Extended Essay Guide Learn How to Write it With Ease

Looking for a more down to earth Extended Essay Guide? Then look no further. It is safe to assume that you are currently tackling the challenges of the International Baccalaureate (IB) curriculum. Nonetheless, that does not mean that students are given all the necessary resources to address complex extended essay questions. Throughout this IB Extended Essay Guide, we will be exploring the most efficient methods to manage and complete such a challenging task. Contents What is an IB Extended Essay? How will the assignment be graded? IB Extended Essay Guidelines What are the best Extended Essay Topics? IB Extended Essay Example (Sample) Secret Tips and Tricks To Tackle Any IB Extended Essay Questions The â€Å"Do’s and Don'ts† of Tackling Any Extended Essay Questions Secret Tips and Tricks Starting Sooner Is Always Better Than Later What is an IB Extended Essay? It is a well-known fact that the IB Diploma Programme is quite demanding as it includes multiple forms of assessment, one of which is the Extended Essay. It is designed for students aged between 16 to 19 to help prepare them for life's challenges. Overall it aims to do so by encouraging its participants to be independent thinkers that are knowledgeable, caring, compassionate as well as have an inquisitive nature about the world around them. One develops their intercultural understanding due to the methods used to teach the material, particularly the Extended Essay, and the multicultural learning environment that prepares students to approach issues from a multitude of viewpoints. Visibly the IB programme is designed to empower students by allowing them to engage in higher level studies of their preferred subjects. Thus, the Extended Essay Topics will be based on one of the higher level subjects. In most cases, the IB Extended Essay is shortened to EE. Regardless of what Extended Essay topics are being taken into consideration, the assignment itself cannot exceed 4000 words. The assignment must make use of a Cover Page/Title Page, Abstract, Table of Content, Main Body and a Bibliography. This task should be structured as a mini- thesis written under the supervision of an academic supervisor, usually one of the IB teachers available at the school. The result obtained from students Extended Essay topics is counted towards the value of their IB Diploma. For those seeking a more detailed explanation of how it is tallied up, we will go over that in the sections to come. The process itself requires one to have their Extended Essay topics approved by the IBO which is not as complicated as most expect it to be. After it has been accepted, it is time to decide whether one will make use of a typical research paper format, conduct some form of experiment or seek to solve a prominent problem. Most IB schools will allow their students to pick the advisor they want to provide them with various IB Extended Essay Guidelines. How will the assignment be graded? Usually, the advisors are required to provide students with a handout explaining the grading scheme for all Extended Essay questions. However if it is still unclear, we will go over it again in the section below. As stated by the official Extended Essay Guidelines, the assignment will be marked by a number of external examiners which have been appointed by the IB. The grading scale begins at 0, being the lowest, and ends at 36, being the highest. Nevertheless, despite having a range, there are still some subject-specific as well as general criteria applied to the Extended Essay format as well as content. Therefore, according to how many Rubric Assessment Points you obtain, a Description Letter will be allocated to indicate the final grade. Extended Essay Example: Grading Scheme How does the Extended Essay impact my diploma? As of 2014, since the first examination in May 2015, students who receive an E on their Extended Essay topics or Theory of Knowledge (TOK) will no longer be eligible to be awarded the prestigious IB diploma. These two grades are still being combined allowing students to receive up to 3 points towards their degree by completing both assignments successfully. Specific Criteria If you have been wondering how to get all those 36 points for your Extended Essay topics then here is the answer. Having mentioned several times that there are some rather rigorous strict criteria used to grade Extended Essay topics, we will now have a look at all of them individually explaining their relevance and role. We have included the maximum amount of points each of these sections carry to give pupils a better understanding of their worth, nonetheless despite their numerical value all are equally important. A: Research Question [ 2 points Max ] In most subjects, the purpose of the essay will be highlighted in the form of a question, which is why this criterion is called Research Question. Nonetheless, specific Extended Essay topics will allow and even encourage different approaches when defining them. With that in mind, the research question still has to be included on the title page, and an introduction of the Extended Essay format requires that. B: Introduction [ 2 points Max ] According to the IB Extended Essay Guidelines examiners must assess the degree to which pupil’s introduction highlights the relationship between the research question and background knowledge the individual already posses on the Extended Essay topic. Students should look to underline the significance and worth of this examination holistically. Overall the context of the chosen research question must be stated and examined. C: Investigation [ 4 points Max ] As indicated by the IB Extended Essay Guide our following criterion entails examining the degree to which students have planned their investigations. In essence, examiners are looking to see an extensive range of sources is taken into consideration, efficient use of data as well as implementing these elements in the right places. Overall make sure you collect ONLY relevant material that has been carefully selected as it must support the idea of the investigation. D: Knowledge and Understanding of the Topic Studied [ 4 points Max ] This criterion assesses the degree to which students are aware of the current state of affairs in the respective field they are investigating. Nonetheless, that statement has to be taken with a pinch of salt since it is referring to what a pre-university student can elaborate on and not a Masters graduate. Thus, our Extended Essay Guide encourages students to evidentiate their knowledge and understanding of the topic at hand by indicating how the investigation impacts this subject from their current academic perspective. E: Reasoned Argument [ 4 points Max ] Due to the title, it is somewhat straightforward what will be placed under assessment. The IB Extended Essay Guidelines explicitly require students to make good use of all the data or reading material collected to showcase their ideas coherently and logically. Thus, pupils may decide to argue against their research question or choose to find various ways of proving it. Keep in mind that the paper must succeed in proving or disproving the original hypothesis according to the IB Extended Essay Guide. F: Application of Analytical and Evaluative Skills Appropriate to the Subject [ 4 points Max ] Students display an appropriate use of their analytical and evaluative skills throughout each section included in their Extensive Essay structure. G: Use of Language Appropriate to the Subject [ 4 Points Max ] Appropriate use of academic terminology, language, grammar, etc. throughout the assignment. Overall the goal is to get one's ideas across to the public in a clear and concise manner. H: Conclusion [ 2 points Max ] The goal here is clearly to assess the impact of a student's conclusion. Relevancy and consistency throughout one's argument will play a significant role for examiners. Make sure not to leave any unanswered questions to tackle within the conclusion. Doing so can indicate the student's research was not thorough enough or the Extended Essay structure was not properly organized. The keys to success are to be consistent in the methods and evidence used to support one's argument as well as keeping things as clear and concise as possible without repeating the introduction. I: Formal Presentation [ 4 points Max ] As simple as it might sound at first, the following criterion concerns itself with the formal physical elements of the Extended Essay. It is utterly crucial that students are aware of these requirements depicted in any Extended Essay Guide. Again consistency is critical as students must adhere to the standard format described below in the IB Extended Essay Guidelines section. For more information on what these elements are, consult â€Å"What is an IB Extended Essay?† located at the start of our Extended Essay Guide. Sticking to a simple set of rules can end up awarding the student 4 points, which would be a shame to lose out on. J: Abstract [ 2 points Max ] Remember that regardless of what Extended Essay topics are being taken into consideration the abstract can never exceed 300 words as it will result in losing these 2 points. Make sure you include the research question being investigated, how the data or reading material will be collected as well as how one expects the investigation to conclude. K: Holistic Judgement [ 4 points Max ] The last criterion sets out to assess the qualities which distinguish an excellent Extended Essay from a fantastic one. In essence what it means is displaying a passionate intellectual initiative and a firm understanding of what the topic entails. It is highly recommended in any Extended Essay Guide that pupils seek to apply holistic judgment throughout the entire assignment. IB Extended Essay Guidelines Similar to all standardized testing systems the Extended Essay guidelines are based on common criteria, some interpreted in specific ways according to the subject. So let’s have a look at the most general ones: The assignment is compulsory for all Diploma Programme students. Make sure to meet all the deadlines, including those for drafts. It can be done in the form of an investigation or independent research on the Extended Essay topics that have been approved by the Diploma Programme. Review the May 2017 Extended Essay structure requirements form in case things have changed. According to the Extended Essay Guidelines, everything has to be typed up and double-spaced. Most institutions will recommend that this process is undergone with the help of a supervisor. Students should look to pick Extended Essay topics they are comfortable with since it is an opportunity to display one’s knowledge and understanding of the subject with lots of enthusiasm. If the student is going to create their own topic, they have it approved by the IBO and their supervisor since it has to fit within the criteria. It must be presented as a formal piece of academic writing having no more than 4,000 words. The Extended Essay will be externally assessed alongside the TOK essay to determine how many points shall be contributed to the final grade. Remember to acknowledge all sources used in solving any Extended Essay questions according to the approved academic requirements. Overall it takes approximately 40 hours of work, depending on the student, and ends with a viva voce (voice interview which will be recorded) conducted by your chosen academic supervisor (recommended). Such Extended Essay Guidelines should be given out to you by every IB institution. Nonetheless, they are quite lengthy and can take a while to get through. We hope that by reading a shortened and more succinct version of it, you will have saved some time, which you can now invest into perfecting one’s Extended Essay Outline. What are the best Extended Essay Topics? Before exploring where one might strike goals regarding their Extended Essay topics, it is essential to be aware of the examiner's expectations. The IB programme makes use of a complex system where everything is interconnected. When first confronted with the Approaches to Teaching and Learning (ATL) available topics it can get a bit confusing due to how layered the system is. First off what ATL concerns itself with are planned strategies, skills and/or attitudes designed to suffuse one's teaching and learning environment. The goal behind ATL is to help students develop in five different areas, namely: Becoming an Independent Thinker Developing Self-Management Traits Encouraging Effective Communication Exploring Social Aspects Performing Fruitful Research Thus, to help students in their grooming process and prepare them for writing some fantastic Extended Essay topics the curriculum is designed much like one of a university. Meaning each pupil must choose six courses from six distinct groups. Doing so gives one a taste of what everything entails so they may gauge what field is best suited for their Extended Essay questions. The groups go as follows: The Arts [ Theater Arts, Visual Arts, Dancing, etc. ] Individuals and Societies [ Previously known as Humanities involves: History, Geography, Economics, Business Management, Information Technology, etc.] Sciences [ Physics, Biology, Chemistry, etc.] Studies in language and literature [ English, German, French, Spanish as a Native Speaker] Language Acquisition [ Learning a new language either from scratch or at a higher level, but less knowledgeable than a native speaker as they are not eligible] Mathematics In case you change your mind on what subjects fit best one has the option to change them up to a specific date. The date is established by each institution, in particular. Nevertheless, once the period has passed, it will be physically impossible for students to catch up with the material they have missed. With that being said, each must have at least three, with a maximum of four, higher level (HL) classes while taking the rest at the standard level (SL). The difference between those is straightforward: a higher level class will require 240 recommended teaching hours and standard level a total of 150 recommended teaching hours. Now, since we have a basic idea of how the system works and what is expected of us, we can have a look at what makes Extended Essay topics shine. Most students tend to deviate from the given list of topics by adding their own unique spin to it. The best way to go about any Extended Essay questions is by having the topic based on one of your higher level subjects. Below we will provide an Extended Essay example for each of the six groups. English A1 HL: How effective was Seamus Heaney’s response in â€Å"The Pen’s view of the Sword† to â€Å"The Troubles† in Northern Ireland as shown in â€Å"Wintering Out and North†? History HL: A in-depth comparative study between Chinese and Japanese high school history textbooks depicting the acts of Japanese Aggression in China from 1935 to 1937. Visual Arts HL: To what extent has Salvador Dali’s surrealist movement impacted our interpretation of modern artworks? Physics HL: Deformation from free-falling - Investigating how the height from which we drop molten wax onto a water surface affect its size and shape. Mathematics HL: An investigation into the relationship between Pascal's Triangle and the Fibonacci sequence. Economics/Business Management HL: To what extent has the recession affected the consumption of demerit goods in China? Secret Tips and Tricks To Tackle Any IB Extended Essay Questions Phew, it has been quite a journey so far, and it’s not over yet. Since we have covered all the significant elements which need to include in your Extended Essay topics what else could be left? Well, below our talented paper writers have come up with some fantastic tips and tricks that students can put into practice quite quickly. This type of Extended Essay guide looks to get you going in the right direction so you don't have to spend countless hours correcting silly mistakes which can sometimes occur. The following segment of the Extended Essay Guide is split into two distinct sections. One is a simple list of what to do and not to do while tackling this assignment as well as some fantastic tips and tricks to help you get it done in no time. So let’s have a look at each list of these Extended Essay tips carefully and understand how they will help us get it done in time. The â€Å"Do’s and Don'ts† of Tackling Any Extended Essay Questions Since the IB Extended Essay Topics are quite challenging here is a roadmap to help you understand what the examiners are looking for. Extended Essay Dos: Look to find a topic that you have a lot of background information on. This will not only reduce the number of research hours for the Extended Essay but also make it a lot easier to get one’s thoughts organized. Get working on it as quickly as possible Go over the assessment criteria for the Extended Essay format several times, since it would be a shame to lose points for small structural errors. Maintaining a good relationship with the chosen academic supervisor is crucial. Carefully consider what the best Extended Essay Research Question might be for the assignment Try imagining the full finished essay before deciding on your final research question. Do not be shy to reconstruct the Extended Essay questions if needed entirely. However, if it involves a change in topics, then it must be resubmitted to get the IB Coordinator’s approval. Instead of being overwhelmed by the sheer size of the Extended Essay format, one should look to start by completing the requirements such as the abstract, organizing their sources and table of content or perfecting the cover page Create a schedule: Plan out the when, where and hows regarding the material needed. It should also include dates. These will be used to determine when the research period ends, when the actual writing of the Extended Essay begins, etc. Make sure to include some wiggle room just in case there are unforeseen delays. Have a clear Extended Essay Structure. Meaning one should have it ready before they start writing. It will ensure the sources being used are well incorporated into the text. Have multiple copies of the assignment on various platforms. E.g., On your PC, Laptop, Hard-Drive, Phone, Tablet, etc. This way if one piece of equipment breaks down there is a backup file. Always double-check and proofread the final version multiple times. Extended Essay Don’ts: Avoid working with Extended Essay topics which are inappropriate. Meaning they should not be too vague, broad, narrow or too confusing to answer within the Extended Essay word count. Remember this kind of assignment seeks to find questions worth investigating which students can explore passionately. Overall students should avoid Extended Essay questions that can be quickly answered as well. Make sure all the data needed to develop the paper are readily available or can be made easily accessible. Without being able to interact with these resources, it is best to choose a different topic. Avoid including irrelevant material and sources at all cost. Do not ignore the Extended Essay Assessment Criteria and references your resources accordingly as to dodge the deadly bullet called plagiarism. Do not turn the assignment into a summary or a simple report depicting a given set of facts. Construct it in such a way so that analyzing the Extended Essay Research Question remains the star of the show. Stay clear of repeating the introduction in the conclusion as it is unacceptable for this particular assignment. Never cite sources that are not included in the bibliography. Secret Tips and Tricks: Find The Perfect Balance For Your Extended Essay Research Question Quite often students tend to struggle when trying to create their perfect Extended Essay questions. The issue arises due to the topics needing to be broad enough so writing 4,000 words for them is not an issue but at the same time make sure they are narrowed down to keep them from turning into books. A great example is history students who are passionate about World War II (WWII) seeking to create their topics. It is easily understood that choosing to write about the impact the war had on Europe is primarily a book in itself. Thus it is better to look at it from a different perspective. One can instead narrow it down to the impact WWII had on the performance of German military forces from 1945-1950. As easy as it might sound in this Extended Essay guide, the best way to go about perfecting your topic is by brainstorming multiple alternatives which seem attractive. Some students work better with Extended Essay topics requiring pupils to make some sort of comparison. But how could one apply that in such a scenario? It is essential to keep in mind that if choosing to do so we must find a form of comparison tailored to enrich the context. Thus, in our case, we can take a look at how a country such as Britain saw the German military in the time period selected. Overall we would now have researched two different sources that come to offer opposing viewpoints in our Extended Essay Outline. For example, a German source would describe the militaries lack of strength as increasing local civil unrest instead of helping maintain peace. While on the other hand, the British source would illustrate how the state of the German military had to remain this way since they had proven to be a threat to the international security of Europe twice in less than 50 years. Avoid using comparisons unless they are genuinely relevant to the Extended Essay Topics being developed. If you are still unsure whether a specific comparison can match your topic the best thing to do is to consult the academic advisor. Avoid Picking Up Extravagant Topics, Stick To Writing About Something You Really Enjoy So how does one go about finding their passion for writing a fantastic Extended Essay? Quite often the answer is staring us right in the face. Despite how demanding the IB Diploma Programme can be, eventually, we all find a class that helps relieve some of the pressure since everything comes to you naturally. It is highly recommended throughout this Extended Essay Guide that students pursue their passions since they will end up spending a lot of time working on the assignment. An unexpected benefit which can come from writing an fantastic Extended Essay is obtaining a scholarship by using it as a term of reference in interviews. Let’s assume that by now you’ve discovered the most suitable subject for your Extended Essay. If it is English A1 then apparently it will involve researching what books literal motifs can create a fascinating comparison. Start by brainstorming, as previously mentioned, to narrow it down to a manageable margin or list of possible options. Usually the fastest way to complete the Extended Essay outline is by looking at what your favorite chapters were in that book or course and why. However, try not to spend more than 2 hours on this process at most to obtain satisfactory results. If it seems to need more time then perhaps it is best to consider choosing a different Extended Essay topic. Choose the Best Possible Academic Advisor: When looking to pick an academic supervisor for your Extended Essay topic, it is essential to keep a few things in mind. First off, you have to convince them to supervise your Extended Essay early on since other students might want to seek out this particular teacher as well. In a sense, it is first come, first served. Some might require candidates to submit an Extended Essay outline before being accepted, but it is always worth it. Doing so ensures one does not end up with a random supervisor who is not passionate about the Extended Essay topic itself. Another crucial thing to value is selecting a tutor who is willing to take the time to go through several Extended Essay drafts and include an extensive set of notes on what can be improved. However, with that being said the IBO states explicitly that while advisors are allowed to suggest improvements to students Extended Essay topics they can not directly engage in writing up changes for it. Thus, one can understand why there is such a high demand for a detailed Extended Essay Guide. Overall the academic advisor should spend between two to three hours with the candidate discussing the intricacies of their Extended Essay topic. In essence, the process makes the students choice quite crucial since if they pick a teacher they have no connection to, this individual might not push the student to their limits. Thus, that is why in this Extended Essay Guide we recommend pupils always select a teacher you have worked with before either in class or during an extracurricular activity. So what are the keys to getting the best possible academic advisor for any Extended Essay Topics again? Pick an advisor that will motivate you and push you to the limit Make sure you get in touch with them early on, so they are not overburdened Submit an agreement form if necessary Always ask if they are willing to take the time and review multiple drafts Avoid choosing one's favorite teacher to be the advisor, UNLESS what they teach is directly related to the Extended Essay topic. Starting Sooner Is Always Better Than Later As dull as it might sound by now, it cannot be stressed enough by any Extended Essay Guide. But as evident as it might be there is always something a lot more fun to do in high school than coming up with Extended Essay topics. However, regardless of how confident one is in their academic skills and ability to write up assignments quickly, it is nearly impossible to produce a convincing 4,000-word essay in a week or less and expect a good grade. As previously mentioned in the Extended Essay Guide the task requires students to read multiple articles, books, plays or even watch several documentaries. Thus, the sooner one gets started the faster they can finish. Despite the universal IBO curriculum, not all institutions have the same deadlines. Meaning some schools will want them handed in as early as November from their Senior year class while others will have to submit theirs by February at the latest. Usually, the task deadlines will be provided to you in advance during the student's Junior Year. Nonetheless, if this has not come up the best thing to do is talk to the IB coordinator and find a useful Extended Essay Guide. Having mentioned it several times throughout this Extended Essay Guide, we will provide you with an ideal timetable which students can use to plan out this paper: *Note: The timeline is tailored, so everything is done in advance before everything is due to help relieve some of the pressure. Establishing a clear structure is half the battle Visibly the IB loves the use of an organized Extended Essay structure. A smart way to approach such a challenge, as indicated by our Extended Essay Guide, is to have a clear introduction (2 pages max), research question, main body (up to 18 pages max usually), conclusion (1 page) and a robust, reliable set of references (separate page). Steer clear of coming up with an ambiguous abstract confusing the examiner more rather than give them a good understanding of what is to come in the Extended Essay structure. Since the Extended Essay Guide indicates the main body will take up the most space, it is best to split it up into several components or elements. This way it is easier to define one’s Extended Essay outline, especially if it is a comparison. However, for those looking to conduct various experiments, it is best to follow the scientific method style. Meaning the Extended Essay outline begins by explaining the research question, describing the research methods that will be used to collect data, present the data, analyze the data, present all the possible uncertainties the experiment carries and lastly evaluate the success of the research in the form of a conclusion. As you can see a Extended Essay will take up a significant amount of time from the student, but it is vital to make sure it comes out perfect. So what are you waiting for? Get the best essay writing help from the Essay Service today.

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Briefly Examine The Seven I Am Statements Religion Essay Introduction The purpose of this paper is to briefly examine the seven I AM statements of Jesus and their significance to the salvation. John is the only gospel that uses the I AM statements of Jesus as a framework for representing the gospel. The gospel is an extraordinary unique account in the New Testament. When God spoke to Moses again and again throughout the wilderness I am YHWH; I am He (ni YHWH; ni hu) The Septuagint (lXX) translated these words in Greek as, ego eimi and the author of Johns gospel aimed at presenting Jesus identity as that YHWH who chose to reveal His self divine as God in a human form. 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I am the bread of Life the Living bread (John 6:35, 51) When Jesus announces I am the bread of life (John 6:35) and compare the nourishment He gives with manna in the wilderness John states a number of related passages about God feeding the Israelites (Exodus 16:4, 15, Psalm 78:24, Prov. 9:1, 5) in wisdom tradition of Israel the manna was interpreted as word and instruction so Johns Jesus is the spiritual word of God and hence the real food moreover Jesus bread of life speech invents wisdoms claim that the one who eats of me will hunger still, the one who drinks of me will thirst for more (Sir. 24:20) when Jesus proclaims whoever comes to me will never hunger and whoever believes in me will never thirst (John 6:35; cf.4:14).  [2]   I am the light of the world (John 8:12; 9:5) When Jesus proclaims I am the light of the world,(John 8:12; 9:5) therefore he both reveals his true identity as Wisdom spiritual and invites all who search enlightenment to come to Him, the only true light. Jesus is the son of God and the world are the children of the devil Jesus invites them to come and see who He is therefore their lack of love for God and their ignorance of spiritual things because their sin blinds them from seeing who He really is the Light of the whole world and that the peoples eternal destiny depends on their reaction to Him. Jesus affirms to a Jewish crowd I am the light of the world. John informed us in the prologue (John 1:11) that the incarnate Word was the life and the life was the light of men. Jesus is the only light and that people must respond to the coming of the light by believing in Him apart from that they are lost eternally. The light shines in the darkness, but the darkness has not understood it. (John 1:4-5). The light metaphor elaborates what he had previously said. John states that Jesus made the claim about being the light of the world. And whosoever follows me will never walk in darkness but will have the light of life (John 8:12). In the subsequent interaction between Jesus and the crowd, the gospel of John makes it clear that part of the Jews, scribes and the Pharisees in particular who did not believe in Jesus were still walking in the darkness. John has Jesus saying to them, You are from you father the devil and you choose to do your fathers desires (John 8:44).  [3]   I am the gate for the sheep (John 10:7, 9) I AM the gate for the sheep (John 10:7). No one comes to the Father except through me. He confidently states that He is not one of many ways to God but the only way. He disintegrates to the lost sinner who is ignorant and spiritually dead, that in order to come to God the Father and asserts His uniqueness as Him being the only way, the truth and the life. Jesus responded that a life given in belief and faith in Him would pave the way to eternal fellowship with Him. As Jesus claim to be the way, the truth and life is of great importance that there are not many ways to God but the only way that Jesus embodies and proclaims the truth is a major theme throughout Johns Gospel. A gate like a door serves both to permit access and prevent access it literally marks a boundary either physical or figurative between inside and outside the gate. Jesus is the only entrance in the family of God He uses this parable to express His role as the door or the gate to the kingdom of God. Like shepherds regulate the coming and going of sheep between the sheep pen and the pastures. As the door, Jesus decides whoever enters the family of God. It is He who gives salvation, security and satisfaction to all who come into the family of God through Jesus. The parable about the contrast between a thief or a robber who does not use the door of the sheepfold and shepherd the doorkeeper and the sheep hear the voice of the shepherd and to him the doorkeeper opens; calling the sheep by name, the shepherd leads out them to pasture. Jesus seeking explains His message and enlarges its meaning now claims I am the door by which the sheep of the sheep pen enters. Jesus says the thief only com es to steal, kill and destroy I have come that they may have life and have it to the full. This is the security we have in Jesus alone as He said if anyone enters through me, he will be saved and have eternal life. I am the good shepherd (John 10:11, 14) Shepherd came to mean not only persons who herded sheep but also Kings (2 Sam. 5:2) and God Himself (Psa. 23; Isa. 40:11). Later prophets began to relate to Israels leaders as shepherds (Jer. 23; Ezek. 34) This parable of the shepherd with the help from ancient Eastern describes the daily normal procedure of the Oriental shepherd it is an enclosure that can only be entered through a door after the sheep have entered the pen or fold for the night a porter stays at the entrance to watch over them, in the morning the shepherd returns and the porter opens for him. The shepherd calls the sheep by their names and they recognize the shepherds voice, the sheep follow him. If a thief or a robber would have to climb over the fenced wall during the night should he try to enter the sheepfold and the sheep would be confused because of the strangers voice this imagery and the setting represent the truths of Jesus as the Shepherd. He speaks of the shepherd the one protects, leads, guides and nouris hes the sheep. And the sheep is totally dependant on the Shepherd as in (Psa. 23), Jesus spoke of Himself as the good shepherd referring to His mission He speaks of laying down His life for the sheep (John10:15, 17, 18).  [4]   I am the resurrection and the life (John11:25) Resurrection is distinguished in Johns gospel that depicts resurrection as a spiritual reality and a future eschatological event. The dead will be raised to eternal life Jesus raising of Lazarus from death to life which marked the beginning of His public ministry. The symbolic of the miracle made clear from the beginning the sickness would not end in death because Jesus will restore physical life His gift of eternal life to those who believe in Him, He will be glorified by this miracle though not so many people will admire it and praise Him but in the sense that it will lead to His death which is a point in His glorification.  [5]  John explains the significance in verses 51-52 He did not say this own his own but as high priest that year he prophesied that Jesus would die for the Jewish nation plus the scattered children of God and bring them together and unite them one. One must remember that no body was able to crucify Jesus against His will rather He gave up His life willingly so that we might have life. He also offers life itself, life through God the Father, The creator and giver of all life. Jesus states He is the life as the saying I AM the resurrection and the life. Again we observe Jesus associating very closely with life. It is He alone whose life is unique, self- existent like the life of the Father (5:16).  [6]   I am the way, and the truth, and the life (John 14:6) Jesus is the way the truth and the life (John 14:6) He is the true light (John 1:90) He is life and the source of life to others (John 3:16).who is at the same time the life of humanity (John 1:40) He gives knowledge of truth God (John 17:3) truth stands for the realm of pure and eternal reality this knowledge of the truth is a characteristic Greek conception and that is such knowledge that brings freedom which is also pleasant to Greek the thought. You will know the truth and the truth will set you free (John 8:32) in John there is a close link between life and truth. Jesus stresses in verse one and fifty one any one whoever has faith in me and trusts me will do even much greater works than these. I am the true vine (John15:1, 5) One of the most enduring metaphors of the Gospel of John is the allegory of I AM the vine, my Father is the gardener or vinedresser, we are the branches. Within the context of Jesus discourse, this metaphor illustrates the interconnectedness between the disciples and him. The vitality of the disciples lives directly depends upon him. In His elaboration of the metaphor, Jesus reveals its multi-faceted meanings. The dual images of vine and branches along with explicit references to fruit which emphasizes the growth, nourishment and fecundity apart from me you can do nothing. Along with the rest of the discourse of chapters 15-17, Jesus explication of the vine and branches strives to create a sense of unity and belonging among the disciples and to provide encouragement to the hearers of the Gospel. The metaphor concurrently brings death into view some branches inevitably wither away because they break from the vine; others are forcibly removed. The double aspects of growth and decay fit well with the dualistic tendencies of the Gospel. As anyone who has cultivated a vine knows such plants tend toward entanglement and wilderness. Vines grow haphazardly and without clear define patterns; to make them grow in a particular pattern or to confine them to a limited area it takes great care. Thus comes the necessity of the vine grower, a role that is played by God in (John15). Without such care the branches have little control over the direction of the tendrils of the plant that will grow. Furthermore when a vine has fully grown, the branches are often undistinguishable from the vine itself. The pruning of branches that do not bear fruit represents the cleansing of true believers, the ongoing cleansing after an initial cleansing at conversion, just as did Jesus washing of the disciples feet in relation to the disciples having been bathed already (Jesus 13:10).  [7]  Jesus identifies Himself as the true vine the imagery of the vine/vineyard found everywhere in the Pale stines climate was well suited for growing vineyards the grapevine is used throughout the Old Testament to symbolize the fertility of the land, (Deut. 6:11; Josh. 24:13; 1 Sam. 8:14; 2 Kings 5:26; Jer. 5:17; 40:10; Hos.2:12) which served as a ready image to speak of Israel as Gods vineyard (Isa. 1:8; 3:14; 5:1, 3-5, 7, 10; 27:2; Jer. 12:10). Wisdom too declares her identity as one who has taken root among Gods people. I am like a vine putting out fruitful shoots come to me you who hunger me and get filled of my fruits Jesus calls again the voice of wisdom when he says, I am the vine you are the branches. If a man remains in me and I in him, he will bear much fruit (John 15:5 NIV). John sees Jesus and the Father both at work together when Jesus spoke of Himself as the true vine and the Father as the cultivator where vine is Israel. In a vineyard fruitfulness is not desired, pruning is replaced to encourage productive growth this is a suggestive example of Christian life the fruit of a Christian life is never to live by the flesh or immoral life. The Father is decisive watching over the vine and takes away that is not fruitful like the vinedresser takes control of the vineyard to secure fruitfulness.  [8]   Conclusion Johns Gospel does not speak its contention, but brings the picture of God as He has all power, all wisdom and the life through His beloved son Jesus Christ as the way, the truth and to enhance life. The story begins as Jesus was prior Abraham. He is described as the good shepherd and His followers are the sheep. He is the gate of the sheep only through Him we can enter the kingdom of heaven. John makes clear the people who do not believe walk in darkness for Jesus is the light and His followers walk in the light. Jesus as the miracle worker, John drew on the signs source to construct the major part of his portrayal of Jesus public ministry then later he blended in with the narratives of Jesus life, death and resurrection. John submerged the entire narrative with his exalted Christology thus eventually giving the gospel its present basic shape and character, thus bringing Christ to the level of human understanding with the help of the Holy Spirit. Gods word suggests He can reveal Hims elf in numerous ways, but His ultimate revelation to man was through His very own Son, Jesus Christ. Gods salvation to the ends of the earth and the transformation of the believers is only available by the work of Holy Spirit and ones important contact with Him therefore we can see that the I AM sayings indicates His deity. In both Jesus is saying that it is important that those addressed come to trust Him as the I AM which looks very much like a claim to sharing the nature of deity. In conclusion the I AM sayings prove the deity of Jesus the Christ. And that when Jesus expresses these words, He requires presenting the astounding of His divine nature.

Child soldiers: The role of children in armed conflict Essay

There are hundreds of thousands of children from all over the world who are forced and recruited into paramilitaries, civil militia, government armed forces and other armed groups. This situation is particularly common in Africa and Arabic countries which are constantly in war. In such countries the rate of insecurity is usually so high that the children cannot go school and as a result they voluntarily join the militia groups since it is the only activity they can actively be involved in. Some children are born and they experience the war from tender age, as a result war becomes part of them. In other cases the children are forcefully recruited and trained to be militia men. Thousands of children recruited are abducted from home, streets and schools. Other self recruits do it out of revenge they watched their family members being murdered in cold blood and others being raped and the anger makes them to join the army and militia group t seek revenge for their loved ones(Wessells, 456 ). In the international law, the involvement and participation of children under eighteen years old in an armed conflict is totally unacceptable and prohibited. At the same time the recruitment of those under 15 is regarded as a war crime. Such children have their child hood robbed of and they are exposed to physical and psychological suffering and terrible danger. They are often placed in the combat situation used as messengers, spies, porters, servants to clear and lay the landmines. This is usually dangerous to their lives as in most cases they are usually incompetent and highly disadvantaged compared to the other experienced trained older soldiers. During confrontation they are in most cases put in the front line and they end up being killed the most. The girls in such cases are usually subject to sexual child abuse and rape (Shepler, 165). The war and militia group encounter usually has adverse psychological impacts on the children. They witness and participate in a lot of killings and other inhuman acts which affect their psychological well being. Others run into depression and post traumatic stress because of being exposed to too much human blood. They usually find it hard to erase the sad and inhuman moments from their minds. They witness their colleagues being murdered in the war and they also killed people and these scenes keep flushing in their mind. If such victims don’t find urgent medical and professional help they die from stress and depression related ailments. Others end up committing suicide because of the traumatizing encounters and experiences (Klasen et al, 345). In Somalia for example the children have been denied the access to education. The children are exposed to high level of poverty they are forced to join the militia group so that they can protect themselves. The al-Shabab have denied access to aid thus enhancing the humanitarian crisis. The education has been paralyzed in the country because schools are destroyed in the wars and others are used as hide outs and training ground for the militia men. The children and teachers cant risk going to school because they might be abducted or killed. This situation has caused thousands of children to flee in the neighboring countries such as Djibouti and Kenya as refugees where they face hard living conditions in the camps. The Al-Shabab armed group has imposed restrictions on the freedom and right to education. They prevent some subjects from being taught in school and they use the operating schools to indoctrinate children into taking part in the wars and fighting. The armed group use threaten ing recruitment methods and in some cases they lure the children promising them money and phones if they join them (kohrt et al, 188). Children are used as soldiers they are easier to brainwash and condition. They are easily manipulated and convinced as opposed to the elderly people. They eat less food and they are underpaid. They have underdeveloped sense of danger and as a result they are easier to command In the line of fire. The children are also uniquely vulnerable to recruitment because of their physical and emotional immaturity. They are easily drawn and convinced into violence and wars that they are too young to understand and resist. The recruited children usually find it hard to go back home to their communities and families as they are ostracized from them. They are usually forced to kill a neighbor or family member so that they can’t go back home. For the female child soldiers, many have babies with the rebel soldiers and such children can’t be accepted in their homes making it difficult for them to return home (Achvarina, 132). Since 2001 child soldiers participation in militia activities has been reported in twenty one recent or ongoing armed conflicts in different regions of the world. The advancement in technology in the proliferation of small arms and weaponry has also contributed a great deal to the increased recruitment of child soldiers. The lightweight automatic guns and other weapons are simple and easy to operate, they are easily accessible and they can be used by the children. The guns are more portable and easy to use this provision makes it possible for children to be recruited in the armed activities (Rosen, 345). The children are also more likely to be recruited because of the separation from their families, high poverty levels displacement from homes, having limited access to education or living in a combat zone. Some children have parents who are both soldiers and they are born in the war area. Such children are almost naturally recruited as they don’t find it hard joining and participating in the war. Many children join the militia groups because of social and economic pressure that they are exposed to. others believe that the armed group will offer security and food. In some countries like Uganda, Sri Lanka and Nepal more of the child soldiers are reported to be girls. They are often raped and forced to be wives of the elderly soldiers. This is inhuman as it prevents the girl child from getting her rights and freedoms (Honwana, 287). The former child soldiers should have adequate access to rehabilitation programs which will help them relocate back to their families or get back to school. They should not be treated as outcasts but instead they should receive vocational training in order to have an easy time re entering the civilian life. If the children lack this support they can easily be recruited back to the armed groups because they will find it hard to cope up and blend in the normal society after their extreme experiences with the guns. It is the responsibility of every government to ensure that children safety and rights are safeguarded. The governments should protect all children from being recruited in the militia activities. They should prohibit forced recruitment of children of children under eighteen years old (Bayer et al, 254). References Cohn, Ilene, and Guy S. Goodwin-Gill. Child soldiers: The role of children in armed conflict. Oxford: Clarendon Press, 2004. Wessells, Michael G. Child soldiers: From violence to protection. Harvard University Press, 2006.Honwana, Alcinda. Child soldiers in Africa. University of Pennsylvania Press, 2011.Rosen, David M. Armies of the young: Child soldiers in war and terrorism. Rutgers University Press, 2005.Kohrt, Brandon A., et al. â€Å"Comparison of mental health between former child soldiers and children never conscripted by armed groups in Nepal.† Jama 300.6 (2008): 691-702. Bayer, Christophe Pierre, Fionna Klasen, and Hubertus Adam. â€Å"Association of trauma and PTSD symptoms with openness to reconciliation and feelings of revenge among former Ugandan and Congolese child soldiers.† Jama 298.5 (2007): 555-559. Klasen, Fionna, et al. â€Å"Posttraumatic resilience in former Ugandan child soldiers.† Child development 81.4 (2010): 1096-1113. Rosen, David M. â€Å"Child soldiers, international humanitarian law, and the globalization of childhood.† American anthropologist 109.2 (2007): 296-306. Shepler, Susan. â€Å"The rites of the child: Global discourses of youth and reintegrating child soldiers in Sierra Leone.† Journal of Human Rights 4.2 (2005): 197-211. Achvarina, Vera, and Simon F. Reich. â€Å"No Place to Hide: Refugees, displaced persons, and the recruitment of child soldiers.† International Security 31.1 (2006): 127-164. Source document

Online MBA Degree University of Phoenix

When more income is earned the demand for goods will shift to the right as more goods and higher levels of goods are demanded across the board. The budget line follows the law of demand as it shifts to the right showing an Increase In the quantity demanded of Items. This should not be confused with movement along the curve which Is caused by a change in price of a specific good. The purpose of a market system To allow government to control what is sold. To set constraints between buyers and sellers. To bring buyers and sellers Into contact * d.To allow an organization to set prices In relation to their products. Rejoinder: In the market system an exchange of money for goods and or services takes place. A true market system sets the price through barter where the goods and services sell for the best price offered by the buyers creating equilibrium. For this exchange to take place the market serves as a meeting place for buyers and sellers. If the organization sets its prices there may not be market equilibrium and that can result in either a shortage or a surplus.By specializing In the production of one good a company Is able to benefit from economies of scale which Increases their revenues. Attributes of specialization Include Reducing costs by creating a surplus. Saving time by allowing a worker to focus on one task* Encouraging workers to learn new skills. Encouraging workers to learn a number of different skills. Rejoinder: Specialization occurs when a firm is able to use the resources available to it to produce one product or family of products rather than trying to produce multiple goods and spreading the firm's resources In many directions.By focusing or concentrating on one task workers can achieve a higher level of training in that skill and become more productive. Firms always strive to produce only the amount of reduce they can sell to maximize their profits. The market system promotes progress by a, Creating incentive to continue to do things In the same way b. Restricting the amount of capital directed to specific goods. C. Slowly adjusting to changes In the In ten prices AT resources. A Provoking Incentive Tort technological advances.Rejoinder: Because firms are competing for consumers' dollars they always want to have the newest and latest product available which will be the most advanced in their category and appeal to consumers as new purchases. This provides incentive to stay ahead of the competition in developing new technology. If a firm continues without advancing its product the competition that do advance will attract their customers which is why firms dedicate resources to research and development.Revenue increases when producer surplus increase* producer surplus decreases consumer surplus increases consumer surplus decreases. Rejoinder: Producer surplus is the difference between the minimum price the producer is willing to receive and what they actually receive. The surplus is their profit and the larger the surplu s the greater their profit on the good. When it decreases they are receiving a price closer to their minimum acceptable. The consumer surplus measures what the consumer is willing to pay and its difference from the market price.The closer to the market price the higher the consumer surplus because they are spending less than they are willing to and the less spent the lower the revenue will be for the good. An increase in the price of an inelastic good will decrease revenues decrease the percentage change in quantity less than the percentage change in price increase revenues* increase the percentage change in quantity more than the percentage change in price Rejoinder: Inelastic goods are necessities that consumers will continue to arches even when price increases.This increases the revenue as more is paid for each good. The percentage change In price increases faster than the change in quantity which may remain constant. When we pay more for a good or service revenue will increase. Objective 1. 2: Explain market equilibrating process Productive efficiency is when the most valued combination of resources is used. The best technology is used. * when production occurs at a fair cost per unit. Fewer resources are left for production of other goods.Rejoinder: Efficiency is when we get the most out of the resources that are used to produce a good. This means having the newest and unsurpassed technology to produce the least waste and the lowest cost. Unused resources due to the new technology can then be allocated to the production of other goods. The market is said to be in equilibrium when there is potential for a shortage but not a surplus there is potential for a surplus but not a shortage. Neither a shortage nor a surplus exists* the quantity sold equals the quantity purchased. Appliers are asking for a product. It is the market price where the two come together and all the goods produced are sold without leaving anyone demanding additional units of that good. T he market will move too higher equilibrium price if the decrease in supply is greater than the decrease in demand* the increase in supply is greater than the increase in demand. The decrease in demand is greater than the decrease in supply. The increase in demand is greater than the increase in supply. Rejoinder: Price serves as a rationing tool for the demand of goods.If the price is too high fewer of the good are demanded and if it is too low more of the good is demanded than is available. The market seeks a price where the demand for goods will equal the supply of goods. When supply decreases the price will ration the good y increasing till there is no excess demand for the good or shortage of the good. The intersection of supply and demand will be at a lower equilibrium price but a higher equilibrium quantity if supply is constant and demand increases. F supply is constant and demand decreases if demand is constant and supply decreases. If demand is constant and supply increases * Rejoinder: Supply and demand intersect at the equilibrium price. The demand curve is a straight line measuring the quantity demanded at different price levels. When supply increases the supply curve shifts to the right and more of the good is available. Since the demand curve remains constant the supply curve will intersect at a lower point indicating the increase in quantity.When a price ceiling occurs the market price will be lower than the equilibrium price * the market price will be higher than the equilibrium price. The supply will exceed the demand buyers will not be willing to pay more than the ceiling price. Rejoinder: A price ceiling is the maximum price that can be charged for a good or service. It is imposed below the equilibrium price to allow those who would otherwise not be able to afford the good to purchase it. Placing it above the equilibrium price would make it ineffective ND unnecessary as the market price would then prevail.Income elasticity increases when the number of complementary goods decreases when the number of substitute goods decreases when buyers' income decreases* when buyers' income increases Rejoinder: Income elasticity measures the percentage change of the quantity demand to the percentage change in a consumer's income. If the consumer's income changes disproportionably to prices it affects the demand for goods. If income decreases and the price of goods stay the same then fewer goods are affordable and more goods become elastic as they are no longer a necessity or must have to the buyer.