Evaluation Essay Example | Topics and Well Written Essays - 250 words - 7

Evaluation - Essay Example In addition to this, programs should be conceptualized and a distillation of what is most significant while eliminating numerous prerequisite and key requirements should be done. In this manner, scholars with financial issues can work off-campus while others can benefit from year or semester-abroad programs. To be more specific, laboratory classes can be improved too, particularly in ENGR 104. It would be useful and interesting to create and evaluate a means of assessing the best way in which the objectives are achieved. According to Lord, 2011, specialists in the assessment sector can cooperate with the faculty members committed to laboratory development to strategize and test assessment methods relative to objectives. In this context, out of the three labs of this semester, the â€Å"the greatest invention† is the one I enjoyed most, while the â€Å"heart rate† is that which I liked the least. This is for the reason that, for the greatest inventions, I could probably reflect on engineering geniuses in laboratories experimenting, connecting, and redesigning devices until perfection, yet these are processes that change everything around us. In future, I would enjoy seeing effectiveness of real laboratory equipment as opposed to simulated ones. It would be more brilliant to see if an engineering student learning online can differentiate between a simulated and a physical

Insurance in a risky world Essay Example | Topics and Well Written Essays - 1500 words - 1

Insurance in a risky world - Essay Example Flood insurance reduces the fear to purchase a house in flood risk areas since it covers one building and all his or her property against damage that flooding can cause. This paper is a report to a friend who is thinking of buying a house on Trent Road, Beeston, Nottingham NG9 1LQ, but is worried about the likely cost and availability of buildings insurance to cover the risk of flooding (Liedtke 2007, P. 7). The aim of the report is enlightening her about the factors to consider whether to buy an insurance cover and the factors that may affect the availability and likely price of insurance against flood risk in the next three years. There is no need to worry or fear buying a house on Trent Road, Beeston, Nottingham NG9 1LQ. This is because one is able to buy an insurance cover for his or her house and its contents. The insurance cover is advantageous since it will cover a number of flooding events such as a canal or a river bursting its banks, sea flooding caused by high tide or storms, and ground or surface water flooding caused by heavy rains. It is acknowledgeable that flooding results in damage and loss of properties, forcing people to incur unexpected costs, replacing the damaged and the lost properties. Although buying a house on Trent Road, Beeston, Nottingham NG9 1LQ is a risk, the insurance covers almost all these costs when flooding occurs. According to Kunreuther and Michel-Kerjan (2007), the insurance sector is playing a vital role in regards to flooding and addressing the challenges faced by both the insurers and insurers when dealing with the effects of climate change on risk management strategies (p. 3). According to The Money Advice Service (2014), there is no need to worry buying a house in a risky world since the insurance sector covers various costs due to flooding. Such costs include repairing, restoring, and drying out your households, replace or replace your damaged belongings and

Social Work Practice

Social Work Practice A Summary of my Understanding of Critical Reflection with Social Work Practice INTRODUCTION Reflective social work practice is a key learning and development process in social work courses which enable social work trainees to apply theories and models in critical and challenging situations in practice to enhance professional developments (Scragg and Knott, 2007). Great emphasis is placed on developing skills of critical reflection about, in and on practice and this has developed over many years in social work. Reflecting about, in and on your practice is not only important during practice learning and education to become a social worker, but it is considered a key to continued professional development. Social work is a profession that acknowledges life-long learning as a way of keeping up to date, ensuring that research informs practice and striving continually to improve skills and values for practice (Parker, 2004). Contemporary social work educators and practitioners are increasingly emphasizing the value of reflective practice as a rich source of social work theories an d skill development that conceptualize formal learning theory (DCruz et al, 2007). This essay will explore my understanding of reflective social work practice and the application of key theories and models of reflection to promote best social work practice. Schon(1993) considers critical reflective practice to involve thoughtfully considering ones own experiences in applying knowledge to practice while being coached by professionals in the discipline (Ferraro, 2000). In order to put this into perspective, I will begin this essay by looking at the development and nature of critical reflective practice followed by my understanding of critical reflection and its application within social work. Also I will look at the merits and demerits of critical reflective practice in social work. The next section will involve a critical account of my development of reflective practice in my practice learning opportunity (PLO). Zhao (2003) defines reflective practice asan ability to reflect on experiences, to employ conceptual frameworks, and to relate these to similar and dissimilar contexts so as to inform and improve future practice. Kondrat (1992) explained that reflection on practice in social work has been associated with attempts by practitioners to distance themselves from their experiences and thereby achieve a more objective view of their practice (cited in DCruz et al 2007). However according to Fook (2002) critical reflection places more emphasis and importance on understanding how a reflective stance uncovers power relations, and how structures of domination are created and maintained (www.courses.hull.ac.uk/modules/MA PLO inductionsession.html) [accessed on 22/09/2009]. Also critical reflection, as an approach to practice and the generation of knowledge, values the practice wisdom of practitioners and seeks to generate theory from practice experience inductively (DCruz et al 2007). As a practice skill, critical reflection has been developed as a process that is taught to practitioners and students to enable them to enhance and research their practice (Fook, 1999, 2002). DEVELOPMENT OF REFLECTIVE PRACTICE A review of development of reflective practice in contemporary times indicates a substantial knowledge base. The thinking about critical reflection and reflective practice has evolved over many years, through carefully constructed theories, research and application. Dewey (1938) suggested that people only begin to reflect when they identify an issue as a problem to be overcome and recognize that this can create an air of uncertainty about the outcome (Parker, 2004). Schon (1987) is widely credited with the extensive development of reflective practice and thereby increasing the popularity of reflective practice in social work practice. His work was built on the ideas proposed by John Dewey, where he describes the process of change and understanding in professional learning and development from a technical- rational approach to an approach based on reflection-in-action (www.learningmatters.co.uk/sampleChapters/) [accessed 20/09/2009]. He asks social work practitioners to engage in a re flective conversation where they could blend theoretical knowledge with their own personal experience to gain a greater understanding of a specific situation. Schà ¶n is of the notion that real life practice situations could be messy, involve uncertainty, and may challenge our preconceptions and beliefs. It is clear that Schà ¶ns idea of a reflective practitioner requires honesty and openness to engage in a critical reflective conversation to improve social work practice. However, he admits that this level of openness may occasionally be problematic if students are required to share their reflections with supervisors or fellow students due to power imbalances within the practice (www.learningmatters.co.uk/sampleChapters) [accessed 20/09/2009]. Schà ¶n (1984) and Kolb (1983) separate works have given critical reflective practice the credibility in contemporary social work practice, where they have employed basic principle of reflecting on experience to improve action and professional practice (Saltiel 2006). In recent years the concepts of reflection-in-action and reflection-on-action have become widely influential, in professional educa tion and training where a wide range of teaching methods have been developed to encouraged students to reflect on their practice and integrate theory with action ( Saltiel, 2006). Schon (1983) realising the risk reflection-in-action could create in the future as it become habitual and routinised, advocated for a much more formalised methods of reflection known as reflection-on-action. This is a reflection after an event has occurred by revisiting previous judgements in a more analytical way designed to make tacit knowledge explicit (Taylor, 2006).   WHY CRITICAL REFLECTION FOR LEARNING IN SOIAL WORK PRACTICE? Reflective practice is split into two interrelated components, practice and reflection, which are clearly not just as simple as doing and thinking. Practice, is an event which is usually, but not always, observable, which Michael Eraut (1994) calls practice performance. It includes cognitive and affective aspects as well as the behavioural. On the hand reflection, implies a number of processes which are largely linked to the practice event (www.leeds.ac.uk/educol/documents/000000468.htm) [accessed 19/09/2009]. Calderhead (1989) defined reflection broadly; as an acquisition of attitudes and skills in thinking. It is a process of becoming aware of the influence of societal and ideological assumptions, especially ethical and moral beliefs, behind professional practice. The two components are clearly not discrete since good practice will, for example, consist of the practitioner eliciting the clients or service users reflections on the practice. The various processes of reflection as outlined particularly by Schon (1987) can be summarised as the analysis, synthesis, evaluation and feeling. However, critical reflection transforms practice by challenging existing social, political and cultural conditions (Clift et al., 1990). It involves ethical and moral criticism and judgements (www.leeds.ac.uk/educol/documents/000000468.htm) [accessed 19/09/2009]. My practice learning experience at Age concern has challenge my knowledge and values in working with my supervisors, colleagues and service users and more importantly my experience acquired from FASU in my PLO1.   At Age Concern the environment was quite friendly but intimidating and the workload was demanding as much was expected of me.   However, by deploying reflective techniques such as self and peer assessment, reflective conversation, engaging in collaborative discussions with my team members and critically reflecting on my practice and professional development I got grip with the practice. I always engage in a reflective conversation with my supervisors and peers where I blend my theoretical knowledge acquired from formal learning with my own personal experience to gain a greater understanding of situations. Schà ¶n (1987) is of the view that real life practice situations can be messy, involve uncertainty, and may challenge our preconceptions and beliefs. It is clear from Schà ¶ns idea that a reflective practitioner requires honesty and openness to engage in a critical reflective conversation. However, this level of openness may occasionally be problematic if students are required to share their reflections with supervisors or fellow students (www.learningmatters.co.uk/sampleChapters/) [accessed 20/09/2009]. Working with service users who are fifty years and above and experiencing social inequalities and deprivation in different circumstances was very challenging. My openness and honest attitude towards my service users helped me to record events in the right perspectives. Thereafter by critically reflecting on the actions taken during practice transforms my understanding of the theories and models and how to improve my social work practice. According to Fook (2002) critical reflection places emphasis and importance on an understanding of how a reflective stance uncovers power relations, and how structures of domination are created and maintained (www.courses.hull.ac.uk/modules/MA PLO induction session.html) [accessed on 22/09/2009]. My understanding of critical reflection coupled with a supportive learning environment at Age Concern, made me to appreciate better how theoretical knowledge and skills are vital to best social work practice. It seems to me that critical reflective practice offers a highly challenging paradigm of learning. It is more of inductive learning than a deductive learning as the case may be in formal learning contexts such as Higher Education Institutions. MERITS AND DEMERITS OF CRITICAL REFLECTICE PRACTICE Under appropriate environmental conditions, critical reflective practice can help individual social workers and students to enhance their personal and professional development in practice. Appropriate conditions include: a supportive environment, social workers readiness to undergo self-reflection, individual space for individual workers to undergo critical reflective practice, workers own reflective practice and awareness of ones limits and breaking point (Yip, 2006). A supportive environment does not only imply a supportive organizational context, including colleagues and supervisors but how it encourages empathic rapport that is crucial for constructive self-reflection in reflective practice (Calderhead, 1989). It is obvious that mutual support and open sharing among colleagues is the best breeding ground for constructive critical self-reflection. Notwithstanding the supportive environment, the individual social workers open-mindedness is critical for spontaneous and critical self -reflection in reflective practice (Atkins and Murphy, 1993). Moreover, according to Fisher (1997) critical reflective practice is learning tool for social work students that provide solutions to a wide range of practice theories and models available and enables practitioner-learners to theorise their practice drawing on knowledge embedded in practice. The technique of critically reflecting on previous practice aim to promote the development of practitioners abilities to generate understanding of their practice, their theories of action and the values they hold. Another attraction of reflective practice is the hope that it seems to hold out for personal professional development and transfer of learning from one setting to another (Yip, 2006). Martyn (2001) argues that reflection can help people to make sense of the circumstances presented to social workers in complex situations, relating them to agency requirements (Payne, 2001). Critical reflective practice can be a rewarding experience resulting in self-enhancement in both personal and profes sional development. Contrarily, unsupportive setting can mostly be destructive to many social work students self and professional development. Such unsupportive conditions include an oppressive social environment, highly demanding working environment, social workers unresolved past experiences from previous learning placements as well as supervisors- students relationships. An oppressive environment implies a setting where there is an imbalance of power that is oppressive to the individual worker and discouraging professional development (Miehls and Moffatt, 2000). Sometimes it may be a highly critical supervisor, apathetic colleagues, a working team full of oppressive politics and dynamics, or insecurity and uncertainty in the social workers employment. In an oppressive environment, social workers may be obliged to disclose their weaknesses and shortcomings or their unpleasant practice experiences to supervisors within the agency; such disclosure may then be used against the worker as an excuse to abus e, to exploit, to undermine and even to dismiss them (Yip, 2006). Secondly, critical self-reflection in reflective practice demands that social workers subject their inner space and autonomy to self-analysis and self-evaluation (Boyd and Fales, 1983). Self-observation and self-dialogue also demand reflective distance that originates from the social workers own initiative and readiness (Voegelin, 2000 cited in Yip, 2006). However, a demanding workload in terms of a many caseloads, diversity of work, challenging clients may cause exhaustion and stress. This makes critical self-reflection in such settings a real nightmare and may be more of an additional burden rather than to assist the social worker or student. CONCLUSION In conclusion, this essay is an attempt to summarise my understanding of critical reflective social work practice and how it impact on my professional development as a social worker. My practice learning at Age Concern shows that related parties, such as supervisors, agency administrators, social work colleagues or social workers need to create appropriate conditions and relationships for social workers in training to develop their skills and knowledge on critical reflective practice. When social work students critically reflect on challenging issues in their placement, they develop the requisite skills and knowledge which could impact positively on the lives of service users. In reflective practice, social work students are to be encouraged to undergo self-reflection to develop models and theories that would enhance their social work practice. On the other hand, related parties should also be careful to avoid inappropriate conditions that may create possible limitations to the professional and self-development of social workers. Moreover, other researches emphasize on how different conditions affect the self-reflection process of social work students in reflective social work practice. In summary under appropriate conditions, social workers critical self-reflection can be very constructive, resulting in self-enhancement, leading to improvement in social work practice and enables students to plan and focus on what they need to do to improve social imbalance in society. REFERENCES Atkins S. and Murphy, K. (1993) Reflection: a review of literature Journal of Advanced Nursing, 18, pp. 1188-1192. Boyd E. M. and Fales, A. W. (1983) Reflective learning: key to learning from experience, Journal of Humanistic Psychology, 23(2), pp. 99-117. Calderhead, J. (1989) Reflective teaching and teacher education Teaching and Teacher Education, 5(1), pp. 43-51. Clift, R., Houston, J. and Pugh, M. (1990) Encouraging Reflective Practice in Education, London, Teachers College Press. Dewey, J (1933) How We Think. Boston: D.C. Heath Co Dempsey, M., Halton, C. and Murphy, M (2001) Reflective Learning in Social Work DCruz, H., Gilligham, P. and Melendes S (2007) Reflexivity, its Meaning and Relevance for social work: A critical review of the literature, British Journal of Social Work 3(1) pp. 73-90 Education: Scalffolding the Process, Social Work Education, 21(5), pp.585-595 Evans, D. (1991) Assessing Students Competence to Practise. London. CCETSW. Ferraro, J. M (2000) Reflective Practice and Professional Development, Eric ClearingHouse Teacher Education, Washington DC Fisher, T (1997) Learning about child protection, Social Work Education, vol16 pp. 93-111 Gould, N. (1989) Reflective learning for social work practice, Social Work Education,8(2), pp. 9-19. Kolb, D. A. (1984) Experiential Learning. Englewood Cliffs, New Jersey, Prentice Hall PTR. Miehls, D. and Moffatt, K. (2000) Constructing social work identity based on reflexive self, British Journal of Social Work, 30, pp. 339-348.Own Practice, Oxford, Butterworth-Heinemann. Ruch, G. (2000) Self and social work: towards and integrate model of learning, Journal of Social Work Practice, 14(2), pp. 99-112. Schà ¶n, D. (1983) The Reflective Practitioner, New York, Basic Books. Schà ¶n, D. (1987) Educating the Reflective Practitioner, San Franciso, Jossey Books. Schà ¶n, D. (1993) Reflective Inquiry in Social Work Practice, Hong Kong, Centre for the Study of Social Work Practice. Sheppard, J. (2000) Learning from personal experience: reflections on social work practice with mother and child and family care, Journal of Social Work Practice, 14(1), pp. 38-50. Taylor, C. and White, S. (2001) Knowledge, truth and reflexivity: the problem of judgement in social work, Journal of Social Work, 1(1), pp. 37-59. Voegelin, E. (2000) In Search of Order, St Louis, University of Missouri Press. Yip, K (2006) Self-reflection in Reflective Practice: A note of caution. British Journal of Social Work, vol. l36 pp.777-788 Zhao, F. (2003) Enhancing the Effectiveness of Research and Research Supervision through Reflective Practice Walker., McCarthy, P., Morgan, W., Timms, N. (1995) In Pursuit of Quality: Improving Practice Teaching in Social Work. Newcastle-Upon-Tyne. Relate Centre for Family Studies. www.courses.hull.ac.uk/modules/MA PLO induction session.html www.learningmatters.co.uk/sampleChapters/ www.leeds.ac.uk/educol/documents/000000468.htm www.courses.hull.ac.uk/modules/

The Unexplained Romance Between Life and Death Essay -- Eliot Wastelan

The Unexplained Romance Between Life and Death Humans have always been fascinated with the unexplained, life and death being two of the most popular. Much of the culture of the United States, as well as the cultures of other countries, is devoted to these two themes. Television shows, books, poems and even movies have fueled our romance. In T.S. Eliot’s most famous poem The Wasteland, he says, "I will show you fear in a handful of dust" (l. 30). Our romance with death does not just include the finality of the process, but also the realization of our need to improve our lives, because we finally realize just how precious they are. It is often said "you don’t know what you’ve got ‘til it’s gone." In his book No Past, No Present, No Future, Yulisa Amadu Maddy tells of the life and times of three boys, and how they learn this to be true. Early on in his life, each boy has an incident with death, and raises his own questions about each. Joe Bengoh loses his parents, Santige loses his father, and Ade faces the death of a girl named Mary. Their questions come from the hurt of not knowing what is to happen in their future. Each boy has something to struggle with during these deaths, and must learn how to overcome their difficulties. Santige wonders about the legacy of his father, Joe about his mistakes with Mary, and Ade is cold to the whole situation. Joe wants to die when Mary dies, because he feels responsible for everything, including Santige and Ade. However responsible each boy feels, they find something new to live for, and rebuild the tatters of their broken past lives. Be it for good or bad, each decides to go their own separate way and make a new life in England. Joe finds he can excel in school and even finds a... ...ww.c-span.org/campaign2000/bushspeech.asp. Brooks, David. Bobos in Paradise : The New Upper Class and How They Got There. New York: Simon, 2000. Eliot, T.S. The Waste Land, Prufrock and Other Poems. New York: Dover, 1998. Gore, Albert Jr., Concession Speech. C-Span.Org: Public Affairs on the Web. 13 Dec. 2000: 24 Jan. 2001. http://www.c-span.org/campaign2000/gorespeech.asp. Jin, Ha. Waiting. New York: Vintage, 2000. Maddy, Yulisa Amadu. No Past No Present No Future. Portsmouth, NH: Heinemann- Reed, 1996.. Sparks, Nicholas. The Notebook. Warner Books Inc. new york. 1996 Tanksley, Charlie. Speech on the Proposed New Flag. Ajc.com. 30 Jan. 2001. < http://www.accessatlanta.com/partners/ajc/flag/tankspeech.html>. Taylor, Mark. Remarks on the New Flag. Ajc.com. 30 Jan. 2001. http://www.accessatlanta.com/partners/ajc/flag/taylor0130.html The Unexplained Romance Between Life and Death Essay -- Eliot Wastelan The Unexplained Romance Between Life and Death Humans have always been fascinated with the unexplained, life and death being two of the most popular. Much of the culture of the United States, as well as the cultures of other countries, is devoted to these two themes. Television shows, books, poems and even movies have fueled our romance. In T.S. Eliot’s most famous poem The Wasteland, he says, "I will show you fear in a handful of dust" (l. 30). Our romance with death does not just include the finality of the process, but also the realization of our need to improve our lives, because we finally realize just how precious they are. It is often said "you don’t know what you’ve got ‘til it’s gone." In his book No Past, No Present, No Future, Yulisa Amadu Maddy tells of the life and times of three boys, and how they learn this to be true. Early on in his life, each boy has an incident with death, and raises his own questions about each. Joe Bengoh loses his parents, Santige loses his father, and Ade faces the death of a girl named Mary. Their questions come from the hurt of not knowing what is to happen in their future. Each boy has something to struggle with during these deaths, and must learn how to overcome their difficulties. Santige wonders about the legacy of his father, Joe about his mistakes with Mary, and Ade is cold to the whole situation. Joe wants to die when Mary dies, because he feels responsible for everything, including Santige and Ade. However responsible each boy feels, they find something new to live for, and rebuild the tatters of their broken past lives. Be it for good or bad, each decides to go their own separate way and make a new life in England. Joe finds he can excel in school and even finds a... ...ww.c-span.org/campaign2000/bushspeech.asp. Brooks, David. Bobos in Paradise : The New Upper Class and How They Got There. New York: Simon, 2000. Eliot, T.S. The Waste Land, Prufrock and Other Poems. New York: Dover, 1998. Gore, Albert Jr., Concession Speech. C-Span.Org: Public Affairs on the Web. 13 Dec. 2000: 24 Jan. 2001. http://www.c-span.org/campaign2000/gorespeech.asp. Jin, Ha. Waiting. New York: Vintage, 2000. Maddy, Yulisa Amadu. No Past No Present No Future. Portsmouth, NH: Heinemann- Reed, 1996.. Sparks, Nicholas. The Notebook. Warner Books Inc. new york. 1996 Tanksley, Charlie. Speech on the Proposed New Flag. Ajc.com. 30 Jan. 2001. < http://www.accessatlanta.com/partners/ajc/flag/tankspeech.html>. Taylor, Mark. Remarks on the New Flag. Ajc.com. 30 Jan. 2001. http://www.accessatlanta.com/partners/ajc/flag/taylor0130.html

Information Technology Essay

A number of professions in our society are required to abide by a certain set of rules that regulate their actions due to the nature of work they are engaged in. Examples are those of lawyers, doctors, accountants, who follow codes of ethics that define acceptable and punishable behavior to patients and clients. Now, as we are moving towards the information age, more and more organizations are evolving to system automation as they abandon old manual methods of data storage and maintenance. The field of Information Technology has really changed the way people work. As company’s valuable information and data are stored, IT security professionals, just like doctors and lawyers are tasked with important functions, they hold responsibilities that are concerned with the protection of data and systems from unauthorized external and internal access, prevention of disruption especially from software and hardware attacks, modification and destruction of networks. By handling these delicate information they posses a great deal of power that may be abused. The First issue that highlights the need for a code of ethics for IT professionals is that of privacy, one of the hottest topics in information security. These professionals are able to access crucial information which may be about customers, industries, government agencies, corporations, people and networks, that if used wrongly will result to serious legal implications. An example of which is an IT security personnel, in charge of regulating website access of employees of a company. During the course of blocking off sites and programming firewalls, they can install key loggers that enables them to view whatever a person types on a keyboard, these may include credit card numbers, personal information, notes and emails. Release of such vital information can provide the necessary tools for identity theft, fraud, misrepresentation, blackmail and commission of many more crimes. Another issue linked to privacy of information, is confidentiality. Company information such as new products, financial reports, projected plans and researches can be sold off to competitors, this can lead to serious business damage such as bankruptcy of a business. Third, is the monetary benefit that may be derived from the manipulation of a system. Aside from actual theft of information, IT security professionals can alter programmed security measures and charge additional fees for something that they themselves maneuvered. They can make a system appear to be vulnerable to threats created by them. (Whitman and Mottard, 2007, p. 0-99) Moving forward, a number of companies are able to recognize the need to abide by ethical practices. An example of an ethical security practice is that of Cisco Systems Inc. , a multinational IT corporation that designs and sells network communication technology and services. They once encountered a vulnerability that the company felt would affect the health of the Internet, so the company contacted backbone providers first to ensure their systems were patched to protect them from the threat. (Davidson, 2008, Leading By Example). The company has since then receive various awards for Ethical practices. Another example is the development of a software that would at least prevent and regulate unethical security attacks, such as identity theft. This was the creation of Secure Electronic Transfers (SET) which was as developed by SETco, led by VISA and MasterCard (and involving other companies such as GTE, IBM, Microsoft, Netscape, RSA and VeriSign). A set of security protocols that ensures the safety of information from the buyer to the internet, that also takes into consideration safety of consumers. In conclusion, an organization entrusts valuable assets of network and data security to Information Security Professionals. However, unlike older professions such as medicine and law, most ethical issues regarding this occupation have not been codified to a specific law, and there is still no mandatory association such as (Bar association, American Board for Medicine) that has established a detailed code of ethics that is uniform across all IT professionals. So organizations must take it upon themselves to instill a code of ethics to ensure that these personnel understand the moral and legal implications of their actions.

Reign of God Essay

I have read chapter three in Reign of God in its entirety. In chapter 3, it described about God’s character and the basis of God’s kingdom. Everyone knows that the father of Jesus Christ is God. And God has relation to Jesus identifies him as God to us. So if we want to know God, we need to go to Jesus first. To summarize what is the most important statement in the Bible is â€Å" God is love. † Love is the first and the last word in the biblical portrait of God. Some people may think that love is the most difficult things to learn in our entire life. But God had already told us what love is though the bible. Love is the essence of God’s nature. Love is what it means to be God. To the english word â€Å"love† ,it covers an enormous range of meaning. We use love to describe our attitude toward everything from our favourite food, people that important to us and also things that we treasure. Nowadays, we use love and we say it with no any condition. But is there anyone can able to be uncondition to love others? Maybe yes, but I can sure about that, there are only a few amount of human in the world. However, God can. He love the world that he gave his one and only son to us. This is how God showed his love amoung us: He sent his one and only Son into the world that we might live through him. This is love: not that we loved God, but that he oved us and sent his Son as an atoning sacrifice for our sins† (1 John 4:9-10). God’s love is very powerful and tenacious. It is powerful enough to let him forgive our sins. People often wonder how the same being can be at once a compassionate, forgiving parent and a stern judge og evildoers. Since God’s love is unconditional, so he can accept our sins and give a second chance to amend ourselves.