The Words And Works Of Jesus Christ Theology Religion Essay

The Words And Works Of Jesus Christ Theology Religion Essay The name Jesus (IÄâ€Å"sous) is the Greek form for the Hebrew Yeshua (Yahweh saves). Jesus is the realisation/fulfilment of the prophecies of Gods Messiah for his people. While on earth He spoke as no-one ever spoke and has done deeds no-one has done (John 3:2). In this assignment a broad chronological overview is presented of the life and ministry of the Lord Jesus Christ with some focus on his words and works. A chronological overview of His ministry of three years is undertaken with special attention to the first six months, the last six months and the last week. BEFORE THE FIRST YEAR The Gospel writers account of Jesus infant/childhood years vary. The Synoptic Gospels (Matt-Luke) contain some data (although Mark does not have anything on Jesus childhood) but the Gospel of John speaks only about the Logos who became a man (John 1:14). The conception of Christ was kept secret by Mary who à ¢Ã¢â€š ¬Ã‚ ¦kept all thingsà ¢Ã¢â€š ¬Ã‚ ¦in her heart (Luke 2:19). In the Synoptic Gospels Matthew gives particulars about Jesus birth and his earliest childhood (Matt. 2) but Luke also has some information about Jesus twelfth year (Luke 2:41-52). Jesuss infancy is narrated in four incidents in Luke 2:8-40 and Matthew 2:1-23. (Anon., n.d.). Luke wrote about two events where an angel declared the birth of Jesus to the shepherds (Luke 2:8-14) and then the shepherds visit to Bethlehem (2:15-20). In the second event, the presentation of Jesus in Jerusalem (Luke 2:21-39) following the circumcision and the purification of his mother (2:22). Simeon had a revelation about Jesus, that he would see the Christ before his death (Luke 2:26), and by proclaiming it, the prophetess Anna overheard it and she praised God 2:38). Luke takes trouble to confirm that Joseph and Mary did everything required by the Law (circumcision, purification). Matthew recorded the visit of the Magi (wise men) (Matt. 2:1-12) who believed that the Deliverer was born. This is a dramatic narrative wherein Herods falsity and cruelty come to the fore (Matt. 2:7-18). It ends with the familys flight to Egypt to escape Herods command that in that region all boys up to the age of 2 must be killed. Luke recorded one incident from Jesuss childhood (Luke 2:40-52) in which His spiritual development is clear. During their visit to Jerusalem (Luke 2:41-50) for the Passover Jesus proved his proficiency in the Law. At age twelve He would have been bar-mitzvah and was responsible before the law for himself (Pentecost, 1984:76). At this occasion Jesus actively participated in the temple, listening and asking questions, which was customary for all Jews (Tenney, 1975) Before Jesus ministry started, several significant events took place: the preaching of John the Baptist (Matt. 3:1-12; Mark 1:1-8; Luke 3:1-17), the Baptism of Jesus (Matt. 3:13-17; Mark 1:9-11; Luke 3:21, 22) which was the ultimate purpose of Johns work. The most important event in Christs preparation period that revealed His true character was the temptation (Matt. 4:1-11; Mark 1:12, 13; Luke 4:1-13). That concluded Christs life before the commencement of the first year of His earthly ministry (Tenney, 1975). THE FIRST YEAR The start of Jesus Judean ministry was recorded by John (John 1:35-4:42) although there is some historical uncertainty concerning this period (bron). Jesus and John entered Jerusalem for the Passover, marking the beginning of the first year of Jesuss ministry. During this visit, Jesus made contact with disciples to be. In Johns Gospel a selection (John 20:30-31) of Jesus signs (sÄâ€Å"meia) are told. The first of these that revealed His glory was at the wedding in Cana (John 2:1-12). Through this sign Jesus began to move the disciples to put their faith in Him (John 1:11). Two significant other things Jesus did was the cleansing of the temple (John 2:13f), establishing the righteousness that belongs to the Lord and the conversation He had with Nicodemus (John 3). This very important discussion went over the kingdom of heaven (John 3:3, 5) and Gods standard for eternal life. John also recorded Jesus performing other miracles and signs (John 2:23-25) that revealed Him as the Messiah. Since Jesus started His public ministry, John the Baptists ministry waned and his followers began to follow Jesus. After Jesus baptism, He separated Himself from John, engaging in a countermovement. Johns intention was not to draw men to him, but to be a servant of God. Leaving Judea for Galilee, Jesus had to go through Samaria (John 4:4), and at Sichar he had a watershed conversation with a Samaritan woman, during which he presented Himself as the gift of God (John 4:10) ending in ministering to the Samaritans for two days (4:30f). Christ revealed Himself as the gift to the Jew and the gentile. Also during this conversation, Christs insight into mans nature was revealed, setting the pattern for personal evangelism. Christs first year of ministering ended with His withdrawal from Judea (Matt. 4:12; Mark 1:14; Luke 3:19-20; 4:14; John 4:1-4). The reason why Christ withdrew from Judea was to start His widespread ministry in Galilee. He was fully aware of the rising conflict the Pharisees wanted between His own and Johns disciples and to bring disunity amongst them. Another reason why Christ went to Galilee was the imprisonment of John by Herod. Luke recorded a third reason for Christ to leave Judea he was under the guidance of the Spirit of God (Luke 4:14). Since it was not Jesus time to die, He moved His ministry from Judea to Galilee. THE SECOND YEAR John recorded this period (John 4:43-54) as the second time of Jesus performing signs in Galilee. Knowing the miracle works Jesus did à ¢Ã¢â€š ¬Ã‚ ¦the Galileans welcomed Him (John 4:45), hoping to see and hear a repeat of the same signs. Yet, Jesus knew the rejection of Himself and His message lurking in them by telling them that a prophet has no honour in his own country (John 4:44). The Galileans believed in His name, but not in Himself. Christ then started a new way of ministering in Galilee by proclaiming a word of God, validating the message by accompanying numerous miracles and signs. About these signs Tenney fittingly wrote [t]he healing of the officials son at Capernaum serves as a fitting prelude for the whole Galilean ministry (Tenney, 1975). After Jesus pronounced Himself as the Messiah who came to fulfil Scripture (Isaiah 6:1-2a) He was rejected by the Nazarenes (Matt. 13;54-58; Mark 6;1-6a). Jesus then moved to Capernaum, starting His main message Repent, for the Kingdom of heaven is near (Matt. 4:17). The first four disciples Peter and Andrew, James and John were called (Matt. 4:18-22; Mark 1:16-20; Luke 5:1-11). Their mission was to be fishers of men. Jesus conducted the Sermon on the Mount (Matt. 5-7), teaching the people of ethics in a manner that even a child could understand it. Matthew summarised Jesuss words (teachings) and works (miracles) (Smith, 2012). During this period Jesus did many works of healing and feeding that Matthew grouped together (Matt. 8:1-9:8). Most of these healings were also recorded in Mark and Luke, but in different order (owing to each writers context). These miracles had two main effects, to draw crowds of people after Him and ensuing conflict between Himself and the Pharisees. Jesus criticised them of hypocrisy (Matt. 23) and they viewed him as a law breaker. There were many Sabbath controversies mainly due to Jesus healing on that day. Healing marks an important aspect of Jesuss ministry. All four gospels recorded Jesuss choosing the twelve disciples. They were people from all walks of life with specific instructions, not only for themselves but also for the Church of Christ. Christ was preparing them His crucifixion and resurrection. Jesus was based for 2 ½ years in Capernaum, conducting the ministry Himself and later by His disciples. Jesus used the Kingdom parables to explain His ministry, but also protecting it and introducing something new (Heb. 8:13). In the miracle of feeding the 5,000 the beginning of Christs third year of ministry ensued. THE THIRD YEAR The First Six Months Christ withdrew from Galilee arriving at Caesarea Philippi, where He asked them (the twelve) à ¢Ã¢â€š ¬Ã‚ ¦who do people say the Son of Man is? (Matt. 16:13). Although the recording of these words differ slightly, the effect thereof was the turning point in the Gospel of Christ (Smith, 2012). Simon Peter grasping the identity of Christ replied You are the Christ, The Son of the Living God (Matt 16:16). Christ was finally revealed and accepted by the twelve as the Son of God. Jesus revealed to the Apostles His mission (Matt. 16:21). Going to Jerusalem (appointed place of sacrifice) to suffer much from the elders, chief priests and teachers of law, eventually to die (Matt 1:21; Mark 10:45). But, He conquered death (John 11:25) and both person and work rose on the third day (Pentecost, 1984). Christ established instructions concerning discipleship, the cost thereof and demands to become a true disciple (Luke 9:23) (Pentecost, 1984). After Jesus separated Peter, James and John (Mark 9:2) coming down the mountain after a glorious experience of Gods glory, Jesus commanded them to tell no-one until Christs rising from the dead (Mark 9:9). The reason for this being entrusting the ministry to man and the fact that the people were already rejecting Him (Pentecost, 1984). No miracles and signs were performed and Christ was teaching them about Faith (Matt 17:20) and the fact that prayer is essentially an attitude of utter dependence on God (Pentecost, 1984). Nazareth was characterized by unbelief (John 7:5) and Jesus knew the plot of the Jews, His approaching death as the Feast of Tabernacles had arrived. Not only did Jesus foretell His death but revealed Gods plan. He remained and sent the twelve alone to the Feast of Tabernacles. The people hated Christ for exposing their sins (7:7), His condemnation of Pharisaism, rejecting His judgment of their unrighteousness and their denial of God (Pentecost, 1984). The Feast of Tabernacles marked an important turning point in the life and ministry of Jesus. Jesus turned to Jerusalem, facing His opposition that would culminate in His death and resurrection. Christ was rejected by the Samaritans and went to another village, not allowing to be defiled by circumstances, obeying Gods will, plan and timetable (Luke 9:53) (Pentecost, 1984). During this period, Christ taught the disciples about life in the Church, their role and in Matthew 18 establishing relationships in the Kingdom of God (Smith, 2012). The Last Six Months Jesus started His ministry in Jerusalem, evangelizing Judea and surrounding areas (Luke 10:1-13; 21) between the Feast of Tabernacles (Luke 9:51-61; John 7:1-10) and the Feast of Dedication (John 10:22-42) (Smith, 2012). When Jesuss life was endangered when the crowd wanted to stone Him, Jesus withdrew to Bethany beyond the Jordan, starting to teach in Perea until He was called to the home of Mary and Martha where He raised Lazarus from the dead (Pentecost, 1984). Due to the indication by the leaders of Israel to reject Jesus, Christ appointed seventy-two (Luke 10:1) as His representatives to deliver the message throughout Judea. Although His works and Words openly declared Him as the Christ, the Jews still tried to seize Him at the Feast of Dedication for not admitting and Jesus had to withdraw again (John 10:22-42) (Smith, 2012), continuing His Judean ministry. The second part of the Perean ministry stretches from the Feast of Dedication in December 32 A.D. to the last journey to Jerusalem in the spring of 33. Jesus was pressing towards the excruciating purpose for which He came to earth, and on the way His teachings was done on Discipleship (Luke 14), evangelism (Luke 15), stewardship (Luke 16) and servant hood (Luke 17) (Smith, 2012). Christ again demonstrated His status as the Son of God, the manner in which he handled the raising of Lazarus (John 11:4), not revealing this miracle publicly as with the sign of Jonah (Matt. 12:38-40). Jesus finally approached Jerusalem; still ministering on the way, with teachings on divorce (Matt. 19:1-12; Mark 10:1-12), children (Matt. 19:13-15; Mark 10:13-16; Luke 18:15-17), conversion (Matt. 19:16-30; Mark 10:17-31; Luke 18:18-30) and leadership (Matt. 20:20-28; Mark 10:35-45). During this six months Jesus continued to His final destiny, Jerusalem. He knew His end would be crucifixion, but he went on teaching, revealing Him as the Son of God and equipping His disciples for ministry and after His departure to continue. Jesus taught them much regarding moral, ethical and spiritual topics. To establish His Kingdom was His final call and purpose. He then finally returned, knowing that the Jews wanted to kill him, also revealing this fact to His disciples, but they did not understand. The last week of Jesuss life concludes the last six months starting at the Feast of Passover in Jerusalem. The Last Week Finally the time came that Jesus was preparing His disciples for to witness the slaying of the lamb at the Passover (John 11:55). These events began on the Sunday morning when Jesus entered Jerusalem on the back of a donkey. Through the triumphal entry Christ, fulfilling scripture (Zech. 9:9; Is. 62:11), was met with a mixed response. Some people saw Him as the King, who came to deliver them from the Roman oppression (Smith, 2012), and realizing Christs intention, turned against Him. Conflict arose and Christ had to leave, spending the night in Bethany. The Monday, on returning to Jerusalem, Christ cursed the fig tree (Mark 11:14), thereby revealing His authority. He proceeds on His journey and at the temple, finding the people trading there, He again cleansed the temple. He established Himself as the guardian of His Fathers House (John 12:20-50) (Pentecost, 1984). Tuesday was a day of controversy and various people tried to entrap Him, to silence and finally kill Him. During this time Christ gave His disciples His most comprehensive end-time teaching, the Olivet Discourse (Smith, 2012). The Wednesday was spent with His disciples (no recording in scripture) and the Thursday the Last Supper was held. At this event Jesus enacted what he said in Mark 10:45 that the Son of Man did not come to be served, but to serve when he washes His disciples feet (John 13:1). He revealed the betrayal (John 13:18) and encouraged the disciples with the farewell discourse (John 14-16). After the agony in the Garden of Gethsemane He was handed over for crucifixion. There were several stages up to the cross: an examining at the High Priest Annas house (John 18:12-14; 19-24) where Peter denied Christ three times before cockcrow (John 18:12). Before the Sanhedrin (Matt. 26:57) charges of a threatened destruction of the temple linked with blasphemy were brought in (Tenney, 1975). He was then brought before Pilates but he, finding no guilt in Him, handed Him back to Herod. Again Jesus was sent to Pilate who had him scourged and crucified. A dispute developed between the Jews and Pilate regarding the notice on the cross. The gospels record Jesus time on the cross, crowned with His last words it is finished (John 19:30). These terrible occurrences were overturned in the resurrection on the third day. Evidence about Jesus statement in John 11:25 (that He is the resurrection and life) was given on occasions where over 500 saw Him. Therefore, the Great Commission as recorded in Matthew 28 has its basis in Christ, His command and promise (Smith, 2012). CONCLUSION Christ came and offered Himself as Saviour, but His own did not acknowledge His revelation of the Father and King therefore rejected Him to be crucified. Jesus came to give us new life-everlasting life, revealing the nature of God the Father and God the Spirit and who wants to be worshipped, any place and any time. Throughout Jesus ministry He suffered rejection but in the end the triumph of the resurrection is the basis of faith, God showing the divine approval for Christs work upon the cross. That is the basis of the Gospel.

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The Effect of E-Commerence on Supply Chain Management and...

‘Electronic commerce and the Internet are fundamentally changing the nature of supply chains, and redefining how consumers learn about, select, purchase, and use products and services’ (Sreenivas, 2007) According to Barnes and Lea-Greenwood (2006) and Berger (n.d), mass-communication has allowed consumers greater access to information and consequently the performance gap between companies can no longer be hidden. With the introduction of e-commerce, how consumers behave and what they demand has changed. Mintel (2011) reported that over 55% of all Internet users research products via the Web before making a purchase either in-store or online. With so much information at hand, consumers have become more demanding. Their willingness to†¦show more content†¦Multi-channel retailing involves the use of more than a single-channel to sell goods to consumers, such as retail stores, online stores and mobile stores with retaliers like Next PLC and John Lewis pioneering the idea in 1999 (Fernie amp; Sparks, 2009). FreshMinds (2010) recognised that the shift from traditional retailing towards multi-channelling is an ongoing process fuelled by the Internet and becoming an essential busin ess strategy, posing challenges as well as opportunities, for fashion retailers. Christopher et al. (2004) identified a number of significant changes that have challenged supply-chain operations including short product life cycles, high levels of impulse buying and volatility, coupled with low predictability of demand. While the traditional apparel industry model worked on long lead times, in recent years there has been an increase in ‘time-based competition’ and the need for fashion businesses to focus on lead-time reduction and develop more responsive replenishment systems (Christopher et al, 2004). Many retailers have looked to global sourcing in reducing lead times with Jin (2004, cited in Doyle, Moore amp; Morgan, 2006: 3) identifying that â€Å"a balance between global and local sourcing may be the best route [†¦] with emphasis being placed upon domestic suppliers where demand is highly volatile and unpredictable†. Deputy Chairman at Zara, a multi-channel retailer that was waiting for online consumer demand to build before

SAT French Subject Test Information

Bonjour! Êtes-vous qualifià © pour parler franà §ais? Bilingualism is a trait that may set you apart on your college application if the decision is tight whether or not you make it in. Here, youll find out what this test is all about. Note: The SAT French Subject  test is not part of the Redesigned SAT Test,  the popular college admissions exam. The SAT French Subject test is one of the many SAT Subject Tests, which are exams designed to showcase your particular talents in all sorts of fields. And if your talents extend into the French realm, then this exam can help you showcase it to your future alma mater. SAT French Subject Tests Basics Before you register for this test, here are the basics about how youll be tested: 60 minutes85 multiple-choice questions200-800 points possible3 different types of French questions: Vocabulary in context, Fill-in-the-blank, and Reading comprehension questions SAT French Subject Test Content Vocabulary in Context: Approximately 25 to 26 questionsWith these questions, youll be tested on vocabulary used in various parts of speech. You will also need to know a few basic French  idioms.Structure: Approximately 25 to 34 questionsMany of these fill-in-the-blank questions will ask you to read a slightly longer passage and select the best choices for the blanks. Your knowledge of French sentence structure is tested.Reading Comprehension: Approximately 25 to 34 questionsHere, youll be given a multi-paragraph passage and asked reading comprehension questions about the passage to gauge your true comprehension of the language. The passages can be drawn from fiction, essays, historical works, newspaper and magazine articles, and everyday materials such as advertisements, timetables, forms, and tickets. Why You Should Take the SAT French Subject Test In some cases, you will need to take the test, especially if you are considering choosing French as a major in college. In other cases, its a great idea to take the French Subject Test so you can showcase that highly sought-after skill of bilingualism. It shows the college admissions officers that you have more up your sleeve than your GPA or wonderful SAT or ACT test scores. Taking the test, and scoring high on it, demonstrates qualities of a well-rounded applicant. Plus, it can get you out of those entry-level language courses. How to Prepare for the SAT French Subject Test To ace this thing, youll need at least two years in French during high school, and youll want to take the test as close to the end of or during your most advanced French class you plan to take. Getting your high school French teacher to offer you some supplementary materials is always a good idea, too. Plus, the College Board offers free practice questions for the SAT French Test along with a pdf of the answers, too. Sample SAT French Subject Test Question This question comes from the College Boards free practice questions. The writers have ranked the questions from 1 to 5 where 1 is the least difficult. The question below is ranked as a 3. Si tu faisais du jogging tous les jours, est-ce que tu te -------mieux? (A) sentiras(B) sentirais(C) sentais(D) sens Answer: Choice (B) is correct. Sentences introduced by si express hypothetical situations when the verb in the clause introduced by si is in the past tense (imparfait). When this is the case, the verb in the main clause must be in the conditional. Choice (B), sentirais (would feel), is the conditional form and therefore the correct answer. Choice (A), sentiras (will feel), is in the future tense; choice (C), sentais (felt), is in the past tense (imparfait) and choice (D), sense (feel), is in the present tense.

The Canada s Health Care System Essay - 1764 Words

The Canada’s health care system is very interesting in the fact that it is government-funded and individuals are provided preventative care, medical treatments, dental surgery and other medical services with few exceptions. All citizens qualify for health coverage regardless of medical history, personal income or their standard of living. Medicare is Canada is a government funded universal health insurance established by legislation passed in 1957, 1966, and 1984. The Canadian healthcare system evolved, rising cost of hospital and medical services led citizens, progressive health professionals and some politicians to argue that healthcare was a social good not another purchasable commodity. This viewpoint was challenged by those who stated that individuals must take responsibility for their own healthcare needs through private, prepaid insurance plans and that the government should underwrite the cost for those who could not afford such benefits. The Canadian population is agi ng and the age of sex structure of Canada’s population has changed within the past 50 years. In the mid twentieth-century, the population distribution was pyramidal owing to the large number of young people but by 20016 the population structure ceased to resemble a pyramid as a result of the drop in fertility and the steady increase of life expectancy. In 2006 16 percent of the Canadian population consisted of young people under 15 years of age, 69 percent of persons aged 15-64 years, and 13 percentShow MoreRelatedCanada s Health Care System931 Words   |  4 PagesMaintaining the health of the nation is one of the priorities of societies throughout the world. Canada s health care system is an essential value for Canadians because it provides them equal rights when getting access to government-funded medical care. However, the system is a subject to severe criticism. 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Improving a company Free Essays

Improving a company’s system helps aid in its success in today’s market as well as in the future of the company’s growth and stabilization. This new system that will enable the company to promptly accomplish these requirements without hesitation and will not interfere with the company’s time management protocols or add extra unneeded expenses. An information system that more specifically is â€Å"a network architecture in which each computer or process on the network is either a client or a server Servers are powerful computers or processes dedicated to managing disk drives (file rivers), printers (print servers), or network traffic (network servers). We will write a custom essay sample on Improving a company? or any similar topic only for you Order Now Clients are PC’s or workstations on which users run applications. Clients rely on servers for resources, such as files, devices, and even processing power. † (Whooped, 2014) The Trusted Computing Base (ETC) is the part of a system that is responsible for enforcing system-wide information security policies. The user can define user access to the trusted communication path, which allows secure communication between regular users and the ETC, by installing and using the ETC. The system administrator must determine how much trust can be given to a particular program. In the ring of trust model, the outer rings contain a lower level of security, and systems requiring higher levels of security are located inside the inner rings. To move from an outer ring into an inner ring, extra security mechanisms are encountered. † (Smith, 2013) the servers will be secure and have all the securities that Ordain would like and need. There will be little or no down time to create the new virtual servers and business will not be effected. Also the disaster recovery rate is much quicker in case of a crash. The information is backed up so in case of a crash the information can be derived quickly. The information gets to the end user much more quickly than having a physical server. Physical server machines get dirty and overloaded with old files and information that is no longer needed or wanted. All information passed through the organization will be encrypted to protect vital aspects of the company operations. The virtual machine running the share point will house the encryption piece for information traffic. Utilizing a virtual server in this aspect will allow end users to generate reports by department in real time with little or no help from an information technology professional. The use of firewalls and even a virtual firewall is also recommended to protect Radian’s information. â€Å"A virtual firewall is a firewall device or service that provides network traffic filtering and monitoring for virtual machines. A virtual firewall is deployed, executed and operated from a virtual machine. Virtual firewall formats include: Stand-alone software Integrated SO kernel component. A virtual security provider’s dedicated hardware platform A virtual firewall operates in a virtual area network (VAN) environment of connected virtual machines. A virtual firewall operates in two different modes: Bridge mode: Like a rotational firewall, this mode operates by diagnosing and monitoring all incoming and outgoing traffic bound for other virtual networks or machines. Hypocrites mode: In contrast, this mode is isolated from the actual network, resides in the core hypocrites kernel and monitors the virtual host machine’s incoming and outgoing traffic. † (Technophobia, Virtual Firewall, 2014) When placing all of the business information on a server along with all of the employee information the company will want it to be secure and readily available to use. When using a virtual server there is not complete control of the physical access of the database. On the other hand the information is no longer on easy identifiable physical systems. There are multiple layers of virtual securities. The data safeguards requirements are the same as a physical server. Information that requires more safeguards is available. Information can be encrypted, role based control, and secure in many ways. Cyber-attacks are all very real threats and can be protected against also. A firewall can encrypt data at the file system that the virtual machine then uses a much managed login procedure for added protection of data against compromise. Logs are also created for looking jack on to see who, where, and when certain data was accessed. Different levels of securities will be used for different levels of data importance. Administration roles will have more securities on them than someone at the data entry level. How to cite Improving a company?, Papers

Social Work Social Capital and Policy‐Making

Question: Discribe about the Social Work for Social Capital and Policyà ¢Ã¢â€š ¬Ã‚ Making. Answer: Introduction: Social pedagogy is the discipline of the academics that works on drawing the core theories of the related discipline such as sociology, education, philosophy, and psychology. The practice of social pedagogy is mainly concerned with the well-being, learning of the human being and society inclusion. The pedagogy term is derived from the Greek word pairs means child and again means bring up or lead (car, 2015)The concept of the social pedagogy is based on the values of humanity and childs image as competent and active agents and a human being that is resourceful. Cameron described the social pedagogy as the experimental learning of the children with heads, hands, and heart. The emergence of social pedagogy The social pedagogy is emerging to address or sort out the culture related problem through the means of education because every culture has its own problems that are unique to them; the solution of the social problems highly depends on context (Bksi, 2007). So the definition of the social pedagogy is the Function of the Society that is how a particular society thinks about the upbringing of the children, what the relationship between the person and the society is and how the person helps the marginalized and disadvantaged society members. The aims of the social pedagogy The aims of the social pedagogy can be clearly defined by the diamond model. This model describes that there is a diamond in all of us. This model symbolizes the underlining principles of the social pedagogy. As a human being, all humans are precious and have a great amount of knowledge, abilities, and skills (Breslau, 2003). Therefore, every individual has the potential to shine and social pedagogy support for the same. The social pedagogy has basic five aims that are well-being and happiness, relationship, holistic learning, and empowerment. Well-being and happiness: the main aim of the social pedagogy is to provide the well-being and happiness to the individual, not based on the short-term needs, but through the approach of right based substantially. However, the term well-being and happiness seem to be similar and one, but they are notionally different happiness defines the present state and well-being defines a long-term sense of the mental, physical, emotional and social well-being (Rosendal Jensen, 2013). The state of well-being and happiness are unique and subjective. So, this approach of the social pedagogy is context specific and responsive to individual need, not a fixed one. Holistic learning: the holistic learning reflects the aim of the well-being and happiness, it seems to be enhancing or contributing to the state of well-being. Holistic learning is more than that happened at school because it is a process of realization of the own potential for growth and learning that can happen at any stage that provides a learning opportunity (Ecclestone Brunila, 2015). The holistic learning is the lifelong process that involves heads, hands, and heart. Social pedagogy supports to create the learning opportunity, so, that the people can know about their own potential and works to develop them. Relationship: Pedagogic relationship is the centre of the above two aims. With the supportive relationship with the social pedagogy, the people feel that someone cares for him and have trust in him. This gives them the opportunity to have better relations with others. The pedagogic relationship is personal and professional at the same time. Empowerment: Along with the relationship, empowerment is critical to ensure that the people have a sense of control over their life, have a feeling of involvement in a decision that affects them. The empowerment supports to have the feeling that the people have the ability to take their own responsibilities and learning, well-being and happiness and relationship with the community (Sears, 2004). Positive experience: the social pedagogy should provide some positive experience to the individual. This positive experiencing power reinforces the individual to work for the above four aims. The practice for the social pedagogy The experts of the social pedagogy work with all age groups such as children, youth, and old age person. They worked in kindergarten, nurseries, children and youth service centre, play setting, children home and clubs of the youth. The worker of social pedagogy works in the service centre for the adults by interacting with the disadvantaged adults and communities such as substance users, ethnic minorities, homeless, imprisoned persons and unemployed and they also worked in the palliative care that supports the older person in a care centre or at home (Kamberelis, McGinley, Welker, 2015). But, it is logical that the methods used for the social pedagogy in all, these are different depending upon their target groups. Therefore, if the social pedagogy deals with the homeless, youth, the practice will be different. This practice is as follows. The homeless youth is mainly two types, short-term homelessness, and long-term homelessness. Short- term homelessness, youth stays on the roads, streets, with their friends or in emergency youth shelters and the return to their homes after two or three weeks or run away from their homes more than once in the short time period. The long-term homelessness means the youth leave their home for a longer time than a month and become street dependent or make their homes in parks, abounded buildings and under bridges. These types of youth require assistance to exit the homelessness to sort out the conflict between them and family (Khalifa, 2013). The practice or approach used to assist the homeless youth should be individualized and flexible. For everyone, the path of the independence is different and depending upon the different needs and desires at different ages. There are two methods of social pedagogy for the homeless youth. Proactive family reconciliation: this method used for the short-term homelessness and focus on the counselling the youth and the parents or caretaker to manage the problems because of which the youth leave their homes. The purpose of the family reconciliation is to improve the relationship in the family that force the youth to come back to home in the most supportive environment (Khalifa, 2013). The family reconciliation is the best method because a maximum of the youth come back to their home through this method. It should be remembered that the family reconciliation is not always the best method because sometimes the environment of the home is unsafe for the youth. Traditional housing and supportive service that are youth-centred: this type of the practice is used for the long-term homelessness and the youth under the age of 18. The services of housing, supportive system, and service of guidance are provided to them, the youth that cannot move to their homes. This practice helps the homeless youth to improve their skills and become an independent adult (Kitagawa, 2016). The case management through the individualization and the assessment of the needs of the homeless youth are the best way to meet the requirement of the needs of the homeless youth. The research of SIR shows that the effective programs for both types of homelessness are based on youth development, positively, flexibility, relationship building, cultural competence and trauma-informed care. Conclusion The social pedagogy is the practice that supports to improve the relationship in society, holistic learning, empowerment, and so on. It helps the individual to provide well-being and happiness. This social pedagogic worker works for all ages people and tries to improve their social living, relation and potentiate their skills for their state of well-being and happiness (Razack, 2009). They provide the holistic learning practice that will help to improve their learning skills and leads them in their growth way. References Bksi, K. (2007). 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