY DID THE KEEPER OF THE PRISON PUT ALL THE PRISONERS IN JOSEPH’S CUSTODY? * God’s favour was with Joseph in the prison. Gen. 39:22 * He saw Joseph as someone who could be trusted with responsibilities. Gen. 39:22-23 * God was in the business; therefore everything went on smoothly in Joseph’s hands. Rom. 8:28 CONCLUSION: In his plight, Joseph continued to live a life of faithfulness and dedication to God. On his part, God granted Joseph favour and turned the imprisonment to be another blessing for him. Peter 5: 10 TOPIC: THE CHARACTER STUDY OF JOSEPH –JOSEPH IN AUTHORITY TEXT: GEN. 41: 1-57 INTRODUCTION God did not remove Joseph from the darkness and the filth of the dungeon. Instead, He was with him right there and blessed all that he did and thus, he continued to a position of trust and responsibility even in prison from where he was enthrone into the throne o honour. HOW DID GOD FULFIL HIS PROMISE IN JOSEPH’S LIFE? * God d ecided to give pharaoh a dream that cannot be interpreted by any man. Gen. 41:8 * God caused Joseph to be remembered by the butler after two years. Gen. 1: 9,12& 13 * God gave Joseph the interpretation and the solution of the dream paved way for Joseph enthronement. Gen. 41: 42-44 It should be noted that God did not use anything outside Joseph, but what is already in him (the gift of dreams and its interpretation) to bring him to the throne of honour. Prov. 18:16 HOW DID JOSEPH REACT TO HIS BRETHREN? * He left vengeance in the hand of God. Rom. 12:19-21 * Joseph saw his plight as a divine purpose for him and his brethren. Gen. 45:5 * His hash reaction was intended to bring them to repentance * He fed his brothers freely despite of their hatred.Gen. 43:23a * Joseph forgave his brethren though it was hard for them to accept. ( this portrays one of the great scene of reconciliation in the history of our faith). Gen. 45:7-8 WHAT WAS JOSPEPH BENEFIT FOR WAITING ON THE LORD? * Joseph was lifted above all his bosses and brethren. Gen. 41-44 * The purpose of God was fulfilled in his life. Gen. 45:7-8 CONCLUSION There is a time set for the deliverance of God’s people. That time will come though it may seem delayed, when it comes, it will definitely be the best time. Heb. 2:3-4, psalm 105: 17-21 TOPIC: HANDING CRISES IN THE HOME (PART ONE)TEXT: Eph 5:21-23, Col 3: 12-25 INTRODUCTON The relationship among family members in many homes today is fast gliding to a state of collapse, the warmth, security and intimacy that home use to prepare is no longer there. Every one seems to be doing his/her own things with little or no regards to how others in the family feel. WHAT IS THE NATURE OF RELATIONSHIP IN AN IDEAL HOME? An ideal home should reflect in the following: 1. Love Rom 13: 8 2. Tolerance Rom 15: 1-3 3. Forgiveness Matt 18: 12-22 4. Provide inspiration for the growth of the family Amos 3: 3, 1 peter 5:6 5.Children born into family are expected to be integrated in to the existing God given culture in a home. Num 25:12-13 CONCLUSION a peaceful and a united home is destiny for greatness. Make your home a godly one. 1 peter 3:7-9 TOPIC: HANDLIN G CRISES IN THE HOME (PART II) TEXT: EPH 5:21-23, COL. 3:12-25 INTRODUCTION The cause of crises in the home varies from one home to the other they all however have common denominations: they create a situation of unease whenever they rear their ugly heads.In part one of this study, we discussed the meaning of crises in the home. In this study we shall be highlighting the common causes of crises in the home. WHAT ARE SOME OF THE COMMON CAUSES OF CRISES IN THE HOME? The common causes of Crises in the home includes * Inability to leave and cleave Gen. 2:23-24 * Usurping of the man’s authority 1 peter. 3:1 * Attitudes towards in-laws’ Gen. 27:46, 28:8-9 * Childlessness 1 sam. 1:6 * Child discipline prov. 22:6 * Family upkeep 1 Tim. 5:8 * Denial of â€Å"bedroom favour† 1 Cor. 7:3-5 * Ext ra-marital affairs 2 Sam 11: 1-3 CONCLUSION A home without Christ must be in crises.Therefore let Christ rules your home to day and peace will overshadow your family. Matt. 11:27-28 TOPIC: HANDING CRISES IN THE HOME (PART3) TEXT: EPH 5: 21- 23 COL 3:12-25 Introduction When crises is allowed to terry long in a home the effect are always disastrous and more difficult to handle. As Christian we are warned never To allow crises to tarry beyond a day In part one and two we discussed the meaning of crises home and the nature of ideal home and common causes of crises in a home.In this study we shall be discussing the effect of crises in a home WHAT ARE SOME OF THE EFFECTS OF CRISES IN A HOME 1. Communication blackout 1peter 2:1 2. Loss of fellowship Isaiah 59:2 James 4:7 3. Weakening of personal and family alter 4. Bitterness –Eph 4:31-32 Conclusion Avoid crises in your home. When it comes do not allow it to settle down before you solve it in agreement with each other aid with God 1 cor. 5:7 TOPIC: LOOKING UNTO JESUS TEXT: HEBREWS 12: 1-3, 1 CORINTHIANS 1:23-25, EPHESIANS 1:9-23Look unto Jesus for leadership and direction, we stumble when we look away from Him and look at ourselves, someone else or the circumstances surrounding us. When we fix our eyes on Him, we receive direction in times of confusion, strength in time of weakness and encouragement in time of discouragement. WHY SHOULD WE LOOK UNTO JESUS * Christ has come to save sinners from their sins and the impending doom. * In Him we live, move and have our being Act 17:28 * Jesus Christ is the way, the truth and the life, and no man can come to God or please Him except through Christ.John 14:6; Hebrews 11:6 * Jesus quickens the believers to be able to live a life pleasing unto God. Phil. 3: 20-21; Col. 2:9-10 * He is the originator and perfecter of our faith. HINDRANCES TO LOOKING UNTO JESUS * Overcharging our hearts with the cares of life and pursuing riches at the expense of our salvation. 1 John 2:15- 17 * Other hindrances include lack and wants, need not met, seemingly unanswered prayers, trials and temptation, afflictions etc To overcome these hindrances, give yourself to prayers and studying God’s word. If problems persist, seek counsel.Be determined to continue to trust in God in face of all odds. If we take our eyes off the lord Jesus, we stumble and if we continue in this condition we fall away from faith Matthew 14:28-31 BENEFITS OF LOOKING UNTO JESUS * Fullness and the power of God in our life. Col. 2:9-10; 1Cor. 1:23-25 * Abundant blessing and spiritual rest. Matthew 11:28; and peace Isaiah 26:3 * Eternal life CONCLUSION Emulate the lord Jesus. The believer stumbles when he looks away from the lord Jesus Christ TOPIC: THE GRACE OF GOD TEXT: 2 CORINTHIAN 12:9 The grace of God is the undeserved favour of God, and this is the very nature of God almighty.John 1:17, Eph. 2:6-8 and in the Old testament God favoured Israel not because of their number but of His graceful nature to be faithful to covenant promises. Gen. 17:1-8 In the New Testament, Gods’ grace is manifested in the giving of His only begotten Son Jesus Christ, on behalf of undeserving sinners Gods’ grace is multiplied to the believers by the Holy Spirit, impacting forgiveness; acceptance and power to do Gods’ will John 3:16 The whole of our Christian life from beginning to the end is dependent on Gods’ grace. 1 Co 15:10 & Phil. 2:13. This favour is given in measuresHOW DOES ONE GET GODS’ GRACE? * As a gift. God gives a measure of grace to unbelievers so that they may be able to believe in Christ Eph. 2: 8-9 * Must be diligently desired& sought, Heb. 4:16 * Humble yourself before God- James 4:6-10 * Studying & obeying the scriptures – John 15: 1-11 * Hearing the preaching of Gods’ word- Tom. 1:16 * Praying- Jude 20 * Fasting- Matt. 4:2, 6:16 * Worshipping Christ – Col. 3:16 * Being continually filled with the Holy Ghost- Eph. 5: 1 8 We can grow in the grace of God. 1 Pet. 1:15 but men can resist (Heb. 12:15) receive in vain (2 Cor. :1) put out (Thes. 5:19) set aside (Gal. 2:21) and abandoned (Gal. 5:4) this grace. SOME BENEFITS OF GODS’ GRACE:- * Enables us to live above sin Rom. 6:20-23 * Obedience Eph. 2:5 * Ability to pray Zach. 12:10 * To grow in Christ 2 Pet. 3:18 * To witness for Christ Acts 4:33 CONCLUSION The grace of God is the foundation of every Christian life and it is adequate Heb. 4:16 for all situations. TOPIC: ROOKED AND BUILT- UP IN HIM TEXT: COL. 2:6-23; EQH. 3:14-19, 4:1-3 To be rooted and built-up in Him means to be firmly fixed and deeply planted and settled in Christ Jesus Col. :7 through the knowledge of the word and will of God and not being able to be tossed to and fro b7 every wind of trial strange doctrines and teachers that lie in wait to deceive. Christ is the foundation into which every born again Christian is rooted Isaiah 28:16; 1 Corinth. 3:11 and therefore we must look unto Him Heb. 132:2 because He is our wisdom, righteousness, sanctification and redemption. 1 Cor. 1:30 HOW CAN WE BE ROOTED IN CHRIST * You must be born again Jn. 1:12; 3:3; Rom. 10:9-10 * You must die and let our roots be established. Except a grain of wheat fall into the earth and dies it abides alone.John 12:24 * Abide in Christ. John 15:5 * Daily desire, search, study, understand, memorize and appropriate the sincere milk of the word of God. 1 Pet. 2:2 HOW TO BE BUILT UP IN CHRIST * Abide in Christ * Abide in His love- love God and love our neighbours. 1 John 3:16-18 * Abide in His word- obey God’s word and live by it. Rom. 10:17 * Set your love and desire on heavenly things. Col. 3: 1-4 * Be prayerful. Luke 18:1; 1Thes. 5: 17 * Not forsaking the assembly of saints. Heb. 10:25 for iron sharpens iron. Prov. 27:17 To be well rooted and built up in Christ avoid sin Eph. :3-7 so that the wrath Of God with cometh to the children of disobedience will not be our lot. Even the so called â€Å"tiny sins† destroy the â€Å"tender grapes† of our spiritual lives (Songs of Solomon 2:15) BENEFITS OF BEING ROOTED A ND BUILT UP IN CHRIST * Daily physical and spiritual nourishment. John 15:5 * We are guaranteed answer to our prayers. John 15:7 * No longer under condemnation. Roman 8:1-2 * We are led by the Holy Spirit and he also makes intercession for us. Roman 8:26 SUMMARY God will cause all who sincerely seek and trust Him to be deeply rooted and abundantly fruitful and our benefits are not only in this world. 2 Cor. 15:19