Excel Project Essay Example | Topics and Well Written Essays - 750 words

Excel Project - Essay Example In the graph provided below, it illustrates that the sales trend of the company is increasing. The trend in the sales growth of the company is rising from the August 2004 and dips down on March, April and July 2005. The sales peaked at $115,000 in the May 2006. Please note that the data for June 2006 is incomplete where it comprises only of three days data and it shall be disregarded. This is the reason for the sales decrease in June 2006. The sales strategies employed for 2006 is effective as illustrated by the big increase in sales from January 2006. The strategies utilized, such as discount levels, must remain consistent in order to assure the growth in sales performance of the company. It is recommended that the company consider developments in new product lines and/or expansion in the global market in order to further increase revenues. The highest performing country is USA where it generated 19% of the total net revenues of the company. This is followed by Germany at 18%, Austria at 10% and Brazil at 8%. The rest of the countries comprise less than 50% of the total net revenues of the company. The lowest performing country is Poland and Norway which generated less than 1% of the total revenues of the company. The company might consider focusing on the top 10 performing countries in order to exploit the buying power of the consumers. Focusing on lesser number of locations would create a more effective and efficient organization. It would minimize operations and logistics costs while increasing the marketing and distribution allocations. The countries with minimal growth shall be given up in order to free up the company’s resources. The top performing product category for the company is the beverage product. It has performed better from other categories for the year 2004 and 2006 while it is second category for 2005. The other performing products are dairy products followed by

Special education inclusion Research Proposal Example | Topics and Well Written Essays - 1750 words

Special education inclusion - Research Proposal Example The results of the evaluation decide whether the children have some kind of disability and need to attend special education schools besides general education or not. There has always been a debate over the meaning of ‘special education’ and how it could be delivered (Sydoriak, 1996). Today inclusion and mainstreaming are considered to be generating good response from exceptional children in terms of overall development. The State policy promotes inclusive education as the best and effective way of special education. Observation shows that the learning outcome of exceptional children in inclusive classroom is far better than those relegated to only special education schools or agencies. Though there is divided opinion regarding the efficacy of inclusion into general educational set up for exceptional children, parents are banking on inclusive or mainstream mode of special education. As per the policy, education provided to exceptional children or to children with potential disability in the ‘least restrictive environment’ or LRE (Sydoriak, 1996) could be considered as the aim of special education. However, there is confusion regarding what kind of environment could be considered as least restrictive. As a matter of fact each child responds differently in a given situation but it can be assumed that the least discriminating the environment is the more relaxing it would be for the child t o learn and participate. And this is where inclusive classroom succeeds in providing exceptional children the comfort level. But before all, an evaluation of exceptional children is important to find out the requirements of the children and the nature of special education they need. The State policy clearly states the necessity of initial evaluation as the key factor in furthering with any form of special education. The evaluation process begins by seeking the permission of parents of the concerned child.

Psychology and New Technology Program Essay Example for Free

Psychology and New Technology Program Essay ABC Corporation has made a decision to purchase a new technology program for their employees. Because this technology program is new, employees ranging from age 17- 70 needs to be train. Training must be complete with six months. Before training is implement, four fundamental principles of adult education, including psychological, sociocultural, biological, and cognitive must be analyze. Because of the age range it would feasible to divide the employee into two groups. First group is Young learners (YL) age group 17-25 and the second group is Adult learners (AL) age group 26-71. The AL group will require multiple sessions because of the number of employee in this group. Before training begins, both groups must prepare for learning, therefore an open discussion regarding the new technology program, training plan process and how it will affect the employees will be discuss, this discussion will gain support and full participation from the employees. After analyzing both groups, the biological factor for the YL group will not have a strong impact. Most young learner between the ages of 17-25 is computer knowledgeable and is familiar with the 21st century social media and is open for change with new technology. YL group would benefit from Web-Based Training (WBT) instead of the traditional classroom forum. Many young leaners prefer a teaching method that would keep them engaged, and eager. WBT is the delivery method for the YL group. The adult learners (AL) ages 26-70 may not be a computer literate and would benefit from the traditional classroom approach. The AL group would require the adult educator to have patience, slow lecturing, plenty of hands on exercise, and frequent breaks. Hands on exercise are a memory factor that would benefit the AL group two months after been train. Most adults learners tend to forget what they have learned. Information that goes into adult leaner memory is memorize if the learner practices remembering the information soon after he or she learns it. Psychological factors deals with individuals’ way of thinking and learning. Separating the groups would allow the employees to learn and collaborate within their age group. Developing two groups will allow the learners to relate to each other, and feel comfortable learning. Training both groups together would be challenging for the adult educator as well as the employees. The possibility of redundant questions would slow down the class, which could result in less participation. Cognitive factor is the process of obtaining knowledge through experiences. The Adult learner (AL) is in charge of their own learning. They focus on what will advance their career and life circumstances. The Young learners (YL) rely on others to tell them what they should learn. Both groups learning environment has an impact on how well they comprehend the new technology program. The YL group would benefit from a self pace, web base training module or a stimulation module with active interaction of practical and theory scenarios. Each module will require an assessment and a passing score of 90% or higher to advance to the next module. This learning style would allow the YL group to continue to make use of 21st technology. The AL group would not benefit from web base training. Most adult learners are not comfortable learning new technology, in this case the employees does not have an option. The AL group who is not adaptive to change would find it challenging to learn a new technology program via a computer; this would be an internal factor that may take time to overcome. The job of the trainer is to make the learner apart of the learning process, by asking for volunteers, or asking experiences related questions. The AL groups are concern with why and how to apply this new technology. Sociocultural deals with how adults deal with individual learning and how learning takes place. Dividing employees into separate groups will be beneficial at the end of training. Both groups can relate to their own learning team. The YL group want experience classroom group interaction with their team. Web-based training (WBT) is similar to distance learning. There will be online discussion, and e-mail dialogue. The AL group will build possibly new relationships, interact more, discuss challenges, and success. In conclusion, in order for the ABC Company to be effective with the new technology program, the recommendation is to divide the employees into separate groups, and categorize them as Adult Learner (AL), Young Learners (YL). This approach would be beneficial from the adult learner perspective and applying the four fundamental principles, simplifies the training plan and the assurance that training will be complete successfully within six months. Afterward employees will be able to apply the new concepts, and best practices of the new technology program.

Health Disparities in New Zealand: A Literature Review

Health Disparities in New Zealand: A Literature Review Nateeh R. Cueva   Introduction Health is an integral part in the context of human existence. Each individual’s views regarding health and practices concerning healthcare vary depending on one’s historical, political and economic status, including the level of education, gender and personal experiences.[1] Hence, it is imperative to consider these aforementioned factors affecting health in the healthcare system. The principal objective of this paper is to review the specific historical, cultural, social, educational and economic backgrounds of the Maori people and each corresponding effects to healthcare approach. This paper also aims to investigate the imparity of the Maori and non-Maori health status. As several studies prove health disparities, this paper examines the actions taken to achieve equilibrium in healthcare service delivery among Maori and non-Maori people. Maori History and the Treaty of Waitangi New Zealand’s first east Polynesian settlers discovered the country during the 13th century, approximately 500 years before Europeans became aware of its existence.[2] The tribe is now known as Maori, meaning ‘original’, to characterize their distinction after the Europeans’ arrival. Due to lawlessness and the British government’s goal to protect trading interests, the Treaty of Waitangi was created and signed by several Maori chiefs and British Crown representatives. [3] The Treaty was translated into English and Maori versions containing three articles with substantial interpretation differences.[4] As explained by St. George (2013), the first article in the English version refers to sovereignty. It indicates transfer of power to the British Crown. However, Maori version conveys share of power. Maori used the term â€Å"kawanatanga†, which means setting up of British government without implicating transfer of authority. The second article chiefly safeguards property of rights, concerning â€Å"tino rangatiratanga† or chieftainship. Maori people are granted control and rights over their lands, woodlands, waters, fisheries and other properties in the English version. In contrast, Maori version denotes more extensive rights for Maori, including proprietary and reassurance of cultural and social items like language and villages. The third article warrants the Maori people equal rights as the British subjects. Regardless of the differences, the two versions of the Treaty are legitimate as they were both signed (St. George, 2013). Although protecting Maori health is part of the objectives of the Treaty, the population decline in the 1800’s proved past neglect on its principles. Basing on the data presented by Wishart (2012), Maori population went as low as 43,927 in 1886 while non-Maori migration constantly increased. The land wars between Maori and Pakeha (non-Maori) as well as the diseases introduced by the increasing migration had also caused devastating effects to Maori population (Durie, as cited in Kingi, 2007). After a major Maori protest, the Waitangi Tribunal was established in 1975 to investigate Crown breaches to the Treaty of Waitangi.[5] Its goal is to consider the principles of the Treaty upon making decisions rather than the mere conflicting interpretations of both English and Maori versions. This had led to compensation grants, return of lands and financial recompense to tribal authorities for economic development. Subsequently, the Maori population dramatically recovered to over half a million during the 20th century (St. George, 2013). St. George further elaborated that the Treaty has three key principles relating to Maori health: partnership, participation and protection. Partnership basically means working with Maori communities in developing strategic health care practices for the community. Participation is the act of involving the Maori people upon planning and during healthcare services delivery. Protection is ensuring equality on Maori and non-Maori health status while considering Maori cultural concepts, values, and practices. Culture and Impact on Health Culturally-based beliefs, values and attitude relating to health influence engagement to health-promoting activities and access to health services. As non-Maori population continuously surged, healthcare services became highly Pakeha-dominated.[6] This led Maori on becoming suspicious about health services rendered by hospitals because of cultural reasons. The Maori cultural health perspective is holistic. It comprises four cornerstones of health: wairua (spiritual), hinengaro (psychological), tinana (physical) and whà ¤nau (extended family).[7] Maori’s concepts of tapu (sacred, restricted) and noa (free from tapu or unrestricted), the basis of law and order during pre-European time, interrelate with today’s Maori health environment. In terms of daily activities, this entails that food (noa) should be placed separately from bodily functions like faeces (tapu). Practices and healthcare services that do not mirror these cultural concepts receive lesser support and often distress the Maori community. As Maori slowly embrace Pakeha-predominated health services, traditional Maori health practices largely remained (Lange, 2012). These health practices, though helpful in some cases, oftentimes risk patient safety and jeopardize medical treatment when opposed or delayed in consideration to cultural beliefs. Maori Socioeconomic Status and Health Socioeconomic status, basing on aspects such as income, education and occupation, is a fundamental element of health. Studies prove that favourable living condition is closely relevant to better health quality.[8] Health disparity can be brought about by material poverty, poor nutrition, mediocre housing standards and stress resulting from low social and economic status. Health services fees further hinder medical treatment access. Statistics New Zealand (as cited in Marie, Fergusson Boden, 2010) supports well documented studies proving that Maori are at greater socioeconomic disadvantage than any New Zealanders by ethnicity. This socioeconomic deprivation likely predisposes Maori to poor health conditions and limit healthcare access. Health Disparity and Inequality Regardless of the efforts to apply the Principles of the Treaty to health development, health inequality and disproportion among Maori and non-Maori is still evident. Studies prove that Maori are underprivileged in terms of health among any New Zealand ethnic groups, showing higher morbidity and mortality rates.[9] Blakely, Fawcett, Atkinson, Tobias and Cheung (as cited in St. George, 2013) stated that Maori infants have lower birth weight and die more frequently from sudden infant death syndrome (SIDS) than non-Maori. Brown (as cited in St. George, 2013) also added that Maori die eight to ten years earlier, on average, with avoidable death rates twice as much compared to non-Maori. New Zealand’s cancer death rate is greater than Australia, consisting of two thirds male Maori and one quarter Maori female deaths (Skegg and McCredie, as cited in St. George, 2013). Obesity in Maori community is also of greater proportion, contributing to higher rates of diabetes (Ministry of Heal th, as cited in St. George, 2013). These data show that Maori are more susceptible to illnesses and their lesser access to health services is detrimental. According to Durie (as cited in St. George, 2013), the suboptimal Maori health status pose negative effects on the community’s outlook of the healthcare system as a whole. This may lead to stereotyping healthcare system basing on their less suitable health situations and experiences. Studies further claimed Maori being treated differently in the healthcare setting. As per findings of the 2001—02 National Primary Medical Care Survey (as cited in St. George, 2013), doctors spent only 2 minutes out of 12 minute consultation time or 17% less time on caring for Maori than non-Maori patients. Racism also affects Maori health status (Harris, as cited in St. George, 2013), suggesting that the greater the number of racial discrimination experiences, Maori self perceived health status becomes lesser. Maori Health Development and Addressing Inequalities During the 20th century, eliminating inequalities became a considerable section of government health policy and statutory obligation of district health boards (Pollock, 2012). Social welfare policies and intersectoral activities promoting health equality such as retrofitting and housing insulation were implemented. The New Zealand Public Health and Disability Act 2000 absolves the Treaty of Waitangi and Maori health (Blakely Simmers, 2011). Health programmes and healthcare service delivery focus on Maori and low socioeconomic people. Constant monitoring on health inequalities and research conduction allowed better understanding of health disparities and progress tracking. The increasing awareness on health inequalities concerning Maori people paved way to more improved funding on health services addressing deprivation and ethnicity. As a result, immunization rates soared, smoking cessation rates increased and improved Type 2 diabetes and cardiovascular risk management.[10] The policies relevant to health equity strongly develop Maori health status and healthcare service access. Conclusion Health is indeed affected by several determining factors that can enhance or diminish quality of life. Historical, political, cultural, educational and socioeconomic backgrounds are crucial aspects to consider in delivering effective health services that support health equality. Looking into the health disparities affecting Maori people, it is unacceptable in the context of medical practice to provide partial health services basing on individual’s ethnicity, cultural beliefs, values and economic status. While it is a fact that traditional practices can hinder medical treatment and healthcare goal achievement, better ways and policies should be implemented to meet the greater Maori health needs. The Maori culture, being the first settlers in New Zealand, has become an indispensable component of the country’s society. For Maori to live longer, achieve healthier lives and contribute to the society at their utmost potential, the root causes of inequalities ought to be rightfully addressed. In the same manner, may the past mistakes and neglect be a grounding lesson to further strengthen the efforts to eliminate health disparities. May impartial health services prevail and be maintained for Maori, non-Maori and other ethnicity of different backgrounds alike. References Blakely, T., Simmers, D. (2011). Fact and action sheets on health inequalities. New Zealand Medical Association. Retrieved from http://www.nzma.org.nz/sites/all/files/Marmot_factsheets.pdf Capital and Coast District Health Board. (2009). Tikanga Mà ¤ori: A guide for healthcare workers. Retrieved from http://www.ccdhb.org.nz/news/Tikanga Maori.pdf Derby, M. (2012). Waitangi tribunal – te rÃ…Â pÃ…Â « whakamana. Te, Ara the Encyclopedia of New Zealand, 1-6. Retrieved from http://www.TeAra.govt.nz/en/waitangi-tribunal-te-ropu- whakamana/page-1 Kingi, T. R. (2007). The treaty of Waitangi: A framework for MÄ ori health development. New Zealand Journal of Occupational Therapy, 54(1), 4-10. Retrieved from http://www.nzaot.com/downloads/contribute/TheTreatyofWaitangiAFrameworkforMaoriHealth.pdf Lange, R. (2014). Te hauora MÄ ori i mua – history of MÄ ori health Pre-European health. Te, Ara the Encyclopedia of New Zealand, 1-6. Retrieved from http://www.TeAra.govt.nz/en/te-hauora-maori-i-mua-history-of-maori-health/page-1 Marie D., Fergusson, D.M., Boden, J.M. (2010). Does socio-economic inequality explain ethnic differences in nicotine dependence? Evidence from a New Zealand birth cohort. Australian New Zealand Journal of Psychiatry, (44), 378-383. Retrieved from http://www.otago.ac.nz/christchurch/otago014477.pdf Meredith, P., Higgins, R. (2012). KÄ wanatanga – MÄ ori engagement with the state: Defining kÄ wanatanga. Te Ara the Encyclopedia of New Zealand, 1-5. Retrieved from http://www.TeAra.govt.nz/en/kawanatanga-maori-engagement-with-the-state Health Promotion Forum of New Zealand. (2002). TUHA–NZ: A treaty understanding of Hauora in Aotearoa-New Zealand. Retrieved from http://www.hauora.co.nz/assets/files/Maori/Tuhanzpdf.pdf New Zealand History. (2012). Differences between the texts: Read the treaty. Retrieved from http://www.nzhistory.net.nz/politics/treaty/read-the-Treaty/differences-between-the-texts New Zealand History. (2012). Signing the treaty. Retrieved from http://www.nzhistory.net.nz/politics/treaty/making-the-treaty/signing-the-treaty Pollock, K. (2012). Health and society: Socio-economic status, ethnicity and health inequality. Te Ara the Encyclopedia of New Zealand, 1-5. Retrieved from http://www.TeAra.govt.nz/en/health-and-society St. George, I. (Ed.). (2013). Cole’s medical practice in New Zealand. New Zealand: Medical Council of New Zealand. Wilson, J. (2013). MÄ ori arrival and settlement. Te Ara the Encyclopedia of New Zealand, 1-7. Retrieved from http://www.teara.govt.nz/en/history/ Wishart, I. (2012). Waitangi researcher asked to lie by government agency. Investigate Daily. Retrieved from http://www.investigatemagazine.co.nz/Investigate/2717/waitangi- researcher-asked-to-lie-by-govt-agency/?doing_wp_cron=1401700328.4694170951843261718750 Glossary Hinengaro the mental health Kawanatanga governorship PÄ kehÄ  – non-Moari, usually of British ethnic origin Tinana the physical health Tino rangatiratanga absolute sovereignty Wairua the spiritual health Whà ¤nau extended family [1] Health Promotion Forum of New Zealand. (2002). TUHA–NZ: A treaty understanding of Hauora in Aotearoa-New Zealand. Retrieved from http://www.hauora.co.nz/assets/files/Maori/Tuhanzpdf.pdf [2] Wilson, J. (2013). MÄ ori arrival and settlement. Te Ara the Encyclopedia of New Zealand, 1-7. Retrieved from http://www.teara.govt.nz/en/history/ [3] New Zealand History. (2012). Signing the treaty. Retrieved from http://www.nzhistory.net.nz/politics/treaty/making-the-treaty/signing-the-treaty [4] New Zealand History. (2012). Differences between the texts: Read the treaty. Retrieved from http://www.nzhistory.net.nz/politics/treaty/read-the-Treaty/differences-between-the-texts [5] Derby, M. (2012). Waitangi tribunal – te rÃ…Â pÃ…Â « whakamana. Te, Ara the Encyclopedia of New Zealand, 1-6. Retrieved from http://www.TeAra.govt.nz/en/waitangi-tribunal-te-ropu-whakamana/page-1 [6] Lange, R. (2014). Te hauora MÄ ori i mua – history of MÄ ori health Pre-European health. Te, Ara the Encyclopedia of New Zealand, 1-6. Retrieved from http://www.TeAra.govt.nz/en/te-hauora-maori-i-mua-history-of-maori-health/page-1 [7] Capital and Coast District Health Board. (2009). Tikanga Mà ¤ori: A guide for healthcare workers. Retrieved from http://www.ccdhb.org.nz/news/Tikanga Maori.pdf [8] Pollock, K. (2012). Health and society: Socio-economic status, ethnicity and health inequality. Te Ara the Encyclopedia of New Zealand, 1-5. Retrieved from http://www.TeAra.govt.nz/en/health-and-society/page-2 [9] St. George, I. (Ed.). (2013). Cole’s medical practice in New Zealand. New Zealand: Medical Council of New Zealand. [10] Blakely, T., Simmers, D. (2011). Fact and action sheets on health inequalities. New Zealand Medical Association. Retrieved from http://www.nzma.org.nz/sites/all/files/Marmot_factsheets.pdf

Lifes Many Obstacles - Catcher :: essays research papers

Life’s Many Obstacles   Ã‚  Ã‚  Ã‚  Ã‚  In J. D. Salinger’s â€Å"The Catcher in the Rye† the protagonist, Holden, is faced with many obstacles. Like most tragic heroes, he is a man who is reasonably happy at the beginning of the tragedy, but as the tragedy develops, some failure in his personality begins to affect events, so that his progress is a movement from happiness to misery. The ultimate misery results from his final awareness of his personalities limits or failures. Much of Holden’s misery is a result of his inability to successfully handle particular problems regarding adolescence.   Ã‚  Ã‚  Ã‚  Ã‚  Holden’s loneliness and overall low self-esteem are the primary adolescent motivaters for his breakdown. Holden’s general need for female companionship leads him to a reasonably accurate self-analysis: he thinks that he is the â€Å"biggest sex maniac you ever saw,† but later admits that he really doesn’t understand sex or know much about it. Holden, however, finds himself feeling rather â€Å"horny† and decides to call upon the service of Faith Cavendish. She â€Å"wasn’t exactly a whore or anything but she didn’t mind doing it once in a while...† Holden feels this experience will thrust him into what he considers the adult world. The conversation with Faith was a long one but inevitably led to nothing. An incursion into the adult world, or what Holden considers it to be, had been thwarted. In part, the failure happens because he doesn’t really know the rules, and also because loneliness is not a subs titute for experience.   Ã‚  Ã‚  Ã‚  Ã‚  Habitual lying is a trait not only found in adolescence but also in people of all ages. It is sometimes generated from a lack of self-esteem, boredom and self-preservation. Holden exaggerates many truths not out of a conscious decision to deceive, but rather to lend emphasis to facts he is unsure of as when he states, â€Å"Pencey Prep advertises in about a thousand magazines.† However, Holden also has no convictions against telling outright untruths if he can come out for the better on the other side of the exchange. â€Å"I’m the most terrific liar you ever saw in your life. It’s awful. If I’m on my way to the store to buy a magazine, even, and somebody asks me where I’m going, I’m liable to say I’m going to the opera. It’s terrible. So when I told old Spencer I had to go to the gym to get my equipment and stuff, that was a sheer lie.

Nurses in Works Progress Administration Memories :: Nursing Careers Professions Medical Essays

Nurses in Works Progress Administration Memories Evidence from American Life Histories: The Federal Writers' Project, 1936-1940 American nursing transformed in the late nineteenth and early twentieth century from a family and community duty performed largely by untrained women in family homes, to paid labor performed by both trained and untrained women and men in a variety of settings. Distinctions between types of nurses increased in this transition. Life histories of nurses taken by Works Progress Administration (W.P.A.) writers in the late 1930s provide valuable insight into the experience of some of these nurses. Enthusiast historians within the leadership of professional organizations have commonly focused on the accomplishments of notable nurses and professional organizations in what became a narrative of professional and societal progress. This narrative, whole providing much rich historical data and analysis, ignores the vast majority of nurses’ experience and voices. In the mid nineteen eighties, as nursing was increasingly embattled in a growing health care industry, historians, some from outside the nursing profession, began to examine this history. Barbara Melosh examined written and oral accounts of nurses in American from 1920 and through the Second World War in The Physician’s Hand: Work Culture and Conflict in American Nursing. She found that while the reform aim for nurse leaders in this period was professionalization, other nurses resisted or were distant from this process. For these nurses, the shared experience of the changing of the demands and rewards of nursing shaped their work and thinking. [1] Melosh attempts to place nursing within the context of women’s, labor and medical history. She proposes that the growing divisions within nursing itself arose from nurses’ position in the medical hierarchy, and the fight for both legitimate authority and control over the work process itself. She also posits that nurses developed an â€Å"occupational culture† that placed manual skill and direct patient contact over theoretical training at the same time that nursing elites were successfully winn ing a battle for degrees and credentialing over the apprenticeship model of the nineteenth century. [2] Lastly, she finds that while stratification of nursing as paid labor mirrored societal relations of gender, race and class, the experience of both apprenticeship and professionalization contributed to the separation of nursing from pre modern roots.[3] Susan Reverby in Ordered to Care: The Dilemma of American Nursing, 1850-1945, finds that the story of American nursing revolved around the women and an obligation to care†¦in a society that refuses to value caring.

Dramatization Approach and New Testament Essay

The dramatization and object lesson witnessing approach was extremely dominant in the Old Testament. This witnessing approach that was present in the ministry of Hosea, Jeremiah, Elisha and especially Ezekiel the priest-prophet did not vanish with the passing of the Old Testament era. According to Braudis (2012) Object lessons use something familiar and known to introduce something less familiar or unknown or to further reinforce something that is already familiar. Using simple illustrations and object lessons will increase people understanding of Bible truths better than a factual word explanation would. In the New Testament dispensation, the dramatization and Object lesson witnessing approach is demonstrated through the use of parables and allegories. It has been said that a parable is an earthly story with a heavenly meaning. Blank, ( 2001) states, parable is derived from the Greek word pronounced parabole, meaning a likeness or comparison. A parable is a method of teaching using a comparison between two things. Parables were a heavily utilized form of teaching and instruction in the Jewish economy. In His ministry, Jesus commonly employed the use of parables to illustrate and illuminate profound truths. SDA Commentary 1980, points out, the parables of our Lord were usually based on common experiences of everyday life familiar to His hearers, and often on specific incidents that had recently occurred. On parable on a recently occurred incident was that of the Good Samaritan. (White, n.d.) says, this was no imaginary scene, but an actual occurrence, which was known to be exactly as represented. SDA Commentary, (1980) indicates that in using parables Jesus; (1) aroused interest, attention, and inquiry, (2) imparted unwanted truth without arousing prejudice, (3) evaded the spies who pursued Him relentlessly, (4) created in the minds of His hearers lasting impressions that would be renewed and intensified when the scene presented in the parables again came to mind or to view, (5) restored nature as an avenue for knowing God. On the other hand, the dictionary describes an allegory as the representation of abstract ideas or principles by characters, figures, or events in narrative, dramatic, or pictorial form (The American Heritage Dictionary of the English Language, Fourth Edition). The apostle Paul using an allegory states, Be ye not unequally yoked together with unbelievers†¦ (II Cor. 6:14) Walters, (1957) says, in this case the yoke represents unhappy unions of those who are saved with those who are unsaved in any service or work. Additionally, the Church is called the â€Å"body† of Christ in (I Cor. 12:27) and the New Jerusalem is compared to a bride. (Rev. 21:2). (Stedman , 2009) advances the following interpretive principles can we draw from this biblical example of allegory; (1) Allegory is a bona-fide figure of speech used in the Bible. (2) It employs comparison and correspondence of words and ideas. (3) It is illustrative and explanatory of a specific line of truth. (4) It cannot be divorced from its local context or the historical narrative from which it is drawn. (5) It is comprised of a number of metaphorical expressions in which the meaning of one word is invested in another. (6) None of the figurative expressions are so obscure as to leave us guessing as to their import. (7) We can expect to learn something from their use that will be of profit applicable to life. Amidst the myriad of witnessing approaches, it is our settled conviction that dramatization and object lessons as presented in the New Testament can be a very effective model of witnessing in a contemporary setting. References Blank, W. (2001). Why Did Jesus Use Parables? Retrieved August 15, 2012 from http://www.keyway.ca/htm2001/20010728.htm Braudis, B. (2010). Teaching Truth With Simplicity. Retrieved July 29, 2012 from http://www.busministry.com/teaching-simplicity-with-truth.html Nichol, F. et al (1980). The Seventh-Day Adventist Bible Commentary. Washington: Review and Herald Publishing Association Stedman, R. (2009). Allegories and Types: Basics of Bible Interpretation. Retrieved August 14, 2012 from http://www.raystedman.org/leadership/smith/ch9.html Walters, W. (1957). Dictionary of Bible Types. Retrieved August 15, 2012 from http://www.raystedman.org/leadership/smith/ch9.html White, E. G. (n.d.). The Desire of Ages: The Good Samaritan. Retrieved August 15, 2012 from http://www.whiteestate.org/books/da/da54.html Why did Jesus teach in parables? Retrieved August 15, 2012 from http://www.gotquestions.org/Jesus-parables.html