Moral reasoning and classroom conduct Essay Example for Free

Moral reasoning and classroom conduct Essay The article duplicates a research method previously used by two of the current researchers George Bear and Herbert Richards in 1981 in their research â€Å"Moral reasoning and conduct problems in the classroom. † Each of the 87 male and female participants were assessed for their individual levels of moral reasoning using Kohlberg’s Moral Judgment Interview, Form A by the research assistant. Their classroom behavior was assessed by their teachers using the Conduct Scale of the Behavior Problem Checklist. One of the strengths of the research methodology was that the teachers were blind to the results of the Moral Judgment Interview. This ensured that the teachers did not make a judgment on students’ behaviors based on the assessment of moral reasoning. The scores from these two instruments were therefore independent. Additionally, to further decrease potential rater bias the twelve interview protocol were randomly selected and scored by an independent judge. The scores produced by the research assistant and the independent judge were compared and a high level of correlation was found. Another strength is that there was pre-screening of research participants. Screening ensured equitable representation based on stage of moral reasoning, sex and grade level. The researchers justify eliminating the seven participants with stage one moral reasoning from data analysis on the grounds that this would facilitate easier duplication. This decision is still questionable since neither the current research, nor the one it replicates has accounted for the conduct of stage one students. Thus there is still a gap in the literature on how this category of students rate on their classroom conduct. One major weakness of the study is in the data collection procedures. The classroom conduct of the participants is based on the assessment of teachers. While teachers are the ones who work more intimately with students and are in a better position to assess behavioral outcomes, teacher bias often produces inaccurate data (Reynolds, 1991). As in the case of the interviews, some measures should have been put in place to diminish possible evaluator bias. Another limitation of the study is that the researchers recruited participants from both the elementary and high school levels yet did not make any controls for how this factor could have influenced either moral reasoning or conduct. The nature of the school environment can have an influence on these variables and thus, to ensure uniformity of survey conditions, it is advisable to utilize similar type schools for the survey setting. Where that is not possible or where the researchers desire to recruit participants from different school environments, the necessary controls for these factors need to be discussed in the presentation of data. 1. Identify the primary question(s) of the article. The researchers wanted to discover if the results discovered by Bear and Richards (1981) on the influence of stage of moral development on classroom conduct of middle-class students in Iowa was replicable among culturally diverse students of different ages and grade levels. They also wanted to discover if the influence of moral stage on conduct varied based on sex. 2. Identify the theoretical construct that is being used. The theoretical foundation of the research is Kohlberg’s theory of moral development. This theory postulates that individuals are at different stages of moral development ranging from one to six with each stage hierarchically higher than the other. He further stipulates that moral reasoning impacts and determines observable behavioral outcomes in different life situations. With respect to the classroom setting Kohlberg concludes that the lower the level of moral reasoning, the more disruptive behaviors will be displayed in the classroom and consequently the higher the level of moral reasoning the less problematic behaviors will be carried out in the classroom. 3. Recommend an alternative quantitative approach that could have been used for this study and support your rationale. In order to assess the classroom conduct of students I would recommend, as an alternative to the teacher-evaluated Conduct Scale of the Behavior Problem Checklist, that taped observations of classroom practice be utilized. In this approach the researchers would obtain permission from school administrators and teachers to tape two typical classroom sessions each, with a one-week interval in between. In the three school environments one classroom at each level will be included in the study. There would be one fourth-grade and one fifth-grade classroom at each of the two elementary schools and two eighth grade classrooms at the high school to give a total of six classrooms and twelve video-taped sessions. Independent evaluators would score the classroom behaviors of each of the students in the classroom independently and then their scores will be correlated to ensure inter-rater reliability. The behavior problem checklist would form the criteria for assessment of the videotapes and would be completed for each student in each classroom independently. Missing data would be eliminated from the study during analysis. The strength of this method is that it eliminates the bias that has customary been associated with teacher-evaluated instruments and thus would give a more reliable and hence valid indication of the classroom conduct of students. Classroom teachers will not be briefed as to the complete purpose of the survey so as to eliminate the influence they may exert on classroom conduct in the classroom. Additionally this method ensures that there is consistency in what behaviors are considered and how these behaviors are categorized. The evaluators of video tapes will be standardized prior to the actual evaluation procedure. Bibliography Reynolds, A. J. (1991). Early schooling of children at risk. Education Research Journal, 28, 392-422. Richards, H. C. , Stewart, A. L. , Bear, G. G. (1984). Moral reasoning and classroom conduct: A replication. Paper presented at the 92nd Annual Convention of the American Psychological Association. Toronto, Ontario, Canada: APA. Bear, G. G. , Richards, H. C. (1981). Moral reasoning and conduct problems in the classroom. Journal of Educational Psychology, 73, 644-670.

Communication And Social Development In Society

Communication And Social Development In Society A society can neither exist without communication nor can a social structure survive without it. The multi faceted development (economic, social, political and cultural) have further asserted the importance of communication in human life. Successful communication is the key to all social relationships and environments personal or professional. What is Communication? Communication is something so simple and difficult that we can never put it in simple words. Various sociologists, educationists and psychologists have defined communication in different ways and according to the disciplines to which they belong. According to Legans communication is an act of getting a sender and a receiver tuned together for a particular massage or series of messages. Schramm says, it occurs between two corresponding systems accompanied through one or more non-corresponding systems, resulting in an identical status to establish commonness. Others like Howland, Warren Weaver, Gist, Loomis and Beegles etc. have defined communication in their respective ways, but one can conclude that it is a social interaction, that transfers the thoughts or ideas from one person or group to another so that it could be understood and acted upon. The more homogenous a group is, the effective the communication. In the 21st Century, everyone in the world can compete on an equal footing with everyone else. Therefore the difference between success and failure will be the ability to communicate and to understand. Communication is a continuous activity. It is the two way process. It is an act of sharing knowledge, feeling, ideas, information with the use of words, facial expressions, gestures, body movement and often silence, that takes its meaning from the situation. The communication situation exist when: there is a person (sender or transmitter) desirous of passing on some information; there is another person (receiver) to whom the information is to be passes on; the receiver partly or wholly understands the message passed on to him; the receiver responds to the message i.e., there some kind of feedback. The communication situation cannot exist in the absence of any of these four components. Consultant Faculty Member, Center for English Language Training (CELT), College of Engineering, Osmania University, Hyderabad, 500007. e-mail: [emailprotected] Communication is the lifeblood of the world. In todays globalized world, communication is essential for life. Communication is more than just a matter of speaking and hearing. Good communication, on the other hand, means that your message will be sent and that the people understand the message in its entirety. Further, they are much more likely to respond in a positive manner if the message was communicated effectively. A poorly communicated message will result in an unfavorable response. You cannot have human relations without communication. However, good and effective communication is required not only for good human relations but also for good social development. Types of Communication Verbal oral and written Non-Verbal expression, expressive behaviors and body language Communication Distinctions Formal/Informal Official/unofficial information exchange Vertical/Horizontal Superior Subordinates/peers Personal/Impersonal Situation of mutual influence/exchange without mutual influence Instrumental/Expressive Necessary for job/non-job information transmission Principles of Communication In order to make our communication effective we should follow certain scientific principles. They are shown in the Figure 1. Figure 1 Courtesy Consideration Conciseness Completeness Clarity Correctness Principles Of Communication Clarity For clarity of expression: use simple, easy-to-understand words, use single words for long phrases, use concrete expressions that have a visual impact on the mind and will be easy to remember, prefer active constructions, which are direct, avoid jargon. Completeness For completeness ask: who, what, where, when and, why. Conciseness For conciseness: only relevant facts, no repetition, no verbosity, proper organization of the message. Consideration For consideration: avoid gender bias, emphasize positive, pleasant facts. Courtesy Courtesy begets courtesy: so make your message courteous, use empathy, be respectful by not fawning, be brief, clear and courteous. Correctness Correctness implies: giving correct facts, at an appropriate time, in a suitable style. Conditions for Effective Communication Scholz describes some of the factors which influence the effectiveness of communication. The credibility of the communicator and the motive attributed to him have a profound influence on the reception of his message. The most successful communications are those which reinforce at least some of the audiences beliefs, those which state conclusions as well as premises and those which call for action. People are interested first in people, then in things, last in ideas. Their attitudes and opinions are strongly influenced by the groups to which they belong or want to belong. It is better to communicate information little by little over a period of time than all at once. Repeating a communication obviously prolongs its influence. Short sentences, familiar words and active verbs help to make communication both interesting and persuasive. In changing opinions, an oral presentation tends to be more effective than the written word. Only rarely is it possible for communication, particularly over the short range, to impart deep-seated attitudes or beliefs. Mass communication alone is hardly ever an effective agent of change. Communication in Education Traditional education always neglected communication. When we talk of communication skills in the field of education, it not only points at the provider, supplier or teachers but also it is equally important to develop this art among the recipients or the students. Quest of knowledge, search of truth, urge of understanding have resulted in identifying communication as the ultimate factor in making education effective. Communication is an art and if used scientifically in education it can create wonders. Communication in Industries Communication is a valuable skill. If you possess strong communication skills, this will go far in effectively helping you communicate in both your personal and professional lives. Being able to successfully communicate in business is a prime qualification many employers actively look for when hiring new staff. When conducting business we interact with different people, including, but not limited to customers, bosses, colleagues and subordinates. Depending on the nature of business we may also interact with other agencies or partnering organizations. No matter the industry, if we work for the private or public sector, or what our line, grade or position is, it is a guarantee communication will somehow prominently play a part in our daily routine. Your communication skills not only reflect upon you but your business. Organizations want to ensure they hire candidates who possess these dexterities. Once in the position our communication skills illuminate a statement about both yourself and our company, and well want to present a positive image. Projecting poor communication skills may paint us or our organization in a negative light. Communication and Globalization Culture, Communication and Globalization are focused on issues related to intercultural and international approaches to the ways in which culture, communication and globalization interplay with the world around us. Today India is developing fast vertically in the field of industry, trade, education etc., but if the efforts are put at individual level in the area of communication whether interpersonal or intrapersonal, the horizontal development in terms of quality could be also achieved at the desirable rate.

The Philosophy of Sex and Gender in Russia Essay examples -- Feminism

The Philosophy of Sex and Gender in Russia This presentation focuses on the main philosophical approaches toward analyzing the notions of "sex" and "gender" in Russia since the nineteenth century. I analyze the conceptions and ideas which were developed by Aleksey Khomyakov, Nicolai Chernyshevsky, Leo Tolstoy, Fedor Dostoevsky, Vladimir Solovyov and some other philosophers. Then, I discuss the concept of emancipation of women within the framework of Marxist-Leninist theory, which played a role in the state's "women's philosophy" in the Soviet period, and within the existing modern viewpoints. My methodology is based on concepts and guidelines developed in feminist philosophy. One of the goals, as put forward by feminist philosophy, is to discover the gender determinateness of the metatheoretical foundations of science and traditional Western humanitarianism and of philosophy. This problem can be quite successfully solved on the basis of Western philosophic studies. Russian philosophy, however, has not so far become a subject of feminist analysis either in Russia or in the West. Therefore, my research in this field could be considered rather novel. This presentation focuses on the main philosophical approaches toward analyzing the notions of "sex" and "gender" in Russia. First of all, I mean the last century's philosophy of sex and the theology of gender, the concept of emancipation of women within the framework of the Marxist-Leninist theory of women's emancipation, which played the role of state "women's philosophy" in the Soviet period, and the existing modern viewpoints. My methodology is based on concepts and guidelines, developed in the feminist philosophy and presented inter alia in the works of Genevieve Lloyd, ... ...a and R.Tong. Gender/Body/Knowledge: Feminist Reconstructions of Being and Knowing. (1989).Ed.Alison M. Jaggar and Susan R. Bordo. Harding S. and Hintikka M. (eds) (1983). Discovering Reality: Feminist Perspectives on Epistemology, Metaphysics and Philosophy of Science. Khomyakov A. (1988). About old and new. In Russian. Kollontai A. (1909). Social basis of women's question. In Russian. Lloyd G. (1984). The Man of Reason. The "Male" and "Female" in Western Philosophy. Tolstoy, L. (1987). Collection of works, vol. 11. In Russian. Solovyov V. (1988). Collection of works in two volums.. Moscow. t. 2. In Russian. Solovyov V. (1911). Russia and Universal Chirch. Moscow. In Russian. Voronina O. (1994). The Mythology of Women's Emancipation in the USSR as the Foundation for a Policy of Discrimination. In Women in Russia (ed. by A.Posadskaya ).

Beneficial Pets Essay -- essays research papers

Would you like to live a happy and productive life? Then get pets! I must admit it is hard to believe that domesticated animals can promote mental and physical health, but many studies have shown that they can. On the other hand, you must find a pet that is compatible with you or with your life style. Maintaining good mental health is crucial for living a "normal" life. Many psychiatrists have found that patients with anger management problems can be calmer with a pet around the house. Sometimes, just the feel of a pet in the house can do wonders on the nerves and eliminate certain aggravation. A significant point that have been brought up by animal right activists is that abuse inflicted on animals is, in many cases caused by frustration caused by an outside conflict. Outside conflicts can be caused by work stress, school, and/or relationships. On the other hand, if you have control of your temper your should have nothing to worry about. I have found that having multiple pets around can be difficult, but with the hard work comes satisfaction and happiness. Personally, I own two birds and six fish; my two birds are in separate cages, so they do not fight or maybe even kill each other! In my fish tank, there is no predatory fish, which would endanger the other fish in the tank. Separating animals that could do harm to each other is a good method for ensuring their safety. In addition, you must remember to spend an equal amount of time with your pets†¦ even your...

Good and Evil in Good Country People Essay examples -- people

Good and Evil in Good Country People  Ã‚   In her short story, Good Country People,  Flannery O’Connor employs all the elements of humor, irony and, paradox intermingled within the system of Christian belief in evil and redemption. This is no more evident than in the character of Joy, the daughter, who had lost a leg in a hunting accident at the age of 12 and who now has a wooden leg in his place. Throughout the story, it becomes increasingly clear that Joy’s physical affliction is closely paralleled by a spiritual one as well. As the narrative unfolds, the great lengths Joy has gone to recreate her inner self, her soul, are revealed in painstaking detail. It appears she has succeeded in fashioning her own soul into a spirit that is as hard and unyielding as the prosthesis that now takes the place of her missing naturally soft and flexible appendage. In Christian society and belief, as well as many other religions, the one true possession that a person has total control over is their everlasting soul. It is this spirit that makes one truly unique from everyone else. The fight within one’s self between good and evil and the day to day struggle to ensure that the goodness prevails is the focal point of a true believer’s life. It is only by this triumph on goodness that he can achieve Salvation in the eyes of God. Joy, on the other hand, seems intent on building barriers around her soul that would make it as rigid and unfeeling as her wooden leg. As did the surgeon who had to perform the prosthetic surgery years before to replace a natural part of her physical body, she is apparently trying to perform this same function with the spiritual side of herself as well. She has taken great care to recreate her  «Ã‚  self  Ã‚ » into one th... ...ears were now completely useless. To be an atheist and realize, not that there is a God, but discover there is a Devil, must be a very chilling and disheartening experience. For if there is definitely one, there must be the other. Works Cited Asals, Frederick. Flannery O’Connor  : The Imagination of Extremity. The University of Georgia Press  : Athens, Georgia, 1982. Brinkmeyer, Robert H. The Art and Vision of Flannery O’Connor. Louisiana State University Press  : Baton Rouge, Louisiana  , 1989. DiYanni, Robert. Literature Reading Fiction, Poetry, Drama, and the Essay. McGraw Hill  : Boston, Massachusette, 1998. Eggenschwiler, David. The Christian Humanism of Flannery O’Connor. Wayne State University Press  : Detroit, Michigan, 1972. Feeley, Kathleen. Flannery O’Connor  : Voice of the Peacock. Rugers University Press  : New Brunswick, New Jersey, 1972.

Business Proposal Checklist

Explain how energy evolved over time Into a consumable good. Does It still satisfy the original need for which It was created? Why or why not? How have our basic needs for energy changed? According to Breach (20061 the daily energy use per person has increased from 2,000 kcal when humans were just hunters to 244,526 kcal in 2000. From the beginning of the human race, we have used energy, First by setting wood and other materials on fire, using animals to assist In dally tasks, to using machinery, to finally evolving to the massive use of energy today.Today energy Is still needed to cook our DOD and make our daily lives easier thus satisfying the original need. Although energy is still necessary, I believe humans use too much Reference: Breach, A. J. (2006). Energy: Physical, environmental, and social Impact (3rd De. ). Upper Saddle River, NJ: Pearson-Prentice Hall. WOK-Q: What is the connection between population growth and energy use? How are each interrelated to the supply and dema nd of energy consumption and creation? Explain your answer. The Increase In population Is supported by the steady increase of our use of energy.Modern society is dependent on a massive amount of energy. If that energy were not available or if it declined at any significant amount, it could have a detrimental effect on the population. Should energy supplies decline, price will increase, and the economic challenged population may have to go without needed fuel or electricity. If they are already below a sustaining level, this could be tragic. WOK-Q: Why is it more expensive to transmit electricity locally than over long distances? Please list various reasons for this. Why would an energy plant want to distribute electricity locally if there are fewer profit margins?According to Breach (2006), ten percent of electric energy Is lost In the transmission process. Of the ten percent, eight percent Is loss locally. There are higher losses of energy at very low distribution voltage. Therefor e, the cost to transmit electricity locally is more expensive. The increase in market share, market growth, and no way to storage unused energy, would be reasons why an energy plant would want to distribute electricity locally even though profit margins were less. Breach, A. J. (2006). Energy: Physical, environmental, and social impact (3rd De. ). Upper Saddle River, NJ: Pearson-Prentice Hall.WOK-Q: Explain what is meant by base load, intermediate load, and peak load. Why are these incepts important to understanding the production of electricity and energy management? How do these relate to the end users of the product? According to Breach, base load is the basic amount of electricity that is always required. Base load is generated by the utilities large facilities. Intermediate load is the amount of electricity that slowly cycles on and off. Peak load is the time in which demand for electricity is the greatest. Peak load is usually only a few hours a day.Utilities meet peak load de mand by using additional generators that can be stated quickly. Electricity cannot be easily stored. Therefore, demand has to be anticipated by the utility company. Season and time of day are the predominate drivers of consumption. Enough electricity needs to be supplied to meet demand on the hottest day of summer. Maintaining a reliable electric system without interrupting power to the consumer cannot be accomplished without the balance of supply and demand. Describe the extent of damage done to the power grid during Hurricane Strain in Mississippi, Texas, and Louisiana.

A Commentary on Isaiah Essay

A Commentary on Isaiah 6 Isaiah 6 is written with a mixture of prose and verse, detailing the calling, or commission, of Isaiah by the Lord God. Much of the verse is written in the style of a vision, detailing message to the people of Judea. The main theme running through Isaiah is the message of salvation, even the name of the prophet means ‘salvation of Yahweh’. The book is first of the ‘major prophets’, so called due to its greater length than the shorter ‘minor prophets’ or ‘twelve prophets’. In the New Revised Standard Version of the Bible and in all other English Bibles, the book follows on from the Song of Solomon or Song of Songs. However in the Hebrew Bible, it is seen after 2 Kings, which A. S. Herbert states is ‘a more natural order since this prophet [Isaiah] was deeply involved in the historical events of his day’ and gave a ‘distinctive interpretation of these events’ (1973:1). The genre of the book is mainly of a prophetic nature, with a mixture of oracles, prophesies and reports of the situation in Judah; however it does deviate from this, most notably in chapter 13, where it takes the form of a supposed psalm. This book is written at a time of great strife for the region of Israel. The region has split into two kingdoms, the Assyrian empire is closing in around them and the death of Jeroboam II of Israel (745 BC) and the death Uzziah of Judah (742) ended a time of peace, security and prosperity for both states. Soon after Jeroboams death, civil war broke out in Israel and in 721 BC the Assyrian armies completely subjugated the kingdom. So, we can see that Isaiah is writing in a time of great conflict and insecurity, which increased throughout his prophetic life, ending in the unavoidable conquering of the small Judean kingdom by the Assyrian empire. It is not easy to trace who Isaiah actually was and when he lived, however the general consensus is that he started his ministry around the death of King Uzziah in 742 BC, where he is thought to be around the age of 20. However, the date of his birth is unknown, along with the date of his death, which is thought to be cc. 680 BC, making the prophet well into his 70’s or 80’s before he stops his ministry. We can justify that he certainly ministered during the reign of four Judean kings, Uzziah, Jotham, Ahaz and Hezekiah, as found in Chapter 1 verse1 (Watts 1985:XXV). Clements, however, questions the validity of the first chapter in Isaiah as it seems certain that it has been ‘composed at a relatively late stage in the literary growth of the book’ (Clements 1980:8). It has been speculated that Isaiah may have been related to the royal blood line, most notably Manasseh, who, tradition dictates, martyred Isaiah by sawing him in two (Heb. 11:37). However, this is hardly convincing as many prophets where martyred by Kings and rulers and there is no real evidence to suggest any relationship between Isaiah and Manasseh other than that Isaiah may have still been ministering around the time of Manasseh’s reign. Another problem with dating this book is the question of the authorship. During the time that the books in both the Old and New Testaments were written, it was not uncommon for disciples and students of teachers and prophets to publish works in their tutors name, or to continue a teachers works. Therefore, it is unclear how many authors the book of Isaiah has. Both Watts and Clements maintain the view that Isaiah 40 – 66 are the works of followers of Isaiah during the exile and restoration periods, with Clements stating that the work of J. C. Doederlien in 1775, which argued the above point, has ‘come to be the prevalent consensus of scholarships’ (Clements 1980:2). The text will have been originally written in Hebrew, the oldest surviving copy being part of a collection found in the Qumran Caves, the dead sea scrolls, dating back to around 125 BC. Although there are not many major translation errors, we don’t have the original scroll from over 600 years earlier therefore there could be translation errors from the original to the great Isaiah scroll found among the Dead Sea Scrolls. The setting for Isaiah Chapter six is provided by the Jerusalem temple, ‘looking through the entranceway into the main aula of the temple building’ (Clements 1980:71). A problem can be seen in verses nine and ten, the forewarning that the peoples hearts will harden in response to the teachings that Isaiah will put forward. Many, such as Fohrer and Wildberger, believe this to be from a later period of his prophesy, looking backwards in reflection, however in R. Kilian’s Bauteine Biblischer Theologie 1977, it is argued that this small section was written at the same time as the rest of the verse. Verse six can be split up into three parts; the first (verses 1 – 3) being the vision, the second (4 – 7) the cleansing and preparation of Isaiah for prophetic ministry and thirdly (8 – 11) the divine commission. It is thought that verse 12 – 13 are not part of the original, but addition, probably made in the sixth century BC. There is however, a debate over the date of the last verse (verse 13), with the idea of it being from the exilic age, to give hope in this rather somber and threat filled chapter. 6:1, In the year that King Uzziah died: Uzziah is described in the bible as an incredibly able and holy man, favored by God, ‘He did what was right in the sight of the lord’ and ‘as long as he sought the Lord, God made him prosper’. However, Uzziah insulted the Lord by burning incense at the alter, something that only the Priests could do and so He struck Uzziah down with tzaraat or leprosy, a term that at the time was for several skin diseases and so the precise meaning is uncertain. Because of this, for the last 11 years of Uzziahs reign, his Son Jotham acted as co-regent, then going on to reign for sixteen years after the death of his father. There is speculation that Jotham died a year or so before his father and that Uzziahs grandson, Ahaz took over the co-regency until his death, however, the first version of events seems to have the most universal consensus. I saw the Lord sitting on a throne, high and lofty; and the hem of his robe filled the temple. Uzziah’s death, thought to be around the date 736 BC, would have been seen as the end of a golden age for the Judeans and a time of uncertainty due to the impending invasion of the Assyrians. It is at this time that the Lord reveals himself to Isaiah. This could be seen as God reminding the people that there is one King above all others and that even though their earthly king has died, there is still an eternal King watching over them. It is typical of most visions of God in the bible for Him to be seated, for example Job (26:9) and in revelation, the apostle John sees God sitting on His throne (4:1 – 11). His robe filled the temple: this could be seen as a display of power and might, as kings often wore long, expensive robes made from silks and gilt so show their worth. The fact that the Lords robe fills the temple could be again showing that there is an even mightier King than Uzziah. Seraphs were in attendance above Him; each had six wings: with two they covered their faces, with two the covered their feet and with two they flew: the word ‘seraph’ only occurs in Isaiah. While Clements translates the word as ‘burning one’, Herbert seems to feel that the designation of the word ‘seraphim’ only appears in Isaiah, but also in Numbers and Deuteronomy but as ‘serpent’ or ‘snakes’. This, he says, could then lead one to the conclusion that the large bronze serpent in the temple, as described in 2 Kings 18:4, may have stimulated the ‘visionary experience’ (Herbert 1973:58). Many other passages mention Cherubim, and while there is a debate about whether seraphim and cherubim are the same or not, seraphim translates as ‘burning ones’ and in Ezekiel 1:13, cherubim are described as ‘something that looked like burning coals of fire, like torches moving to and fro among the living creatures; the fire was bright and lightening issued from the fire. The significance of the six wings is most probably due to Exodus 33:20, ‘You cannot see my face; for no man shall see me and live’. Therefore the two wings covering their faces is to shield themselves from the glory of God so as not to incur the same fate as Lots wife when she gazes upon the might of God as He destroys Sodom and Gomorrah. Feet at this time were unclean and normally full of dust and are often used as a metaphor for humbling oneself throughout the bible and so covering their feet could be seen to be them humbling themselves before the lord. And one called to another and said: ‘holy, holy, holy is the Lord of hosts; the whole earth is full of His glory. ’ The threefold use of the word holy conveys the mystery and unapproachable qualities of the Most Holy. In Hebrew, repetition denote the intensity with which they are speaking, therefore having holy three times conveys to the reader the strength of feeling they have towards the Lord. The pivots on the threshold shook at the voices of those who called: suggests that the majesty and power of the seraphim’s voices shook the building. The translation of the Hebrew meaning pivot is uncertain. Many versions of this passage use hinges on doors or the door posts. Some even translate it as the whole foundations of the building are shaking due to the force of the adoration of God. One might read this verse and interpret it as an example of how much the Lord should be praised. We should aim to praise the Lord so much and with such energy that we shake the earth. It could also be Isaiah’s reaction to the voices that it shook him so violently that it felt as if the whole building shook with him. And I said: ‘Woe is me! I am lost, for I am a man of unclean lips, and I live among a people of unclean lips; yet my eyes have seen the King, the Lord of Hosts! ’ We are back again to the unworthiness of human kind to gaze upon the Lords splendour, ‘You cannot see my face; for no man shall see me and live. ’ Herbert suggests that I am lost is because ‘Isaiah is reduced to the silence and stillness of death’ (Herbert 1973:59). For Herbert this is due to him being a creature of sin confronted with holy perfection, not just that of a disciple meeting the deity that created him. Unclean lips demonstrates that Isaiah is aware of the sinful nature not only of himself but of his fellow people, something that does not please the Lord and ‘unfitness to use his mouth in the service of God’ (Clements 1980:75). Then one of the seraphs flew to me, holding a live coal that had been taken from the alter with a pair of tongs. This section of the chapter is different to any other calling to minister for God. The prophets in the bible are always seen to endure trials and hardship before they enter Gods favour. Abraham was tasked with the slaughter of his son and perhaps the most well known trail is that of Job who had to undertake a huge ordeal before ‘the Lord gace Job twice ass much as he had before’ (Job 42:10). ‘Whom shall I send, and who will go for us? ’: the us indicates that God is deliberating with the Holy council of seraphs surrounding Him, however it is also clear that Isaiah is meant to ‘overhear’, in a sense, so that he recognizes that only he (Isaiah) can answer that question by giving himself fully to the work of the Lord. The us could also be interpreted as an early mention or idea of the Trinity. The Jewish people are waiting for a messiah come from God and so it could be logical to suggest that until that messiah comes, He is with the Lord and there could already be a notion of the Holy Spirit in the way the breath moves over the water in creation. However it is more likely that God wanted Isaiah to give himself to god freely, giving Isaiah a choice as to whether he will go out and prophesy about the Lord, therefore using the question and the ruse of the Holy council to incite Isaiah to come forward. And I said, ‘Here am I; send me! ’: this response shows that Isaiah had a willingness to go and carry out the work Yahweh had for him. Although it seems like one single task to complete, I don’t think there can be any doubt that Isaiah knew this was him giving his whole life to the service of the Lord. Although up to this point Isaiah does not know what this task is, it can be derived that from the burning coal purging his lips it seems he is called to preach and prophesy to the people about Yahweh and that this cleansing has allowed the word of God to flow through his lips. And He said, ‘Go and say to this people: the reference to this people suggests that there is an element of ‘divine rejection’ (Clements 1980:76). Yahweh no longer sees the chosen people in a favourable light and is sending Isaiah to tell them. ‘Keep listening but do not comprehend’: there is, for Clements, a sense of irony in this section, ‘for the prophet undoubtedly did, very passionately and sincerely, want the people to hear and to understand’ (1980:77). Clements also suggest as Isaiah will have written this account some time after the vision occurred, it could be that he integrated how the message was received into the words that Yahweh spoke to him. However, due to the belief that God is in everything and everything comes from God, Isaiah would have been justified in doing this as he would know that the hardening of the hearts of the people towards his message is because of God. Then I said, ‘How long, O Lord’: throughout the Bible, how long is often the start of a lamentation. This cry out is not just asking how long the suffering will last, but a plea for God to end it quickly. Until cities lie waste without inhabitant is a reference to the devastation that war will bring about when the Assyrian empire seeks to expand further. The land is utterly desolate refers to Judah, where Isaiah ministers, however it may mean the whole of the promised land. Verses 12 – 13 are an addition by and editor, most probably one of the later Isaian disciples around the time of during the exile and restoration periods. Until the Lord sends everyone far away adds to this idea as it must refer to the Assyrian empire sending the Jews to captivity in Babylon. Even if a tenth part remains in it, it will be burned again, like a terebinth or an oak whose stump remains standing when it is felled. This passage is a complex one with much debate on what the Hebrew originally was and therefore how it should be translated into the Bible of today. The most widely regarded solution would be that the Hebrew bam should in fact be bamah which means ‘high place’. Therefore the noun for stump, which in Hebrew is massebe? would then mean ‘sacred pole’. ‘Thus ‘a sacred pole grows out from its place in a hill-shrine’ (Clement 1980:78) is the new sentence created. However this passage is translated, it is agreed that there is a very real element of threat present. Just as a stump is not left in the ground, but instead a hole drilled in the top and filled with fuel and burned, s o will the Jews suffer, even though they may feel they have suffered enough. The Holy Seed is its stump is almost certainly a later addition, post – exile, in order to give hope to those who were now under the Babylonian captivity. Herbert comments that this sentence is ‘absent from the Septuagint, but the Greek Modified [verse 12] to mean ‘and those who were left on the land were multiplied’, a similarly hopeful note’. (Herbert 1973:60). The addition of this last sentence gives hope as it suggests that even the stump of a felled tree may once again grow, meaning that some will survive and carry on the line of David.