marriage has been regarded as a function of celebrations and a landmark passage to adult life

marriage has been regarded as a function of celebrations and a landmark passage to adult life
 
Introduction
All over the world marriage has been regarded as a function of celebrations and a landmark passage to adult life. However, this has not been the case on all occasions, the practice of marrying of children at a tender age is tsill persistent among many communities the world over. Often when a marriage partner is imposed on a child, his or her childhood life abruptly comes to an end and their basic rights are compromised leading to negative consequencies. The principle factors driving childhood marriages is poverty. Early children marriages are perceived as a means or strategy of allivietating economic poverty and securingthe future of young teenage girls. It is also viewed as an aveniue through which protection is offered to the young girls and arovides some sort of stability to vulnerable societies under pressure. The adverse effects of early childhood marriages are profound for example, consider the case of a girl named Fatma, she is 11 years old and just about to get married to the local chief. She will probably be pregnant within the first six months into her marriage, within an year she will be mother. Biologically her body has not sufficiently developed to accommodate child birth, she lives in the village and has minimal access to health care facilities. Incase of any complications during labour, her pregnancy could very much easily result in her death. Other girls of her age all around the world are busy being little girls, going to school and playing, an year from now Fatma will be a mother with parental responsibilities, and a wife to a man twice her age. Early arranged marriages prevent girls from achieving their full potential. It forces girls to drop out of school to look after their husbands and children. This practice has been a part of the traditional Indonesian marriage culture for a long time. However, the government should ensure that it takes steps that lead to the end of this practice, as early-arranged marriage does not portray Indonesia as a country that supports women’s right and gender equality.
Historical background
In most traditional Indonesian cultures, marriage was the prerogative of the parents. Parents rarely consulted the children on matters of marriage. In such societies, parents married off their children at a tender age of between 8 to 12 years. Parents arranged most of these marriages, and the children, especially girls, did not exert their will on the choice of spouse. Parents usually took into consideration the readiness of the children for sexual intercourse. In most instances, girls were married off soon as they colud menstruate. Usually te victims of early childhood marriages do not have any control or say over the choice of their marriage partners (Blackburn & Bessell 107). In recent times proponents of safe motherhood have dsratstically shifted their attention to early childhood marriages. Any pregnancy conceived too early when the female body has not fully matured posses a major health risk to the health and subsequent survival both the child and the mother. While early marriage may manifest its self in diverse forms, one aspect remains constant. Irrespective of whether it’s a boy or girl involved, early marriage constitutes a violation of the fundamental principle rights of children. The decision on marriage is more individualistic.  Parents or elder members of the family are rarely involved in the making the decision on marriage. Instead, the decision on married involves mainly the two people who intend to get married. In such a situation, the age of marriage becomes very important. The two people must be sufficiently mature to make well-informed decisions while bearing in mind the responsibilities of marriage and adult life (Blackburn & Bessell 108).
In the contemporary world, there is a demarcation between childhood and adulthood. In most countries the age limit between adolescence and adulthood has been constitutionally set from the ages of 16 yares to 18 years varying from one country to the other. Parents should ensure that marriage does not affect the sanctity of childhood. However, parents and older members of the family are not the only parties that should ensure there is protection of the sanctity of childhood. The state is also concerned with protection of the sanctity of childhood. There are various laws that help in protection of the sanctity of childhood. States have laws regarding the age of consensual sexual intercourse, employment or marriage. For example the right free and informed consent before gettttting married is a right acknowledged by the 1948 universal declaration of human rights (UDHR), to this extent consent can not be free and informed if one of the spouses in under age. People who violate the laws, and hence affect the sanctity of childhood, face stiff penalties. However, these laws have been the source of widespread public controversy in various societies. This is because the laws may contravene the social setting of the society (Blackburn & Bessell 108).
Indonesia is one of the countries where the issue of marriageable age faces widespread public controversy. The country is currently going through a series of reforms that seek to embrace western culture and laws regarding marriage and laws that govern it, on the other hand it is faced with a huge population that subscribes to traditional beliefs and norms. Culture and cultural norms have held socities together for very many centuries, convincing a society to abandon specific issues of culture can be very problematic and may stir up controversial debates.
There has been a gradual increase in the age of marriage in Indonesia. The increase in the age of marriage started in the second half of the twentieth century. Increase in average age of marriage resulted in an increase in education attainment and economic growth. The trend in Indonesia was also prevalent in other East Asian countries. In 1971, 37% of women between the ages of 15 and19 were married. However, in 2003, less than 10% of women in this age bracket were married (Nilan 66).
Different provinces in Indonesia have different rates of early marriage. Historically, the province of Java had highest rates of teenage marriage in Indonesia due to the high rate of poverty in the area. However, over the years, there has been a steady decline in early marriage as a result of the widespread state funded campaigns in conjunction with other stakeholders. West Java used to have the highest rates of teenage marriage. Other provinces have slowly surpassed teenage marriage rates in the province. Cosmopolitization of West Java is the major reason that has led to the reduction in teenage marriage rates in the province. Western java has developed into an urban center, by virtue of this, it is inhabited by individuals of various cultures, races and religions. As people interact they share their views on religion and culture and by extension laws. As these individuals learn from other cultures they tend to abscond dergative cultural pratices.
Change in population patterns and urbanization of various parts of the province, especially the areas around Jakarta, is one of the major factors that has led to the reduction in teenage marriage. When various cultures come together they assimilate and also share some traits of their own culture (Jones and Gibhaju 4).
During the late 1990s, the Indonesian government created new provinces by splitting existing provinces. The previous provinces had groups with different cultural backgrounds. However, splitting of the provinces created smaller provinces that have lower number of communities with different cultural backgrounds. During this period, the government created the province of Gorontalo. Most of the people who inhabit Gorontalo are Muslims. Gorontalo has one of the lowest average ages of marriage. The province of Gorontalo was an offshoot of the province of North Sulawesi. The province of North Sulawesi remained a predominantly Christian region. Prior to the split, the province of North Sulawesi had a relatively low rate of teenage marriage. However, after the split, the province of North Sulawesi remained as a region with a relatively low rate of teenage marriage. This is despite the fact that the province of Gorontalo has a very high rate of teenage marriage (Jones and Gibhaju 5).
Causes of early arranged marriages in Indonesia
Poverty
Poverty is one of the major causes of early-arranged marriages in Indonesia. Lack of a stable source of income makes parents view raising their children as a burden. In addition, parents view girls as a potential source of income. The income is mainly in the form of bridal price that the potential husband of the girl would pay the parents. Parents prefer marrying off their children to rich men who are viewed culturally as valuable inlaws, can come to the families assistance in time of need and would be able to take good care of the children. Women traditionally are aslo viewed sa child bearers and are of no significance to the family apart from bridal price and child bearing. Thus, when parents marry off their young children, they think that they are helping the children have a better life. Most parents who marry off their children while young think that the marriage would help improve the well-being of the remaining children resulting from the income obtained from the bride price. This is because it would enable the parents take good care of the remaining children due to the reduction of the burden of rearing the children (Nour 53).
In addition, parents view early marriage as a method of improving the social status of the family. Marrying a girl into a rich family creates close social ties with the rich family. This may ultimately have economic benefit to the family. In some instances, the girls themselves prefer to get married to rich families. This is because such a marriage would improve their social status and economic situation of their families. . The girl’s rich husband would be able to feed her well and dress her lavishly.
Today early marriage traps young women in the vicious cycle of poverty. Early marriage makes women have a long period of sexual activity. Since these women do not usually have access to contraceptives, they have a high probability of giving birth to many children.  Having many children has profound economic consequences on the family and the society. It traps the society in the vicious cycle of poverty. Failure to finish school also traps the young girls in the vicious cycle of poverty. The young girls cannot obtain good jobs. Therefore, they may end up working as a migrant workers, which has little protection (Osman para 11).
 
Failure to enforce laws  
Various countries have laws that strive to protect the sanctity of childhood. One of the laws that protect the sanctity of childhood is the laws that set a minimum age for marriage. The Marriage Law of 1975 set the minimum age for Indonesian women and men to marry as 16 and 19 years respectively. Anybody who marries or facilitates the marriage of an individual who is below the minimum age faces the risk of severe punishment from the government (Nilan 69).
Despite of these efforts by the Indonesian goverment, underage marriage continues to take place even after the enactment of the law. Failure to enforce the laws makes some parents not to know that they are breaking the law by marrying of their daughters at the low age. In addition, the girls themselves may not know their rights and legal protection that is available to them. Most of the general population lives in the remote village where the government is unable to enfoce the law.
Religious and traditional practices
Islam plays a significant role in the Indonesian culture. According to the Islamic religion marriage is the only social setting through which two people can have sex. Islam considers it an abomination for two people to have sex outside marriage. It is vital for a girl in an Islamic family to be virgin when she gets married to her husband (Nilan 69). A girl who marries when she is not a virgin discredits the honor of the family. Such a girl may be sentenvced to death by stoning as the Islamic law the sharia stipulates. By not biegn a virgin she is considered to have committed adultery punishable by death through stoning in islam. Therefore, families strive to maintain the honor of the family by ensuring that the girl is still a virgin prior to getting marries. One of the common means families use to protect the chastity of the girl, and therefore, the honor of the family is marrying off the girl while still young, aong with close supervision, not allowing any form of dating and ensuring that girls are sharperoned whenever they leave the household. In such a situation, the girls are not even ready for sex. The girls are also not ready for childbearing, which becomes one of her responsibilities upon marriage. The effect of the Islamic religion on early marriages is clearly visible in the provinces that are predominantly Islamic. Indonesian provinces that are predominantly Islamic have a high rate of teenage marriage. Gorontalo and North Sulawesi highlight this fact. The government split the province of Gorontalo from North Sulawesi. Gorontalo is a predominantly Islamic region whereas what was left of North Sulawesi is predominantly a Christian. After the split, Gorontalo recorded high rates of teenage marriage whereas North Sulawesi has low rates of teenage marriage (Jones and Gibhaju 5).
Indonesian Muslim leaders openly support teenage marriage. In fact, several Islamic leaders in Indonesia have married teenage girls. For example a 43 years old cleric known as Pujiono Cayho Widiyanto was recently arrested for marrying a minor aged 12 years. Pujiono who is a renouned businessman and cleric was arrested when it was proved that his wife Luftiana Ulfa was underage. He has since argues that his action are legal under the Islamic law (Al Arabiya News, par.2-3. Some of the girls are as young as 9 years old. Other Muslim leaders support this practice instead of criticizing the leaders who marry teenage girls. The government is usually reluctant to prosecute Islamic leaders who marry underage children due to prominence of the Islamic leaders in the society. Prosecuting the Islamic leaders would make the government raise a huge political and religious debate. The problem of child marriages among Islamic leaders is not just common in Indonesia. It is also a major problem in other countries. In the UK, a Shi’te mosque leader agreed to marry a 12 year old girls as long as the parents of the child did not tell anyone (Kisiel para 2).
The Indonesian culture also plays a significant role in promoting early-arranged marriages. In the Indonesian culture, marriage is usually a family affair. Underage girls do not usually have control over their choice of partner. In some instances, parents of the girl do not even inform the girl of the marriage. The parents would accept the bridal price on the girl and the husband’s family would come and fetch the girl. However, boys usually have a say in their choice of bride.
4.Conflicts and Disasters
Conflicts and disasters increase the economic pressure that families face in bringing up their children. Famine, draughts and natural disasters may make families that would have otherwise not considered early marriage turn to it. A good example is the tsunami that occurred in the indian ocean leaving thousands dead and many more homeless. Early marriage makes families accept bridal price for the underage girls in the hope that this would reduce their suffering and that of the underage child. Drought has forced Indonesian parents to accept bridal price for their daughters on several occasions due to the huge burden of feeding large families which is a major characteristic of Indonesian families (Myers and Harvey 9).
Consequences of early marriage
1.Early motherhood
One of the main consequences of early marriages is early pregnancy and motherhood. Underage brides usually conceive within the first few months into marriage and become mothers within an year of the marriage. Early pregnancy and childbirth has serious consequences both on the underage girl and on the baby. Childbirth before attainment of the age of 20 increases the risk of infant and maternal mortality and morbidity. In Indonesia it is reported that about 19% of women living in urban areas, and 40% of women living in rural areas, give birth to their frist child before they attain the age of 20 years. (Choe, Thapa and Achmad 8).
According to the Indonesia Demographic and Health Survey of 2007, infants of mothers who are under the age of 20 years are 33% more likely to die in their first year of life than infants of 20-29 years old mothers (Choe, Thapa and Achmad 9). Therefore, early motherhood leads to a significant increase in infant mortality. One of the reasons for increased infant mortality of children born to underage mothers is that the underage children do not have the necessary skills that would help them in taking good care of the child. In addition, lack of education makes the girls be unable to take good care of their children. Therefore, young married girls are less likely to take their infants for immunization. In addition, young married girls are less likely to seek prompt treatment for their infants than their educated counterparts (Otoo-Oyortey and Pobi 45).  In addition, the underage girl is not yet psychological mature to enable her take good care of the infant. In the recent past the pace of early marriages has been decreaseeing and this is attributed to the level of education amongst young girls. It is noted that young women with primary education tend to get married at an earlier age compared to their countre parts whio have attained secondary education.
2.Sexual and reproductive health
Girls who marry at an early age do not have enough sexual information. According to culture any discussion of sexual matters is considered as taboo, hence the reason why individuals shy away from discussing the topic with their young adolescence. However the government is carriying out public awareness campaigns on the use of contraceptives and encouraging sex education within the schools to disseminate information to the young adults. In Indonesia the population is predominantly Islamic, islam holds that marriage and sex are a preserve of the legally married couples, and should only be discussed under such contexts. In addition, since the girls are only educated up to the primary level, while some have no from of education at all they are predisposed to abuse by virtue of not knowing their rights. Incidents of early marriages in girls with secondary education is generaly lower compared to girls with primary or no form of education. On the other hand islam does not allow the practice of safe sex or the use of contraceptive which in turn poses a huge challenge to the young bride on methods they can use to avoid pregnancies. An Indonesian study revealed that 13 percent of married women did not know about condoms (Otoo-Oyortey and Pobi 45). Islam demends that the wife should sub,it to the husband on demand ansd does not allow the use of contraceptives. This increases the risk of young married girls contracting sexually transmitted diseases such as HIV/AIDS. In addition, the young married girls are more likely to contract sexually transmitted due to sexual contact with their spouses, who by virtue of their age have a higher risk of contracting sexually transmitted diseases.
Underage girls do not usually have enough sexual information. Therefore, when the girls get married to older men they experience their first sexual encounter when they are not well prepared. Young brides are considered by older men to have a higher sexual appeal than their older wifes, with subsequent childbearing older wifes become less appealing to their husbands. This results in the men taking up underage brides.This may force the girls to have a memory of sexual trauma due to their first sexual encounter. Unfortunately, the girls may carry this image throughout their lives as most cultures treat sex with secrecy (Otoo-Oyortey and Pobi 45).
Early marriage and gender based abuse
Early marriage makes girls experience disempowerment. Young girls in the Indonesian society do not get adequate education, as a result they are not able to pursue jobs or careers, the only alternative they are left with is marriage. Marriage offers a way through which they can live and sustain a dignified social status and lifestyle. This is due to the significant age difference between the underage girl and her husband. In most instances, underage girls get married men who are far much older than they are. The significant age difference results in unequal power dynamics between the young married girl and her husband. According to Islam the husband is the head of the household, and the wife is required to be always submissive to him. The husband can make decisions concerning the family without consulting the wife. It results in unequal partnership between the spouses, in which the wife has very little power in decision making within the union. This makes underage married women become isolated from decision making about childbearing. The girls become quieter and lose the close friendships they had prior to the marriage. Isolation and loss of friendships breaks the social networks that the girl may turn to during hardships. Lack of support systems makes the young married girls have low self-esteem In addition, a large age difference between an underage girl and her husband makes her become a widow at a very early age (Otoo-Oyortey and Pobi 45).
 
Abuse is a common occurrence among married women in indonesia and young brides are not an exception. The husband may abuse the girls either physically or psychologically due to their lack of experience and tender age in marriage. Although wife bartering is not accepted within islam the cultural factors of the society allow it. Failure to know their rights and the significant age difference makes it difficult for the young married girls to defend themselves from abuse. Some of the husbands of the young married girls may be of the same age as the girls’ fathers. This makes the young married girls think that their husbands are justified in beating them up (Otoo-Oyortey and Pobi 45).
Early arranged marriage and education
Education in Indonesia is governed by laws in the constitution. It is mandatory that each child should get atleats nine years of education that is from the elementary level to the middle and high level. Most children attend the elementray and middle levels but drop out due to the hig cost of high school and tertiary level education which is mainly attended by the few able families. Girls usually terminate their education once they get married. Families usually consider girls to have crossed the threshold of education after they get married. Therefore, education of the young married girl is not a priority to either the parents or the new husband of the young girl. The girls have to assume the responsibility of bringing up their children and looking after their homes. Lack of strict enforcement of laws that prohibit marriage of underage girls makes the girls attain a low level of education, as parents are willing to marry off their daughter immediately after they reach puberty (Myers and Harvey 14). Therefore, enforcement of laws that prohibit marriage of underage children would increase the attainment of education of the children. This would increase adult literacy in the country. Increased adult literacy would increase the country’s economic development, as educated women can engage in various economic activities.
In most countries, marriage of underage children is illegal. However, this does not prevent this practice from taking place. Parents force their daughters to drop out of school to get married. The school management may be unaware of the early marriage of the underage children. In cases where the school management is aware of the marriage of the underage girls, they may be reluctant to report the practice as they may view it as a private or family matter that does not warrant their interference (Myers and Harvey 14).
In some instances, there may be educational opportunities available to the underage girls but the girls would still drop out of school to get married. The quality, cost and content of education determines whether girls drop out of school to get married. Parents may be unable to pay for the schooling of the girls forcing them to drop out of school. In addition, teachers may not give special emphasis to the education of the girl as they think that the girl would not stay in school for long. This reduces the girls’ interest in education and forces them to drop out of school (Myers and Harvey 14).
Keeping girls in school is one of the most efficient methods of reducing underage marriage. In addition, keeping girls in school increases the age of first sexual experience and reduces the rates of infection of HIV and AIDS of the girls (Blackburn and Bessell 128). Keeping children in school for long periods helps in prolonging the period of childhood. This reduces the adulthood activities that the society may demand the children to engage in (Blackburn and Bessell 136). This was the main factor that fueled the enactment of the Marriage Law of 1974. The 1974 Marriage Law increased the legal age for marriage. This ultimately increased the number of years that girls spend in school. This ultimately helps in economic development as the women can seek gainful employment by providing their professional skills in economic development. In addition, keeping girls in school increases the empowerment of women, as they are able to understand their rights. Since women form a sizeable percentage of a country’s population empowering women leads to economic development. A country that does not empower its women loses a sizeable percentage of its pool of knowledge, which would be beneficial in the economic development of the country.
Early marriage and Gender equality
The Indonesian culture is generally egalitarian. Most Indonesian traditional cultures give women significant bases of power and independence.  Most Indonesian traditional cultures allow economic participation of women and give women the right to own property. Traditional Indonesian cultures consider women as clever and equal economic partners in the marriage (Malotra 435).
In the Indonesian culture, parents are the main parties that initiate marriage. Sons may choose the girls they would like to marry. However, in most instances the parents choose the choice of partner for the girl for her first marriage. Parents would arrange for the wedding of their daughter just after the daughter attains puberty. In so doing, parents ensure that the daughter gets married while still a virgin. However, women can choose their husbands in their subsequent marriages (Malotra 435). Failure to give women the chance to choose their first husbands portrays a high level of inequality.
The Indonesian marriage system keeps the option of divorce open to both couples after marriage. Either spouse may initiate divorce if the marriage is not fulfilling. In most instances, the woman initiates divorce if she is unhappy with the marriage. Divorce gives women the right to their children and inheritance (Malotra 435).
However, most of the young married girls do not know their rights. Hence, they would not be able to exercise their rights and seek divorce if they are unhappy with the marriage arrangement. The young married girls do not know the avenues that they may use to obtain help if they are unhappy with the marriage arrangement. The girls end up staying in unfulfilling marriages and living very unhappy lives.
 
Tackling early arranged marriage
To tackle the problem of early-arranged marriage, the government must tackle the social and economic dimensions of poverty. The government should ensure that women acquire social and economic skills that would improve their livelihoods. The government should improve girls’ education, empower women and ensure that there is gender equality. In addition, the government should be able to cater for the diverse needs of women in both the rural and urban societies (Otoo-Oyortey and Pobi 48).
The government should create an environment in which young girls can claim their rights without fear of victimization by the society. The government should also create an enabling environment in which young girls can develop skills that would help them increase their ability to make a livelihood. The government should create innovative training programs that would help both married and unmarried girls obtain gainful employment. The training should enable women obtain gainful employment that is non-domestic. Active participation by members of the community is critical in various government initiatives that strive to reduce underage marriage. The government should ensure that there is active community participation in creating safe places for organizing various groups that are vulnerable to arranged marriage (Otoo-Oyortey and Pobi 49). The ultimate success of various initiatives depends on the level of participation and coordination between the government, the civil society and the girls themselves.
Conclusion
Early marriages make it hard for women to realize their true potential. It forces women to drop out of school and relegates them to doing domestic chores. This leads to the loss of a sizeable workforce, which may help in economic development. In addition interferes with the social, psychological and physical development of the child. Early marriages break the social ties that are critical when to the woman when she is facing various problems. In addition, girls who marry have increased risk of suffering from gender-based abuse from their spouses. Despite the presence of various laws that help in protecting the sanctity of childhood, early marriages still continues unabated in various parts of Indonesia. Therefore, it is critical for the government and other relevant parties to collaborate in eliminating this practice from the society. Failure to eliminate the practice would lead to wastage of the precious lives of a significant proportion of girls and women.

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Unit 2 Optional Paper

Unit 2 Optional Paper
Unit 2 Optional Paper
Order Description
The Main Topic. In plain English, in your own words, teach Unit 2 of this course to someone who has
not taken this class. To do this, write a paper giving:
? brief background, from earlier in the course, whatever your readers need to know to understand
your paper now
? a summary of the most important course knowledge (subject matter) of Unit 2; this will be most of
your paper
? your response to it or reflection on it, i.e., what you think of it, or what thoughts it generates, or
how it might be relevant today
Citation.
The purpose of accurate citation is not rules or red tape but knowledge integrity. Knowledge is not
credible if we do not know or cannot show exactly where it came from. This is especially important
because biblical misinterpretation has often been carried into action harmfully. One way to limit this
problem is to carefully maintain knowledge integrity through accurate citation of our sources,
including the Bible itself.
? System: choose MLA, Turabian, or Chicago (Humanities), whichever one you are familiar with
already.
? In general, use the standard method for in-text citation as given in your chosen citation system, but
also follow the other instructions here if they are different
? Give in-text citation when you paraphrase a source, and also for all information which is not
common public knowledge. This means you don’t just use it for direct quotes.
? Cite the handouts which I have authored using the format for unpublished papers
? Give the page numbers for print sources for in-text citation
? Include a Works Cited or Bibliography at the end
? You do not need to cite the instructor’s lectures within the body of the paper itself. (It is true that
there is a formal way to do this, but it would be a needless burden.) However, include an entry
in the Works Cited like this:
Brubacher, Gordon. Class lectures for Theology 201: “Reading the Old Testament.” Creighton University, Omaha, NE. Spring 2014.
Wed Feb 18 …………………………………………………………………………………………………………….. And Here We Are! The Early Period of Israelites in the Land. The Book of Judges also contains a surprise, even though we shouldn’t be very surprised: it tells a candid story of uneven beginnings for the chosen nation in the Promised Land.
? First, read TOT, Chapter 14. What is happening in Judges? ? Now read the entire Book of Judges, preferably at one sitting, and absorb the story line. What is happening as a story? How does it function as part of the meta-narrative? ? What do you notice about a repeated cycle? ? What do you notice about a major shift or turning point about 2/3 of the way through? ? How are things going by the end?
The story of Ruth. Next in the OT story line we get quite a change of pace, a novella set in the period described in Judges. ? First, read TOT, 339-343, to meet the Book of Ruth. What might help you understand this
story? ? Now read the little Book of Ruth itself, also at one sitting, and absorb the story. What happens here? ? How does it function as part of the meta-narrative? ? What does it mean alongside the Book of Judges?
Establishing the Monarchy: Samuel, Saul, and the Rise of David. The Book of 1 Samuel begins with a reversal of the catastrophes unfolding at the end of Judges. It continues with an unexpected development, namely, the Israelites starting kingship, describing why and how this happened, the
rise and fall of the first candidate, and the early career of the second. ? First, read TOT, Chapter 15, pp. 211-213d. What is happening as a story? ? Now read the entire Book of 1 Samuel, preferably at one sitting, and absorb the story line. What is happening as a story? How does it function as part of the meta-narrative? Samuel the Achiever. God raises up Samuel, a combo super-judge, prophet, and military leader, who amazingly brings the people back on track and repels the Philistine advance for the time being. But when he grows old, they begin to fear for the future and demand that he appoint them a king, “like other nations” (1 Sam 8:5). Problem: to do the mission, they are supposed to be different from
other nations. ? God sighs, gives in, and decides to work with it, but first instructs Samuel to warn them what they are getting into: “You’ll be sorry!” (vv. 7 9). ? Samuel faithfully delivers the warning, summarized by the phrase “he [your king] will take. . .” (vv. 10 17) and ending with famous last words: “and you shall be his slaves” (v. 17). ? What are the implications of this important speech for the story at that point and for the meta-narrative as a whole? First King. In light of the big picture, how would you describe and assess the rule of King Saul? Is
kingship working?
The Early David. In light of the big picture, how would you describe and assess the early career of
David?
King David. Beyond hope or belief, the great King David, larger than life, reverses the catastrophe. He defeats the Philistines, and goes on to conquer every surrounding nation, creating a mini-empire in the process. He engages in many activities and his rule also suffers setbacks. Almost nothing is
small or insignificant in the rule of David. ? First, read TOT, 213d-218. What is happening in the Book of 2 Samuel? ? Now read the entire Book of 2 Samuel, preferably at one sitting, and absorb the story line. What is happening as a story? How does it function as part of the meta-narrative? ? Read the online document “The Idea of the Temple.” What are the main points here?
Major Events. What would you identify as major events and turning points in the career of David? In
light of the big picture, how would you assess his rule as a whole?
King Solomon in All His Glory. Solomon starts with many advantages (both from God and his father David), but acts like a human and goes wrong. The Bible describes him as imitating a great king in his empire city, full of splendor, wealth, and greatness, and also characterized by great wisdom. Like his father David, he engages in many activities and his rule also suffers setbacks. Also like his father, almost nothing Solomon does is average or insignificant.
? First, read TOT, 221-226a. What is the story in this section? ? Then read 1 Kings 1-11, preferably at one sitting, and absorb the story line. What is happening as a story? ? Finally, read the two online documents: (i) “Solomon in All His Glory”; and (ii) “Solomon, Inc.” (Apologies for the rough state of the second as partial draft; please give the content a chance).
King Solomon and His Policies.
? What do you think of the way Solomon acquired and secured the throne? (Keep in mind the scene in 2 Samuel 7.) ? What would you identify as major events and turning points in the career of Solomon? ? How would you understand the temple? ? How would you assess justice in the rule of Solomon? ? How would you understand Solomon’s wisdom? ? How does the rule of Solomon function as part of the meta-narrative? In light of the big picture, how would you assess his rule as a whole?
Foreshadowing: The Career of Jeroboam (1 Kgs 11:26-40). During the rule of Solomon, Jeroboam is a man from one of the northern tribes with outstanding leadership qualities. Solomon notices and puts him in charge of all the forced labor for the two big Joseph tribes (Ephraim and Manasseh). Soon Ahijah the prophet tells Jeroboam that God will tear away 10 of the 12 tribes and make him their king. Reasons: abandoning the LORD; worshipping the gods of the surrounding nations; failing to do what is right. Solomon hears about it and tries to kill him (naturally), but Jeroboam escapes to Egypt.
? Read about this in 1 Kgs 11:26-40. What might surprise us in this story?
The Kingdom Divides (1 Kgs 12:1-24). At the death of Solomon, the 10 northern tribes secede because of oppression from Jerusalem and start their own nation, called “the Northern Kingdom,” or “Israel,” or “the North.” The split is presented as God’s idea (1 Kgs 11:26-40). The two southern tribes of Judah (large) and Simeon (small), are now called “Judah,” or the “Southern Kingdom,” or “the South.” Capital is Jerusalem.
? First, read TOT, 59c-61b and 226b-d for the story and background.
? Then read 1 Kgs 12:1-24, plus the online reading “Northern Kingdom” to the section titled “The Kingdom Divides.” What, specifically, sets off the rebellion? What other factors might be
playing a role? ? What surprise do we get in this story?
Wed Feb 25 …………………………………………………………………………………………………………….. The Northern Kingdom: Initial Problems (1 Kgs 12:25-16:28). Jeroboam, first king of the North, starts off on the wrong foot with those famous golden calves which look too much like Baal worship, because the young bull is the symbol of the god Baal. The next few generations see endless competition for the throne–one assassination, coup or civil war after another. Power, and the chance to take power, seem to corrupt. Finally a strong general named Omri takes control, and hands a strong kingdom to his son Ahab. The rule of king Ahab can represent much of the story of the N. Kingdom. ? Read 1 Kgs 12:25-16:28, along with the online document, “Northern Kingdom”, pp. 1-3 (to first
half of p. 3). ? What are the main ideas here? How will they affect our understanding of the Old Testament? The Northern Kingdom: King Ahab, the Prophet Elijah, and Life under Baal. King Ahab and his high-powered Phoenician queen Jezebel set a record by doing “more evil in the eyes of the LORD than any of those before him” (16:30) by specifically serving the god Baal (16:31-33). This is language which means complete devotion (servitude, slavery) to the god. In actions consistent with this, Jezebel sets about exterminating the prophets of the LORD (18:4, 13). Elijah vs. Ahab, Yahweh vs. Baal. Read the rather exciting stories of 1 Kgs 16:29 through chapter 19, plus chapter 21, along with TOT, 229, and especially the online document, “Northern Kingdom,” middle of p. 3 to middle of p. 6. ? How should we understand the contest at Mt. Carmel and its aftermath? ? How should we understand Elijah’s trip to the desert? ? How should we understand the story of Naboth’s vineyard? Life under Baal: “The only good king. . . .” (1 Kgs 22). Read the brilliantly composed story of King Ahab’s death in 1 Kings 22 along with the online document “Northern Kingdom,” middle of p. 6 to middle of p. 7. ? How should we understand this scene and its place in the meta-narrative? The Prophet Elisha, King Jehu, and the Common People. After the career of Elijah, an intense series of episodes takes place in short order involving his successor, the prophet Elisha. Their names are
similar specifically to confuse students if possible. ? Read 2 Kings chapters 2 and 4-10 (but skip 8:16-29); and TOT, 231d-233; and the online
document: “Meta-narrative…,” “J. The Prophet Elisha….” (pp. 5-6). ? What happens in general in the continuing story? ? What do you notice of interest in the career of Elisha? ? What is the meaning of the Naaman episode? ? How would you assess the career of King Jehu and his policies? ? Is kingship working?
Prophets in Ancient Israel. From this point onward, prophets will play an exceedingly important role in the storyline and content of the Old Testament. ? For a valuable explanation of their varied nature and functions, read and absorb the explanation
in TOT, chapter 17.
The Northern Kingdom: King Jeroboam II (788-747) and the Beginning of the End.
? Jeroboam II (788-747) brings a time of prosperity and expansion, perhaps the greatest of the N. Kingdom. But the prosperity is mostly for the ruling class. The nation is rife with internal oppression and social injustice, and will now be critiqued by the prophet Amos. ? Read 2 Kgs 14:23 to the end of the chapter along with the online document, “Northern Kingdom,” p. 7, second half, on Jeroboam II and the prophet Amos. What are the main ideas here? How does this period fit into the meta-narrative? ? What possible development might we see starting?
The Prophet Amos. Read the introduction to the Book of Amos in TOT, 248-251c; and also the online
document “Amos- Introduction, by Greg Mobley.” Now read the Book of Amos itself, straight through, and absorb the literature. It’s short, easy for
you guys.
? What can we learn about conditions in and around the Northern Kingdom by reading Amos? ? What are the main messages of Amos? ? What happens to him at Bethel? ? What might have enduring value in this collection of messages?
Selected Readings in the Book of Amos.
Part One: 1:1 – 2:5. God’s judgment on war crimes and crimes against humanity.Six messages against 6 neighboring countries. Summary: if you engage in violence, you will suffer from violence in turn. What goes round comes round.
Part Two: 2:6 – 9:15. Messages of critique and reform to the Northern Kingdom.
? 2:6-8 Against oppressing and exploiting the common people, e.g., with induced debt
slavery. ? 3:1-2 More privilege means more accountability for Israel. ? 3:10-11 Against the fortress cities; they will fail and be destroyed. ? 3:15 The multiple mansions of the ruling class will be destroyed. ? 4:4-5 The lavish public religion at Bethel is a sin. ? 5:4-15 Seek the Lord to survive, or you will be destroyed. Do social justice in order
to survive. Maybe it’s not too late. ? 5:18-20 The “Day of the Lord” will be disaster, not privileged blessing like you think. ? 5:21-24 The Lord rejects your lavish public sacrifices and offerings and religious festivals. Instead, let social justice flow like life-giving waters. ? 6:1-3 Your trust in fortress cities and the ruling class will fail for national security,
just like it has already failed some other strong nations. ? 6:4-7 The ruling class living in luxery will be the first to go into exile. ? 7:10-17 Narrative episode: Amos confronts the high priest at Bethel. ? 8:4-6 Against the ruling class engaging in oppression and injustice on the common
people. ? 9:7-8 You are no different from other nations. The same standards apply to you. ? 9:9-10 Possible outcome A: doom of the Northern Kingdom. ? 9:11-15 Possible outcome B: positive, if you repent. The outcome is up to you.
Wed Mar 4 ……………………………………………………………………………………………………………… The Prophet Hosea. Read the introduction to the Book of Hosea in TOT, 251d-253; and also the online
document “Hosea- Introduction, by Greg Mobley.” ? Now read the Book of Hosea itself, straight through, and absorb the messages in light of the situation at the time. ? How is the book structured? How does it end? ? What are the primary messages of Hosea, and what might have enduring relevance?
Selected Readings in the Book of Hosea.
Part One, Chapters 1-3: The symbolic marriage.
Summary: Hosea marries an unfaithful wife, who is a symbol for the unfaithfulness of the N. Kingdom to their God. Hosea forgives her, which is a symbol for Divine patience and forgiveness, but maybe not endless indulgence. Note 1:4-5: criticism of Jehu’s bloodshed in his fanatical devotion to the Lord.
Part Two, Chapters 4-14: Messages of critique and reform to the Northern Kingdom. The remaining chapters contain messages which critique the N. Kingdom for (i) religious unfaithfulness, especially by going to Canaanite religion; (ii) social injustice; and (iii) trust in the wrong things for national security. Other messages call upon Israel to reform before it is too late, in language of love and compassion by a God who loves His people
like parents love a wayward child.
? 4:1-3 The Lord is inditing the nation (pressing charges) for a whole list of crimes
which result from “no knowledge of God in the land”; many are related to the Ten
Commandments.
? 4:4-10 The Lord holds the religion leaders accountability for leading the nation astray, and they will not be immune from the consequences.
? 6:1-6 A religious service for repentance and reform, which seems to be a satire. The
Lord’s response is, or would be, conflicted about this because it would transient or
insincere, and the Lord wants enduring, long-range commitment rather than lavish sacrifices. ? 7:11 Criticism for placing trust in the wrong things, in this case for changing alliances for security, back and forth between Egypt and Assyria. ? 8:14 Criticism for placing trust in the wrong things, in this case in fortress cities, along with a prediction that it won’t work—they will be destroyed in war. ? 10:13-15 Criticism for placing trust in the wrong things, in this case in the N. Kingdom military power and fortress cities, along with a prediction that it won’t work—they will be destroyed in war—even Bethel– just as Shalmaneser V of Assyria has already done to others. ? 11:1-9 Portrait of God as a loving parent who is conflicted between mercy and justice for Israel.
? 13:1-11 Possible future A: doom of the Northern Kingdom, with a king who cannot save it.
? 14:1-8 Possible future B: positive, if the nation repents. ? 14:9 A final comment, possibly by the editors. Be smart : the outcome is up to you.
The Doom of the Northern Kingdom (2 Kings 15 and 17). Read the online document, “Northern
Kingdom,” p. 8 (from the heading “Assyria Arrives” to the end), along with the passages in 2 Kings listed there. What happens? Why?
The Story of Judah, the Southern Kingdom. We now go to the S. Kingdom, and go back in time to the division between North and South. To understand this period, we need to watch what the prophets say about faith and national policies–both foreign and domestic. Usually the prophets evaluate things by the standards of the covenant, of the desert values, and of well-being for all as the highest
priority. These standards remain relevant to the end of the story in the Promised Land.
The general situation is initial stability because the Davidic dynasty and covenant mean no fighting over who gets the throne. But the mighty Assyrian empire is a growing threat on the horizon, a juggernaut heading this way.
The story of the S. Kingdom is somewhat like that of the North, though with the added factors of Jerusalem and the temple, and with the survival of a remnant beyond the day of doom. Events in the time of the great prophets Isaiah and Jeremiah are the most important and in many ways represent the whole.
For a succinct overview of this period, first read TOT, 234d-237.
The Kingdom of Judah (S. Kingdom) in the 700’s.
? For main events in this period read the online document: “Meta-narrative…,” sections “L. Career of Judah….” to “N. Isaiah, King Hezekiah….” ? In the online document “Southern Kingdom,” read the first section titled “Part One: Judah’s Covenant with Death,” along with the readings in Kings and Isaiah mentioned there.
? What happens in the time of King Azariah (783-742? (He is also called Uzziah.)
Isaiah, King Ahaz (735-715) and the International Crisis (2 Kgs 15:32 16:20; Isa 7-8).
? What happens in the time of King Ahaz, and what is the role of the prophet Isaiah?
? What is the message of Isaiah?
Isaiah, King Hezekiah (715-687), and the Assyrian Crisis (2 Kgs 18-19; Isa 36-37).
? What happens in the time of King Hezekiah, and what is the role of the prophet Isaiah? ? In particular, what is the changing message of Isaiah? ? What might be a possible result of the fact that Jerusalem–and only Jerusalem–survived the devastating destruction of the S. Kingdom by the Assyrian army?
Thur Mar 5 …………………………………………………………………………..
Special voluntary assignment for bonus points, to sort of make up your disappointment at missing class over spring break. Instead, you are invited to attend a class in a course much like ours, only at Yale University, online, with Professor Christine Hayes; and then write a response to it, to turn in. Due Thur Mar 5.
First read about the course at https://oyc.yale.edu/religious-studies/rlst-145
? Then attend her class on “The Parts of the Whole,” which is her intro. presentation to the course. Click on “View Class Sessions” (bottom left, small font); then on “Lecture 1:
The Parts of the Whole.” ? Read the “Overview” paragraph, and then click on either transcript, audio, or video (at the bottom) to take in the lecture itself. ? Pay special attention to the section titled “Chapter 2. Common Myths about the Bible” in the html transcript version, starting about one-third of the way through with: “So before we proceed, I need to ask you to set aside for the purposes of this course, some of the more common myths about the Bible.” (It’s at 00:16:10 in the audio and video versions.) ? Then finish the lecture. ? Return to that section on common myths about the Bible.
Write the following, to submit to me:
? Summarize the 5 myths, two or three sentences each. ? Respond to one of them thoughtfully. That is, give your considered opinion of it, what thoughts it causes in you. ? Length: total of one or two pages. ? Grading: Worth up to 1.0 points toward your final grade, which will function as bonus points of up to 1% beyond the course 100 points for your overall final grade. ? Submit it on BlueLine. Click on Assignments (left side), then on “Yale.”? Due Thur Mar 5.
SPRING RECESS…………………………………………………………………………………………………….. Wed Mar 18 …………………………………………………………………………………………………………….
Meet the Book of Isaiah.
? Our study of Isaiah has a special issue–a mystery–which we want to look at first. What should we do about the apparent difference in historical periods and audiences addressed in the book? When we read straight through Isaiah at one sitting (people do this all the time, right?), and do it with extra attention to whom the audience might be, we notice something interesting. It seems that three different parts of the book address three different audiences in three different time periods and situations, making it look like we can do a basic outline of Isaiah in three parts: ? Part I, called First Isaiah, chapters 1-39: To the Southern Kingdom, especially in the time
of King Hezekiah plus several other kings ? Part II, called Second Isaiah, chapters 40-55: To the Judahites in Babylonian Exile. ? Part III, called Third Isaiah, chapters 56-66: To those who have returned from Exile.
? Read about this in TOT, 255-257a. ? At our stage in the OT story, Part I is the relevant section.
First Isaiah (Isaiah 1-39). Warnings and Hope for the Southern Kingdom.
? This section is clearly addressed to an audience living in the Southern Kingdom, especially in the time of King Hezekiah plus several other kings, over a long career covering a period of approximately 739-687 BCE. The opening verse (Isa 1:1) signals this. ? We often call this prophet “Isaiah of Jerusalem” because that is where he lived. ? The primary message in chapters 1-39 seems to be that the nation has gone wrong, and in what ways, and how it can expect divine discipline or punishment if it does not repent and reform. It also includes some hope for the future beyond such punishment. Chapter 1 as a whole is an example, and chapter 5 is another, though with less hope. ? Read the survey of the messages of Isaiah of Jerusalem in their historical setting in TOT, 257b-260.
Selected Readings in First Isaiah. Read the following selected passages in what we often call “First
Isaiah” (Isaiah Part I) and try to understand them in their own time and place. ? 1:2-9 The South Kingdom is acting like a rebellious son ? 1:10-17 God cannot tolerate sacrifices and offerings without justice and right actions to go with them ? 1:21-27 Zion (Jerusalem) can still find redemption by doing justice and right actions ? 2:1-4 Ending warfare by converting swords into plows and no longer preparing for war ? 2:7-8 Wealth, military power, and idolatry all connected in one list of how the nation has gone wrong ? 5:1-10 The Song of the Vineyard and its meaning ? Chapter 6 Isaiah’s vision calling ? 22:8-11 Criticism of King Hezekiah for trusting his military defenses but not the Lord ? 30:1-5 Inditement for trusting Egypt for national security when rebelling against Assyria, against God’s will? 31:1-3 Inditement for trusting Egypt for national security when rebelling against Assyria ? 32:1-2 A king who can rule with justice and right actions, bringing about well-being like streams of water in the desert ? 32:15-18 The spirit of God can be poured out on all people (not just judges, kings, and
prophets), resulting in justice, right actions, well-being, and safety
The Prophet Micah. Overlapping with the prophet Isaiah in this period was the prophet Micah.
? Read the introduction to the Book of Micah, and a survey of Micah’s messages in their historical setting, in TOT, 261. ? Now read the Book of Micah itself, straight through, and absorb the messages in light of the situation at the time. ? What are the primary messages of Micah, and what might have enduring relevance? Example key passages include: ? 1:2-9 Addressed to all nations and peoples (including the North Kingdom and South Kingdoms). This is a new development. ? 1:13 Chariot battalions in fortress cities like Lachish were the beginning of sin for the S. Kingdom ? 2:6 False prophets try to silence Micah: “Do not proclaim such messages. . . ,” they say to him? 3:1-3, 9-11 Against social injustice and oppression in both the North and South Kingdoms, including the rulers who “build Zion (Jerusalem) with blood” (verse 10) ? 3:5 Criticism of the false prophets who (i) say what their bosses want to hear, and (ii) oppose those who do not pay them ? 3:12-4:4 Two possible outcomes, either destruction or a bright and warless future, depending on the actions chosen by the rulers. Note that Micah adds v. 5 to Isaiah’s version of swords into plows. ? 5:10-15 Includes the military and the fortress cities in a sin list along with idolatry ? 6:1-8 Summary of what God requires of humanity: make justice happen (as a society), be committed to mercy, and walk humbly with God
? 7:14-20 Message of repentance and hope. Note verse 18: “Who is a God like you, pardoning
wrongdoing? . . .He does not stay angry forever. . . .”
King Manasseh (687-642), the Villain of Judah (2 Kgs 21).
? What happens in the time of King Manasseh, and what is the role of prophetic voices during his rule? ? What happens to the service of the Lord during his rule?
Wed Mar 25 ……………………………………………………………………………………………………………. King Josiah (640-609) and the Prophet Jeremiah: Reforms and Foreign Policy.? Assyria starts weakening; several powerful nations, especially Babylon, are looking for their chance to destroy it; Babylon regains independence from Assyria; Egyptian power and ambition are resurging; nationalism is rising in Judah; things are on the move. Driven by conviction and seeing opportunity, the young King Josiah (640-609) energetically begins various activities and policies. And, no surprise, new prophetic voices are heard on the scene: first Zephaniah about the coming “Day of the Lord”; and then the young Jeremiah, the greatest super-prophet of all time, about
practically everything important in the period. ? For a short summary of this eventful period, first read the online document: “Meta-narrative…,” “N. Jeremiah and the Doom of the South” (pp. 8-9), along with the Bible passages mentioned there. ? In more detail, read the online document “Southern Kingdom,” “Part Two: Reform Movement:
Back to Moses’ Torah,” pp. 5-9, also with the Bible passages mentioned there. ? What happens in this period? More specifically: ? What were the 2 kinds of covenant, and what did the new prophetic voices say at this time? ? What was King Josiah’s public national religious reform, and how did it turn out? ? What was the nature and role of the Book of Deuteronomy in all this? ? What was Josiah’s foreign policy, and how did that turn out? The Prophet Zephaniah. In the rule of King Josiah, likely after his great reforms are turning into
nationalism, the prophetic voice of Zephaniah is heard on the scene. ? Read a survey of his messages in their historical setting in TOT, 261d-262. ? Now read the short Book of Zephaniah itself, straight through, and absorb the messages in light of the situation at the time. ? What are the primary messages of Zephaniah, and what might have enduring relevance?
Jeremiah’s Message in the Time of Josiah’s Reform:
? Jer 11:1-13 “The covenant is broken—return to the covenant” (supporting Josiah’s
reform).
The Prophet Nahum. When the hated Assyrian Empire falls to Babylonia, the whole world dances on its grave. A prophetic voice expresses the venting of these feelings and gives the fall of Assyria a
surprisingly sophisticated theological interpretation. ? Read a survey of the message of Nahum in its historical setting in TOT, 263. ? Now read the short Book of Nahum itself, straight through, and absorb the messages in light of the situation at the time. ? What are the primary messages of Nahum, and what might have enduring relevance? Jeremiah and the Fall of the Southern Kingdom (609-586). During the rule of King Josiah and through the tumultuous decades that follow, the greatest prophetic voice of all time brings one message after another about the endlessly formative events of the era. Jeremiah’s message changes with the situation as the nation self-destructs through a series of errors in international policy, in social injustice, and in failure to trust God. Judah is vassal first to Egypt and then to Babylon
before it crashes and burns.
Jeremiah’s Changing Message.? For a short summary of this uncommonly eventful period, and what Jeremiah said as the situation kept changing, first read the online document: “Meta-narrative…,” “O. Jeremiah and the Fall of the
Southern Kingdom” (p. 9), along with the Bible passages mentioned there. ? In more detail, read the online document “Southern Kingdom,” “Part Three: The Fall of Jerusalem (2 Kgs 24-25),” pp. 9-end, also with the Bible passages mentioned there. ? Also, read a survey of the messages of Jeremiah in their historical setting in TOT, 266-271a. ? What happens in this period? More specifically: ? What are the main events and what does Jeremiah say about each? ? What, and when, are the two phases or stages of the end of the S. Kingdom and exile to
Babylon? ? Which of Jeremiah’s messages seem interesting to you? Why?
Selected Readings in Jeremiah. Read the following selected passages in the Book of Jeremiah, and try to understand each in its own situation. Use the two online documents assigned for “Jeremiah’s
Changing Message” just above.
Time of Josiah’s reform:
? Jer 11:1-13 “The covenant is broken—return to the covenant” (supporting Josiah’s reform).
To Jehoiakim:
? Jer 22:1-5 “Act with justice! End oppression!”? Jer 2:18, 36 “Don’t trust in Egypt for security!”
? Jer 7:1-15 “Don’t trust in the temple for security! Especially while you act with injustice.”
(When Jehoiakim rebels against Babylon)
To Zedekiah:
? Jer 27:12-15 “Serve the king of Babylon and live! Why should the population suffer and
perish? Don’t listen to false prophets.”
? Jer 29:5-10 Letter to the Phase I exiles; “Put down roots, make a life, you will be there for
awhile. Seek the well-being of the enemy city—better for everyone!”? Jer 21:8-12 Inside Jerusalem, under siege by Babylon: “Surrender to Babylon and survive.”
? Jer 21:1-9; 38:17-18 “Don’t expect another miracle [like the time of Hezekiah]. Surrender and
survive! The temple won’t save you.
Sometime at or near the end, maybe after the fall of Jerusalem:
? Jer 31:31-34 “Dear survivors, there is still some hope for the future; God is planning a new covenant.”

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Fire Service Praticum

To determine how well students using the prescribed content area and compare the content to factual data.
Stage 1. You need to research a Fire Service on the web
Find a Fire Service on the web for your research.
Send the name of the Fire Service to the proper Discussion Board Area.
Each student is to have a different Fire Service. No duplicates permitted.

Sample Solution

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International business and Economy

Academic Level : Bachelor
Paper details
Based on the article from this website:
https://hbr.org/2020/05/will-covid-19-have-a-lasting-impact-on-globalization
Please write a brief summary of the article frist.
Then write your opinion abt the article. (do you agree with what the article says? Are there parts where your
team has a different opinion?)
please site the web as APA format

Sample Solution

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