Tuesday, October 1, 2013

St thomas of Aquinas Predestination


Write an argumentative summary of St thomas of Aquinas Predestination – Reading included.
St. Thomas Aquinas, Summa Theologiae 1.23
OF PREDESTINATION (EIGHT ARTICLES)1
After consideration of divine providence, we must treat of predestination and the book of life.
Concerning predestination there are eight points of inquiry:
(1) Whether predestination is suitably attributed to God?
(2) What is predestination, and whether it places anything in the predestined?
(3) Whether to God belongs the reprobation of some men?
(4) On the comparison of predestination to election; whether, that is to say, the predestined are
chosen?
(5) Whether merits are the cause or reason of predestination, or reprobation, or election?
(6) of the certainty of predestination; whether the predestined will infallibly be saved?
(7) Whether the number of the predestined is certain?
(8) Whether predestination can be furthered by the prayers of the saints?
Art. 1: Whether men are predestined by God?
Argument 1: It seems that men are not predestined by God, for Damascene says (De Fide Orth. ii,
30): “It must be borne in mind that God foreknows but does not predetermine everything, since He
foreknows all that is in us, but does not predetermine it all.” But human merit and demerit are in us,
forasmuch as we are the masters of our own acts by free will. All that pertains therefore to merit or
demerit is not predestined by God; and thus man’s predestination is done away.
Argument 2: Further, all creatures are directed to their end by divine providence, as was said
above (Question [22], Articles [1],2). But other creatures are not said to be predestined by God.
Therefore neither are men.
Argument 3: Further, the angels are capable of beatitude, as well as men. But predestination is not
suitable to angels, since in them there never was any unhappiness (miseria); for predestination, as
Augustine says (De praedest. sanct. 17), is the “purpose to take pity [miserendi]” [*See Question
[22], Article [3]]. Therefore men are not predestined.
Argument 4: Further, the benefits God confers upon men are revealed by the Holy Ghost to holy
men according to the saying of the Apostle (1 Cor. 2:12): “Now we have received not the spirit of
this world, but the Spirit that is of God: that we may know the things that are given us from God.”
Therefore if man were predestined by God, since predestination is a benefit from God, his
predestination would be made known to each predestined; which is clearly false.
On the contrary, It is written (Rm. 8:30): “Whom He predestined, them He also called.”
1 The translation is from the Dominican Fathers of the English Province (1947), provided online at
http://www.ccel.org/a/aquinas/summa/FP/FP023.html#FPQ23OUTP1. Argumentum has been translated as
“argument†instead of the “objection†which was the term published in 1947.
I answer that, It is fitting that God should predestine men. For all things are subject to His
providence, as was shown above (Question [22], Article [2]). Now it belongs to providence to direct
things towards their end, as was also said (Question [22], Articles [1],2). The end towards which
created things are directed by God is twofold; one which exceeds all proportion and faculty of
created nature; and this end is life eternal, that consists in seeing God which is above the nature of
every creature, as shown above (Question [12], Article [4]). The other end, however, is proportionate
to created nature, to which end created being can attain according to the power of its nature. Now if
a thing cannot attain to something by the power of its nature, it must be directed thereto by another;
thus, an arrow is directed by the archer towards a mark. Hence, properly speaking, a rational
creature, capable of eternal life, is led towards it, directed, as it were, by God. The reason of that
direction pre-exists in God; as in Him is the type of the order of all things towards an end, which we
proved above to be providence. Now the type in the mind of the doer of something to be done, is a
kind of pre-existence in him of the thing to be done. Hence the type of the aforesaid direction of a
rational creature towards the end of life eternal is called predestination. For to destine, is to direct or
send. Thus it is clear that predestination, as regards its objects, is a part of providence.
Reply to Argument 1: Damascene calls predestination an imposition of necessity, after the
manner of natural things which are predetermined towards one end. This is clear from his adding:
“He does not will malice, nor does He compel virtue.” Whence predestination is not excluded by
Him.
Reply to Argument 2: Irrational creatures are not capable of that end which exceeds the faculty of
human nature. Whence they cannot be properly said to be predestined; although improperly the
term is used in respect of any other end.
Reply to Argument 3: Predestination applies to angels, just as it does to men, although they have
never been unhappy. For movement does not take its species from the term “wherefrom” but from
the term “whereto.” Because it matters nothing, in respect of the notion of making white, whether
he who is made white was before black, yellow or red. Likewise it matters nothing in respect of the
notion of predestination whether one is predestined to life eternal from the state of misery or not.
Although it may be said that every conferring of good above that which is due pertains to mercy; as
was shown previously (Question [21], Articles [3],4).
Reply to Argument 4: Even if by a special privilege their predestination were revealed to some, it
is not fitting that it should be revealed to everyone; because, if so, those who were not predestined
would despair; and security would beget negligence in the predestined.
Art. 2: Whether predestination places anything in the predestined?
Argument 1: It seems that predestination does place something in the predestined. For every
action of itself causes passion. If therefore predestination is action in God, predestination must be
passion in the predestined.
Argument 2: Further, Origen says on the text, “He who was predestined,” etc. (Rm. 1:4):
“Predestination is of one who is not; destination, of one who is.” And Augustine says (De Praed.
Sanct.): “What is predestination but the destination of one who is?” Therefore predestination is only
of one who actually exists; and it thus places something in the predestined.
Argument 3: Further, preparation is something in the thing prepared. But predestination is the
preparation of God’s benefits, as Augustine says (De Praed. Sanct. ii, 14). Therefore predestination is
something in the predestined.
Argument 4: Further, nothing temporal enters into the definition of eternity. But grace, which is
something temporal, is found in the definition of predestination. For predestination is the
preparation of grace in the present; and of glory in the future. Therefore predestination is not
anything eternal. So it must needs be that it is in the predestined, and not in God; for whatever is in
Him is eternal.
On the contrary, Augustine says (De Praed. Sanct. ii, 14) that “predestination is the
foreknowledge of God’s benefits.” But foreknowledge is not in the things foreknown, but in the
person who foreknows them. Therefore, predestination is in the one who predestines, and not in the
predestined.
I answer that, Predestination is not anything in the predestined; but only in the person who
predestines. We have said above that predestination is a part of providence. Now providence is not
anything in the things provided for; but is a type in the mind of the provider, as was proved above
(Question [22], Article [1]). But the execution of providence which is called government, is in a
passive way in the thing governed, and in an active way in the governor. Whence it is clear that
predestination is a kind of type of the ordering of some persons towards eternal salvation, existing in
the divine mind. The execution, however, of this order is in a passive way in the predestined, but
actively in God. The execution of predestination is the calling and magnification; according to the
Apostle (Rm. 8:30): “Whom He predestined, them He also called and whom He called, them He
also magnified [Vulg. 'justified'].”
Reply to Argument 1: Actions passing out to external matter imply of themselves passion—for
example, the actions of warming and cutting; but not so actions remaining in the agent, as
understanding and willing, as said above (Question [14], Article [2]; Question [18], Article [3], ad 1).
Predestination is an action of this latter class. Wherefore, it does not put anything in the predestined.
But its execution, which passes out to external things, has an effect in them.
Reply to Argument 2: Destination sometimes denotes a real mission of someone to a given end;
thus, destination can only be said of someone actually existing. It is taken, however, in another sense
for a mission which a person conceives in the mind; and in this manner we are said to destine a
thing which we firmly propose in our mind. In this latter way it is said that Eleazar “determined not
to do any unlawful things for the love of life” (2 Macc. 6:20). Thus destination can be of a thing
which does not exist. Predestination, however, by reason of the antecedent nature it implies, can be
attributed to a thing which does not actually exist; in whatsoever way destination is accepted.
Reply to Argument 3: Preparation is twofold: of the patient in respect to passion and this is in the
thing prepared; and of the agent to action, and this is in the agent. Such a preparation is
predestination, and as an agent by intellect is said to prepare itself to act, accordingly as it
preconceives the idea of what is to be done. Thus, God from all eternity prepared by predestination,
conceiving the idea of the order of some towards salvation.
Reply to Argument 4: Grace does not come into the definition of predestination, as something
belonging to its essence, but inasmuch as predestination implies a relation to grace, as of cause to
effect, and of act to its object. Whence it does not follow that predestination is anything temporal.
Art. 3: Whether God reprobates any man?
Argument 1: It seems that God reprobates no man. For nobody reprobates what he loves. But
God loves every man, according to (Wis. 11:25): “Thou lovest all things that are, and Thou hatest
none of the things Thou hast made.” Therefore God reprobates no man.
Argument 2: Further, if God reprobates any man, it would be necessary for reprobation to have
the same relation to the reprobates as predestination has to the predestined. But predestination is the
cause of the salvation of the predestined. Therefore reprobation will likewise be the cause of the loss
of the reprobate. But this false. For it is said (Osee 13:9): “Destruction is thy own, O Israel; Thy help
is only in Me.” God does not, then, reprobate any man.
Argument 3: Further, to no one ought anything be imputed which he cannot avoid. But if God
reprobates anyone, that one must perish. For it is said (Eccles. 7:14): “Consider the works of God,
that no man can correct whom He hath despised.” Therefore it could not be imputed to any man,
were he to perish. But this is false. Therefore God does not reprobate anyone.
On the contrary, It is said (Malachi 1:2,3): “I have loved Jacob, but have hated Esau.”
I answer that, God does reprobate some. For it was said above (Article [1]) that predestination is a
part of providence. To providence, however, it belongs to permit certain defects in those things
which are subject to providence, as was said above (Question [22], Article [2]). Thus, as men are
ordained to eternal life through the providence of God, it likewise is part of that providence to
permit some to fall away from that end; this is called reprobation. Thus, as predestination is a part of
providence, in regard to those ordained to eternal salvation, so reprobation is a part of providence in
regard to those who turn aside from that end. Hence reprobation implies not only foreknowledge,
but also something more, as does providence, as was said above (Question [22],Article [1]).
Therefore, as predestination includes the will to confer grace and glory; so also reprobation includes
the will to permit a person to fall into sin, and to impose the punishment of damnation on account
of that sin.
Reply to Argument 1: God loves all men and all creatures, inasmuch as He wishes them all some
good; but He does not wish every good to them all. So far, therefore, as He does not wish this
particular good—namely, eternal life—He is said to hate or reprobated them.
Reply to Argument 2: Reprobation differs in its causality from predestination. This latter is the
cause both of what is expected in the future life by the predestined—namely, glory—and of what is
received in this life—namely, grace. Reprobation, however, is not the cause of what is in the present–
namely, sin; but it is the cause of abandonment by God. It is the cause, however, of what is
assigned in the future—namely, eternal punishment. But guilt proceeds from the free-will of the
person who is reprobated and deserted by grace. In this way, the word of the prophet is true—
namely, “Destruction is thy own, O Israel.”
Reply to Argument 3: Reprobation by God does not take anything away from the power of the
person reprobated. Hence, when it is said that the reprobated cannot obtain grace, this must not be
understood as implying absolute impossibility: but only conditional impossibility: as was said above
(Question [19], Article [3]), that the predestined must necessarily be saved; yet a conditional
necessity, which does not do away with the liberty of choice. Whence, although anyone reprobated
by God cannot acquire grace, nevertheless that he falls into this or that particular sin comes from
the use of his free-will. Hence it is rightly imputed to him as guilt.
Art. 4: Whether the predestined are chosen by God? [*"Eligantur."]
Argument 1: It seems that the predestined are not chosen by God. For Dionysius says (Div. Nom.
iv, 1) that as the corporeal sun sends his rays upon all without selection, so does God His goodness.
But the goodness of God is communicated to some in an especial manner through a participation of
grace and glory. Therefore God without any selection communicates His grace and glory; and this
belongs to predestination.
Argument 2: Further, election is of things that exist. But predestination from all eternity is also of
things which do not exist. Therefore, some are predestined without election.
Argument 3: Further, election implies some discrimination. Now God “wills all men to be saved”
(1 Tim. 2:4). Therefore, predestination which ordains men towards eternal salvation, is without
election.
On the contrary, It is said (Eph. 1:4): “He chose us in Him before the foundation of the world.”
I answer that, Predestination presupposes election in the order of reason; and election
presupposes love. The reason of this is that predestination, as stated above (Article [1]), is a part of
providence. Now providence, as also prudence, is the plan existing in the intellect directing the
ordering of some things towards an end; as was proved above (Question [22], Article [2]). But
nothing is directed towards an end unless the will for that end already exists. Whence the
predestination of some to eternal salvation presupposes, in the order of reason, that God wills their
salvation; and to this belong both election and love:—love, inasmuch as He wills them this particular
good of eternal salvation; since to love is to wish well to anyone, as stated above (Question
[20], Articles [2],3):—election, inasmuch as He wills this good to some in preference to others; since
He reprobates some, as stated above (Article [3]). Election and love, however, are differently
ordered in God, and in ourselves: because in us the will in loving does not cause good, but we are
incited to love by the good which already exists; and therefore we choose someone to love, and so
election in us precedes love. In God, however, it is the reverse. For His will, by which in loving He
wishes good to someone, is the cause of that good possessed by some in preference to others. Thus
it is clear that love precedes election in the order of reason, and election precedes predestination.
Whence all the predestinate are objects of election and love.
Reply to Argument 1: If the communication of the divine goodness in general be considered,
God communicates His goodness without election; inasmuch as there is nothing which does not in
some way share in His goodness, as we said above (Question [6], Article [4]). But if we consider the
communication of this or that particular good, He does not allot it without election; since He gives
certain goods to some men, which He does not give to others. Thus in the conferring of grace and
glory election is implied.
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Reply to Argument 2: When the will of the person choosing is incited to make a choice by the
good already pre-existing in the object chosen, the choice must needs be of those things which
already exist, as happens in our choice. In God it is otherwise; as was said above (Question
[20], Article [2]). Thus, as Augustine says (De Verb. Ap. Serm. 11): “Those are chosen by God, who
do not exist; yet He does not err in His choice.”
Reply to Argument 3: God wills all men to be saved by His antecedent will, which is to will not
simply but relatively; and not by His consequent will, which is to will simply.
Art. 5: Whether the foreknowledge of merits is the cause of predestination?
Argument 1: It seems that foreknowledge of merits is the cause of predestination. For the Apostle
says (Rm. 8:29): “Whom He foreknew, He also predestined.” Again a gloss of Ambrose on Rm.
9:15: “I will have mercy upon whom I will have mercy” says: “I will give mercy to him who, I
foresee, will turn to Me with his whole heart.” Therefore it seems the foreknowledge of merits is the
cause of predestination.
Argument 2: Further, Divine predestination includes the divine will, which by no means can be
irrational; since predestination is “the purpose to have mercy,” as Augustine says (De Praed. Sanct. ii,
17). But there can be no other reason for predestination than the foreknowledge of merits.
Therefore it must be the cause of reason of predestination.
Argument 3: Further, “There is no injustice in God” (Rm. 9:14). Now it would seem unjust that
unequal things be given to equals. But all men are equal as regards both nature and original sin; and
inequality in them arises from the merits or demerits of their actions. Therefore God does not
prepare unequal things for men by predestinating and reprobating, unless through the
foreknowledge of their merits and demerits.
On the contrary, The Apostle says (Titus 3:5): “Not by works of justice which we have done, but
according to His mercy He saved us.” But as He saved us, so He predestined that we should be
saved. Therefore, foreknowledge of merits is not the cause or reason of predestination.
I answer that, Since predestination includes will, as was said above (Article [4]), the reason of
predestination must be sought for in the same way as was the reason of the will of God. Now it was
shown above (Question [19], Article [5]), that we cannot assign any cause of the divine will on the
part of the act of willing; but a reason can be found on the part of the things willed; inasmuch as
God wills one thing on account of something else. Wherefore nobody has been so insane as to say
that merit is the cause of divine predestination as regards the act of the predestinator. But this is the
question, whether, as regards the effect, predestination has any cause; or what comes to the same
thing, whether God pre-ordained that He would give the effect of predestination to anyone on
account of any merits.
Accordingly there were some who held that the effect of predestination was pre-ordained for
some on account of pre-existing merits in a former life. This was the opinion of Origen, who
thought that the souls of men were created in the beginning, and according to the diversity of their
works different states were assigned to them in this world when united with the body. The Apostle,
however, rebuts this opinion where he says (Rm. 9:11,12): “For when they were not yet born, nor
had done any good or evil . . . not of works, but of Him that calleth, it was said of her: The elder
shall serve the younger.”
Others said that pre-existing merits in this life are the reason and cause of the effect of
predestination. For the Pelagians taught that the beginning of doing well came from us; and the
consummation from God: so that it came about that the effect of predestination was granted to one,
and not to another, because the one made a beginning by preparing, whereas the other did not. But
against this we have the saying of the Apostle (2 Cor. 3:5), that “we are not sufficient to think
anything of ourselves as of ourselves.” Now no principle of action can be imagined previous to the
act of thinking. Wherefore it cannot be said that anything begun in us can be the reason of the effect
of predestination.
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And so others said that merits following the effect of predestination are the reason of
predestination; giving us to understand that God gives grace to a person, and pre-ordains that He
will give it, because He knows beforehand that He will make good use of that grace, as if a king were
to give a horse to a soldier because he knows he will make good use of it. But these seem to have
drawn a distinction between that which flows from grace, and that which flows from free will, as if
the same thing cannot come from both. It is, however, manifest that what is of grace is the effect of
predestination; and this cannot be considered as the reason of predestination, since it is contained in
the notion of predestination. Therefore, if anything else in us be the reason of predestination, it will
outside the effect of predestination. Now there is no distinction between what flows from free will,
and what is of predestination; as there is not distinction between what flows from a secondary cause
and from a first cause. For the providence of God produces effects through the operation of
secondary causes, as was above shown (Question [22], Article [3]). Wherefore, that which flows
from free-will is also of predestination. We must say, therefore, that the effect of predestination may
be considered in a twofold light—in one way, in particular; and thus there is no reason why one
effect of predestination should not be the reason or cause of another; a subsequent effect being the
reason of a previous effect, as its final cause; and the previous effect being the reason of the
subsequent as its meritorious cause, which is reduced to the disposition of the matter. Thus we
might say that God pre-ordained to give glory on account of merit, and that He pre-ordained to give
grace to merit glory. In another way, the effect of predestination may be considered in general. Thus,
it is impossible that the whole of the effect of predestination in general should have any cause as
coming from us; because whatsoever is in man disposing him towards salvation, is all included under
the effect of predestination; even the preparation for grace. For neither does this happen otherwise
than by divine help, according to the prophet Jeremias (Lam. 5:21): “convert us, O Lord, to Thee,
and we shall be converted.” Yet predestination has in this way, in regard to its effect, the goodness
of God for its reason; towards which the whole effect of predestination is directed as to an end; and
from which it proceeds, as from its first moving principle.
Reply to Argument 1: The use of grace foreknown by God is not the cause of conferring grace,
except after the manner of a final cause; as was explained above.
Reply to Argument 2: Predestination has its foundation in the goodness of God as regards its
effects in general. Considered in its particular effects, however, one effect is the reason of another;
as already stated.
Reply to Argument 3: The reason for the predestination of some, and reprobation of others,
must be sought for in the goodness of God. Thus He is said to have made all things through His
goodness, so that the divine goodness might be represented in things. Now it is necessary that God’s
goodness, which in itself is one and undivided, should be manifested in many ways in His creation;
because creatures in themselves cannot attain to the simplicity of God. Thus it is that for the
completion of the universe there are required different grades of being; some of which hold a high
and some a low place in the universe. That this multiformity of grades may be preserved in things,
God allows some evils, lest many good things should never happen, as was said above (Question
[22], Article [2]). Let us then consider the whole of the human race, as we consider the whole
universe. God wills to manifest His goodness in men; in respect to those whom He predestines, by
means of His mercy, as sparing them; and in respect of others, whom he reprobates, by means of
His justice, in punishing them. This is the reason why God elects some and rejects others. To this
the Apostle refers, saying (Rm. 9:22,23): “What if God, willing to show His wrath [that is, the
vengeance of His justice], and to make His power known, endured [that is, permitted] with much
patience vessels of wrath, fitted for destruction; that He might show the riches of His glory on the
vessels of mercy, which He hath prepared unto glory” and (2 Tim. 2:20): “But in a great house there
are not only vessels of gold and silver; but also of wood and of earth; and some, indeed, unto honor,
but some unto dishonor.” Yet why He chooses some for glory, and reprobates others, has no
reason, except the divine will. Whence Augustine says (Tract. xxvi. in Joan.): “Why He draws one,
and another He draws not, seek not to judge, if thou dost not wish to err.” Thus too, in the things of
nature, a reason can be assigned, since primary matter is altogether uniform, why one part of it was
fashioned by God from the beginning under the form of fire, another under the form of earth, that
there might be a diversity of species in things of nature. Yet why this particular part of matter is
under this particular form, and that under another, depends upon the simple will of God; as from
the simple will of the artificer it depends that this stone is in part of the wall, and that in another;
although the plan requires that some stones should be in this place, and some in that place. Neither
on this account can there be said to be injustice in God, if He prepares unequal lots for not unequal
things. This would be altogether contrary to the notion of justice, if the effect of predestination were
granted as a debt, and not gratuitously. In things which are given gratuitously, a person can give
more or less, just as he pleases (provided he deprives nobody of his due), without any infringement
of justice. This is what the master of the house said: “Take what is thine, and go thy way. Is it not
lawful for me to do what I will?” (Mt. 20:14,15).
Art. 6: Whether predestination is certain?
Argument 1: It seems that predestination is not certain. Because on the words “Hold fast that
which thou hast, that no one take thy crown,” (Rev 3:11), Augustine says (De Corr. et Grat. 15):
“Another will not receive, unless this one were to lose it.” Hence the crown which is the effect of
predestination can be both acquired and lost. Therefore predestination cannot be certain.
Argument 2: Further, granted what is possible, nothing impossible follows. But it is possible that
one predestined—e.g. Peter—may sin and then be killed. But if this were so, it would follow that the
effect of predestination would be thwarted. This then, is not impossible. Therefore predestination is
not certain.
Argument 3: Further, whatever God could do in the past, He can do now. But He could have not
predestined whom He hath predestined. Therefore now He is able not to predestine him. Therefore
predestination is not certain.
On the contrary, A gloss on Rm. 8:29: “Whom He foreknew, He also predestinated”, says:
“Predestination is the foreknowledge and preparation of the benefits of God, by which whosoever
are freed will most certainly be freed.”
I answer that, Predestination most certainly and infallibly takes effect; yet it does not impose any
necessity, so that, namely, its effect should take place from necessity. For it was said above (Article
[1]), that predestination is a part of providence. But not all things subject to providence are
necessary; some things happening from contingency, according to the nature of the proximate
causes, which divine providence has ordained for such effects. Yet the order of providence is
infallible, as was shown above (Question [22], Article [4]). So also the order of predestination is
certain; yet free-will is not destroyed; whence the effect of predestination has its contingency.
Moreover all that has been said about the divine knowledge and will (Question [14], Article
[13];Question [19], Article [4]) must also be taken into consideration; since they do not destroy
contingency in things, although they themselves are most certain and infallible.
Reply to Argument 1: The crown may be said to belong to a person in two ways; first, by God’s
predestination, and thus no one loses his crown: secondly, by the merit of grace; for what we merit,
in a certain way is ours; and thus anyone may lose his crown by mortal sin. Another person receives
that crown thus lost, inasmuch as he takes the former’s place. For God does not permit some to fall,
without raising others; according to Job 34:24: “He shall break in pieces many and innumerable, and
make others to stand in their stead.” Thus men are substituted in the place of the fallen angels; and
the Gentiles in that of the Jews. He who is substituted for another in the state of grace, also receives
the crown of the fallen in that in eternal life he will rejoice at the good the other has done, in which
life he will rejoice at all good whether done by himself or by others.
Reply to Argument 2: Although it is possible for one who is predestinated considered in himself
to die in mortal sin; yet it is not possible, supposed, as in fact it is supposed. that he is predestinated.
Whence it does not follow that predestination can fall short of its effect.
Reply to Argument 3: Since predestination includes the divine will as stated above (Article [4]):
and the fact that God wills any created thing is necessary on the supposition that He so wills, on
account of the immutability of the divine will, but is not necessary absolutely; so the same must be
said of predestination. Wherefore one ought not to say that God is able not to predestinate one
whom He has predestinated, taking it in a composite sense, thought, absolutely speaking, God can
predestinate or not. But in this way the certainty of predestination is not destroyed.
Art. 7: Whether the number of the predestined is certain?
Argument 1: It seems that the number of the predestined is not certain. For a number to which an
addition can be made is not certain. But there can be an addition to the number of the predestined
as it seems; for it is written (Dt. 1:11): “The Lord God adds to this number many thousands,” and a
gloss adds, “fixed by God, who knows those who belong to Him.” Therefore the number of the
predestined is not certain.
Argument 2: Further, no reason can be assigned why God pre-ordains to salvation one number of
men more than another. But nothing is arranged by God without a reason. Therefore the number to
be saved pre-ordained by God cannot be certain.
Argument 3: Further, the operations of God are more perfect than those of nature. But in the
works of nature, good is found in the majority of things; defect and evil in the minority. If, then, the
number of the saved were fixed by God at a certain figure, there would be more saved than lost. Yet
the contrary follows from Mt. 7:13,14: “For wide is the gate, and broad the way that leadeth to
destruction, and many there are who go in thereat. How narrow is the gate, and strait is the way that
leadeth to life; and few there are who find it!” Therefore the number of those pre-ordained by God
to be saved is not certain.
On the contrary, Augustine says (De Corr. et Grat. 13): “The number of the predestined is
certain, and can neither be increased nor diminished.”
I answer that, The number of the predestined is certain. Some have said that it was formally, but
not materially certain; as if we were to say that it was certain that a hundred or a thousand would be
saved; not however these or those individuals. But this destroys the certainty of predestination; of
which we spoke above (Article [6]). Therefore we must say that to God the number of the
predestined is certain, not only formally, but also materially. It must, however, be observed that the
number of the predestined is said to be certain to God, not by reason of His knowledge, because,
that is to say, He knows how many will be saved (for in this way the number of drops of rain and
the sands of the sea are certain to God); but by reason of His deliberate choice and determination.
For the further evidence of which we must remember that every agent intends to make something
finite, as is clear from what has been said above when we treated of the infinite (Question
[7],Articles [2],3). Now whosoever intends some definite measure in his effect thinks out some
definite number in the essential parts, which are by their very nature required for the perfection of
the whole. For of those things which are required not principally, but only on account of something
else, he does not select any definite number “per se”; but he accepts and uses them in such numbers
as are necessary on account of that other thing. For instance, a builder thinks out the definite
measurements of a house, and also the definite number of rooms which he wishes to make in the
house; and definite measurements of the walls and roof; he does not, however, select a definite
number of stones, but accepts and uses just so many as are sufficient for the required measurements
of the wall. So also must we consider concerning God in regard to the whole universe, which is His
effect. For He pre-ordained the measurements of the whole of the universe, and what number
would befit the essential parts of that universe—that is to say, which have in some way been
ordained in perpetuity; how many spheres, how many stars, how many elements, and how many
species. Individuals, however, which undergo corruption, are not ordained as it were chiefly for the
good of the universe, but in a secondary way, inasmuch as the good of the species is preserved
through them. Whence, although God knows the total number of individuals, the number of oxen,
flies and such like, is not pre-ordained by God “per se”; but divine providence produces just so
many as are sufficient for the preservation of the species. Now of all creatures the rational creature is
chiefly ordained for the good of the universe, being as such incorruptible; more especially those who
attain to eternal happiness, since they more immediately reach the ultimate end. Whence the number
of the predestined is certain to God; not only by way of knowledge, but also by way of a principal
pre-ordination.
It is not exactly the same thing in the case of the number of the reprobate, who would seem to be
pre-ordained by God for the good of the elect, in whose regard “all things work together unto good”
(Rm. 8:28). Concerning the number of all the predestined, some say that so many men will be saved
as angels fell; some, so many as there were angels left; others, as many as the number of angels
created by God. It is, however, better to say that, “to God alone is known the number for whom is
reserved eternal happiness [*From the 'secret' prayer of the missal, 'pro vivis et defunctis.']”
Reply to Argument 1: These words of Deuteronomy must be taken as applied to those who are
marked out by God beforehand in respect to present righteousness. For their number is increased
and diminished, but not the number of the predestined.
Reply to Argument 2: The reason of the quantity of any one part must be judged from the
proportion of that part of the whole. Thus in God the reason why He has made so many stars, or so
many species of things, or predestined so many, is according to the proportion of the principal parts
to the good of the whole universe.
Reply to Argument 3: The good that is proportionate to the common state of nature is to be
found in the majority; and is wanting in the minority. The good that exceeds the common state of
nature is to be found in the minority, and is wanting in the majority. Thus it is clear that the majority
of men have a sufficient knowledge for the guidance of life; and those who have not this knowledge
are said to be half-witted or foolish; but they who attain to a profound knowledge of things
intelligible are a very small minority in respect to the rest. Since their eternal happiness, consisting in
the vision of God, exceeds the common state of nature, and especially in so far as this is deprived of
grace through the corruption of original sin, those who are saved are in the minority. In this
especially, however, appears the mercy of God, that He has chosen some for that salvation, from
which very many in accordance with the common course and tendency of nature fall short.
Art. 8: Whether predestination can be furthered by the prayers of the saints?
Argument 1: It seems that predestination cannot be furthered by the prayers of the saints. For
nothing eternal can be preceded by anything temporal; and in consequence nothing temporal can
help towards making something else eternal. But predestination is eternal. Therefore, since the
prayers of the saints are temporal, they cannot so help as to cause anyone to become predestined.
Predestination therefore is not furthered by the prayers of the saints.
Argument 2: Further, as there is no need of advice except on account of defective knowledge, so
there is not need of help except through defective power. But neither of these things can be said of
God when He predestines. Whence it is said: “Who hath helped the Spirit of the Lord? [*Vulg.:
'Who hath known the mind of the Lord?'] Or who hath been His counsellor?” (Rm. 11:34).
Therefore predestination cannot be furthered by the prayers of the saints.
Argument 3: Further, if a thing can be helped, it can also be hindered. But predestination cannot
be hindered by anything. Therefore it cannot be furthered by anything.
On the contrary, It is said that “Isaac besought the Lord for his wife because she was barren; and
He heard him and made Rebecca to conceive” (Gn. 25:21). But from that conception Jacob was
born, and he was predestined. Now his predestination would not have happened if he had never
been born. Therefore predestination can be furthered by the prayers of the saints.
I answer that, Concerning this question, there were different errors. Some, regarding the certainty
of divine predestination, said that prayers were superfluous, as also anything else done to attain
salvation; because whether these things were done or not, the predestined would attain, and the
reprobate would not attain, eternal salvation. But against this opinion are all the warnings of Holy
Scripture, exhorting us to prayer and other good works.
Others declared that the divine predestination was altered through prayer. This is stated to have
the opinion of the Egyptians, who thought that the divine ordination, which they called fate, could
be frustrated by certain sacrifices and prayers. Against this also is the authority of Scripture. For it is
said: “But the triumpher in Israel will not spare and will not be moved to repentance” (1 Kgs. 15:29);
and that “the gifts and the calling of God are without repentance” (Rm. 11:29).
Wherefore we must say otherwise that in predestination two things are to be considered—namely,
the divine ordination; and its effect. As regards the former, in no possible way can predestination be
furthered by the prayers of the saints. For it is not due to their prayers that anyone is predestined by
God. As regards the latter, predestination is said to be helped by the prayers of the saints, and by
other good works; because providence, of which predestination is a part, does not do away with
secondary causes but so provides effects, that the order of secondary causes falls also under
providence. So, as natural effects are provided by God in such a way that natural causes are directed
to bring about those natural effects, without which those effects would not happen; so the salvation
of a person is predestined by God in such a way, that whatever helps that person towards salvation
falls under the order of predestination; whether it be one’s own prayers or those of another; or other
good works, and such like, without which one would not attain to salvation. Whence, the
predestined must strive after good works and prayer; because through these means predestination is
most certainly fulfilled. For this reason it is said: “Labor more that by good works you may make
sure your calling and election” (2 Pt. 1:10).
Reply to Argument 1: This argument shows that predestination is not furthered by the prayers of
the saints, as regards the preordination.
Reply to Argument 2: One is said to be helped by another in two ways; in one way, inasmuch as
he receives power from him: and to be helped thus belongs to the weak; but this cannot be said of
God, and thus we are to understand, “Who hath helped the Spirit of the Lord?” In another way one
is said to be helped by a person through whom he carries out his work, as a master through a
servant. In this way God is helped by us; inasmuch as we execute His orders, according to 1 Cor.
3:9: “We are God’s co-adjutors.” Nor is this on account of any defect in the power of God, but
because He employs intermediary causes, in order that the beauty of order may be preserved in the
universe; and also that He may communicate to creatures the dignity of causality.
Reply to Argument 3: Secondary causes cannot escape the order of the first universal cause, as
has been said above (Question [19], Article [6]), indeed, they execute that order. And therefore
predestination can be furthered by creatures, but it cannot be impeded by them.

simplified financial statements


PROBLEMS
The problems below are based on the following simplified financial statements for Mercy Health Services:
Mercy Health Services
Statement of Cash Flows
For the Fiscal Years Ending June 30, 2013 and 2012
2013 2012
Cash flows from operating activities
Collections from patients and third-party payers $21,000 $16,000
Collections from other operating activities 2,000 1,400
Payments to suppliers (1,700) (800)
Interest payments (2,000) (2,000) Payments to employees (15,100) (12,500)
Net cash from operating activities $ 4,200 $ 2,100
Cash flows from investing activities
Purchase new equipment $ (3,000) $ 0 Purchase marketable securities (200) 0 Increase in sinking fund (200) (200)
Net cash from investing activities $ (3,400) $ (200)
Cash flows from financing activities
Payments of mortgage principal $ (2,000) $ (1,800)
New mortgage 1,200 0
Net cash used for financing activities $ (800) $ (1,800)
Net increase/(decrease) in cash $ 0 $ 100
Cash, beginning of year 500 400
Cash, end of year $ 500 $ 500


Mercy Health Services
Statement of Financial Position
As of June 30, 2013 and 2012
ASSETS 2013 2012
Current
Cash $500 $500
Marketable securities 400 200
Accounts receivable, net of $400
and $300 allowance for bad debts 3,000 2,000
Inventory 1,000 500
Prepaid assets 100 100
Total current assets $5,000 $3,300
Fixed
Property, plant, and equipment $43,000 $40,000
Less accumulated depreciation 17,800 16,000
Net property, plant, and equipment $25,200 $24,000
Sinking fund 1,800 1,600
Investments 300 300
Total fixed assets $27,300 $25,900
Total $32,300 $29,200
EQUITIES
Current liabilities
Wages payable $700 $500
Accounts payable 700 1,000
Notes payable 500 500
Deferred revenue 300 300
Taxes payable 100 100
Total current liabilities $ 2,300 $ 2,400
Long-term liabilities
Mortgage payable $ 4,200 $ 5,000
Bonds payable 20,000 20,000
Total long-term liabilities $24,200 $25,000
Net Assets
Unrestricted net assets $ 5,800 $ 1,800
Total net assets $ 5,800 $ 1,800
Total $32,300 $29,200
Mercy Health Services
Statement of Operations
For the Fiscal Years Ending June 30, 2013 and 2012
2013 2012
Revenues
Patient revenues $22,000 $17,000
Other operating revenues 2,000 1,400
Total revenues 24,000 $18,400
Expenses
Wages for clinical services $11,000 $9,000
Patient care supplies and food 600 400
Housekeeping services 800 500
Operation and maintenance of plant 1,200 1,000
Administrative services 2,200 2,000
Depreciation and amortization 1,800 1,200
Bad debt expense 400 300
Interest 2,000 2,000
Total expenses 20,000 $16,400
Increase in unrestricted net assets $ 4,000 $ 2,000

1. Using these simplified financial statements for Mercy Health Services, complete the following ratios for both 2012 and 2013:
a. Common size cash
b. Common size current liabilities
c. Common size wages for clinical services
d. Current ratio
e. Debt service coverage
f. Plant age
g. Revenue to assets
h. Profit margin

Low of People

 Prepare a presentation following the below instructions; Reading AnaIysis 1OO ancl Reflection 200 Words Do the reading base on this link between pages 35 + 36 + 37 http:llwww.faculty.umb.edullisa_riveralcoursesI2006lRawls%2OLaw%2oof°/o2OPeoples.

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Hidden Curriculum


summarize the attached article by Linda Bain called The Hidden Curriculum
The hidden curriculum consists of implicit values taught and learned through the process
of schooling. The first section of this paper describes theoretical and methodological
approaches to research in this area, drawing examples from general education literature.
The second section reviews research related to the hidden curriculum in physical education.
The final section proposes a model for feminist analysis ofthe hidden curriculum
in sport and physical education.
The term “hidden curriculum” has been used extensively in educational literature
since the early 1970s to refer to “what is taught to students by the institutional regularities,
by the routines and rituals of teacher/student lives” (Weis, 1982, p, 3), Some time ago
I discussed the hidden curriculum in physical education in Quest 24 (Bain, 1975), Now,
a decade later, it seems appropriate to re-examine the topic in light of the research completed
since that time.
Interest in the hidden curriculum provided much of the early impetus for examining
the lived culture in schools and for use of qualitative research methodologies in educational
research, A review ofthe theoretical bases for this research may shed light not only
on the hidden curriculum but also on theoretical issues related to qualitative research.
Although the hidden curriculum in physical education has received only limited attention,
the research completed has extended our knowledge of the implicit values communicated
by physical education programs.
Approaches to the Study of the Hidden Curriculum
Four approaches to the study of the hidden curriculum can be identified in general
education literature. This review will rely primarily upon American authors, but it is important
to note that they were influenced by European social theory in general and British
sociology of education in particular. Although many researchers can be identified within
each of the four approaches. Table 1 identifies one representative work that exemplifies
each of the approaches being described,
Phillip Jackson (1966, 1968) conducted some of the earliest research on the topic
and popularized the term “hidden curriculum,” Jackson conducted intensive observations
of elementary school classrooms and noted that the day-to-day conduct of schooling seemed
to be a powerful mechanism for transmitting values and beliefs to children. He describes
About the Author: Linda L, Bain is with the Department of Health, Physical Education and
Recreation at the University of Houston, TX 77004,
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145
146 BAIN
Table 1
Approaches to the Study of the Hidden Curriculum
Theoretical
perspective
1, Atheoretical
II, Functionaiist theory
III, Correspondence theory
IV, Critical theory of
reproduction and transformation
Mode of
analysis
Observation and
description
Theoretical anaiysis
Theoreticai analysis
Ethnographic and
phenomenological
studies and theoretical
analysis
Representative
work
Jackson, Ute in ClassrootDS,
1968
Dreeben, On Wtiat is Learned
in Sctiools, 1968
Bowles & Gintis, Schooling in
Capitalist Arfierica, 1976
Appie & Weis, Ideology and
Practice in Schooling, 1983
those classrooms as characterized by crowds (the homogenous grouping of students), power
(the authority of the teacher and the powerlessness of students), and praise ( a teachercontrolled
system of evaluation). He suggests that students leam patience, acceptance of
impersonal prescriptive authority, and distinctions between work and play. Students also
leam to conform to institutional expectations but to maneuver in this setting by seeking
privilege through “apple polishing” and by hiding behaviors that might displease those
in authority, Jackson’s work could best be described as atheoretical in that he described
the events in classrooms without attempting to relate those descriptions to a theory about
schooling and society. While such work clearly has limitations, it served an important
role in raising the issue of the impact of the hidden curriculum. Debate ensued about whether
these routines and rituals of schooling were functional or dysftinctional, harmfiil or harmless.
Some early examinations of the effects of the hidden curriculum were based upon
a functionalist perspective which examined how the school prepares students for effective
participation in adult society, Robert Dreeben’s (1968) analysis of what is learned in schools
suggests that the hidden curriculum is an effective mechanism for teaching students essential
norms. Specifically he suggests that students leam the norms of independence, achievement,
universalism, and specificity. That is, students leam to work independently and to
accept responsibility for competing against a standard of excellence. Children also leam
to accept that in public life, in contrast to family life, one is treated by others as a member
of a category (universalism) and that the scope of one person’s interest in another is confined
to a narrow range specific to the purpose of the interaction (specificity). This permits
students to distinguish between persons and their social positions, a capacity Dreeben
describes as crucially important in occupational and political life. He suggests that schooling,
occupation, and politics are reasonably well integrated and that schools contribute to the
creation of capacities required by the political economic system.
Not everyone who examines the hidden curriculum sees it as beneficial to students.
Critics claim that the schools contribute to the maintenance of political and economic systems
of domination, exploitation, and inequality and that the hidden curriculum is a central aspect
of this process. Although several writers have proposed such a correspondence between
THE HIDDEN CURRICULUM 147
school and society, the most complete analysis was proposed by Bowles and Gintis (1976)
in Schooling in Capitalist America. They posit that through the day-to-day regularities
of schools, students learn social class de&iitions, the discipline of the workplace, the
legitimacy of hierarchical arrangements and loss of control over their own work. The correspondence
theory suggests that “the hierarchically structured patterns of values, norms,
and skills that characterize the work force and the dynamics of class interaction under
capitalism are mirrored in the social dynamics of the daily classroom” (Giroux, 1981a, p. 6).
It should be noted that both the functionalist and the correspondence analyses of the
relationship between schooling and society assume that certain meanings and values are
taught by schools without examining directly the meanings held by teachers and students.
Both also view the school as functioning to maintain society but they differ in their judgment
as to whether such a society is fundamentally just or unjust.
The most recent work on the hidden curriculum builds upon the neo-Marxist
analyses of the correspondence theorists, but rejects both their determinism and their treatment
of the school as a “black box” (Apple, 1979, 1982; Giroux, 1981a, 1981b). Apple
(1982, p. 14) argues that “schools are not ‘merely’ institutions of reproduction, institutions
where the overt and covert knowledge that is taught inexorably molds students into
passive beings who are able and eager to fit into an unequal society.” He suggests that
“student reinterpretation, at best only partial acceptance, and often outright rejection of
the planned and unplanned meanings of schools, are more likely.” For this reason, schools
contain the potential for both reproduction and transformation of society. To understand
the hidden curriculum one must study the lived culture of the school and analyze its relationship
to the structure of the larger society. Such research assumes that knowledge is
socially constructed (Berger & Luckmann, 1966) and begins with an analysis of meaning
that utilizes ethnographic and phenomenological studies. However, this analysis of meaning
is combined with an analysis of ideology and reproduction (Apple, 1978). The recent
work edited by Apple and Weis (1983) contains several examples of research employing
this analysis of both meaning and ideology. Other important examples are Paul Willis’s
Learning to Labour (1977), a study of working-class boys in a comprehensive secondary
school in England, and Robert Everhart’s (1983) Reading, Writing and Resistance, a study
of an American junior high school.
The steps involved in conducting research on schooling following this critical
theory model are outlined below. In contrast to the positivist approach which assumes
research to be value-free, this perspective sees all knowledge including research as socially
constructed and therefore begins with a clarification of the standpoint of the researcher.
Steps 2 and 3 take the researcher inside the “black box” of the school to observe behavior
and to discover its meaning to teachers and students. This microanalysis is followed by
a macroanalysis of the relationship of the lived culture to the reproduction or transformation
of class, race, and gender relations. Because the researcher is not assumed to be valuefree
but instead a politically committed person, the final step in the process is the identification
of actions which might assist in the transformation of schools and society, an
approach sometimes called emancipatory or radical pedagogy (Giroux, 1981a, 1981b).
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The five steps in the implementation of a critical theory approach are these:
1. Identification of the standpoint of the researcher;
2. Description of patterns of behavior;
3. Analysis of the participants’ social construction of meanings;
4. Analysis of ideology and social relations;
5. Identification of action to assist transformation.
148 BAIN
Research on the Hidden Curriculum
in Physical Education
While little if any of the research on the hidden curriculum in physical education
has employed the approach just described, the steps outlined in that model serve as a useful
way to organize the review of the research. Almost all studies of the hidden curriculum
in physical education have assumed the positivist stance of value-free research and therefore
have not made the researcher’s standpoint explicit. Most of this work seems to be either
atheoretical or based upon a liberal functionalist perspective which endorses the basic justice
of a meritocratic society but calls for reforms to guarantee equal opportunity for all, A
few scholars have made explicitly critical analyses of sport in society (Boutilier & San
Giovanni, 1983; Gruneau, 1975; Hargreaves, 1982) but they have not included analysis
of pedagogical process in sport and physical education.
Some of the work on the hidden curriculum in physical education can best be
characterized as descriptions of patterns of behavior fitting step 2 ofthe model. My studies
of secondary physical education classes in Chicago (Bain, 1975, 1976) and of physical
education classes and athletic team practices in Houston (Bain, 1978) used systematic observation
to describe regularities of teacher behavior and class organization which communicated
values and norms to students. Male and female classes were compared hut no
attempt was made to examine the meanings that teachers and students attached to these
routines nor to examine their relationship to social theory. The research indicated there
are patterns of behavior in physical education classes that can be interpreted as emphasizing
orderliness, achievement, universalism, specificity, autonomy, and privacy, and that
differences exist between the experiences of male and female students, urban and suburban
students, and athletes and physical education students.
Recent work which examines the causes and effects of teacher expectations in
teaching and coaching performs a similar function of describing patterns of behavior (Martinek,
Crowe, & Rejeski, 1982). Although this work does not specifically address the hidden
curriculum, it has considerable relevance. In general the research on teacher expectations
in physical education indicates that teachers’ perceptions of students are influenced
by gender, appearance, and perceived effort, and that these expectations influence the interactions
between teacher and student in a way that is consistent with the teacher’s expectations
(Martinek, 1983),
The second set of research studies on the hidden curriculum in physical education
are those which have attempted not only to describe behavior but to examine the meanings
that participants attach to those experiences. These studies have employed ethnographic
and phenomenological research methodologies, Tindall (1975) conducted a participant observation
study of physical education classes and a community basketball program. His analysis
indicated that the game of basketball was experienced as a lesson in proper personal
behavior. The premise underlying the game, that individuals ought to and do control other
individuals, was accepted hy most students hut rejected by those for whom it conflicted
with their native American culture,
Wang (1977) conducted a participant observation study of a fifth grade physical
education class. She discovered a teacher-sponsored curriculum and a separate, contradictory
student-imposed curriculum. The teacher-sponsored curriculum promoted an ideal of integrated,
democratic living in which rules of individual worth were tempered with emphasis
upon cooperation, equality, and social responsibility. The student-imposed curriculum
revealed patterns of discrimination based on gender, race, social class, personality, and
skills. Skillful sport performance had a property-like nature in the student society, Wang
THE HIDDEN CURRICULUM 149
suggests that a more active instruction in skills might be the most effective way to counter
discrimination.
Kollen (1981,1983) conducted a phenomenological inquiry into the perceptions of
20 high school seniors regarding their physical education classes. Based on her interviews,
she concluded that the physical education environment is perceived as sterile (stressing
conformity) and unsafe (characterized by embarrassment and humiliation). Students respond
to the environment by “withholding something of themselves through minimal compliance,
lack of involvement, manipulation of the teacher, false enthusiasm, rebellion,
leaving, failing class, isolation or giving up” (Kollen, 1983, p. 87). Kollen suggests that
the movement standard in physical education is masculine-athletic-competitive and that
it creates a fi-agmented rather than an integrated movement experience.
Griffin (1983) observed sixth and seventh grade gymnastics classes and found
that students’ behavior revealed patterns of differentiation based on sex. Serious participation
in specific gymnastics events was governed by perceived sex appropriateness of the event.
Boys participated in “girl appropriate” events either frivolously or reluctantly; girls’ participation
in “boy appropriate” events was exploratory or reluctant. Boys limited the girls’
opportunity to learn by hassling them, and limited their own opportunity to learn by clowning.
Girls did not limit boys’ opportunity to learn but spent most of their time trying to
ignore boys or separate themselves from them. Students segregated themselves by sex
and reinforced that segregation by sex differentiated participation and interactions.
These ethnographic studies which address the social construction of meanings
in the physical education setting reflect an important step forward in the research. They
have extended our understanding of the hidden curriculum in those settings and have suggested
aspects of social relations such as gender which may have relevance for examining
that hidden curriculum. However, they have not attempted a systematic analysis of the
relationships of the lived culture of sport and physical education to social structure and
ideologies. Apple (1978, p. 500) suggests that such omission may in fact lend support
to the existing social order: “Without the overt recognition of the subtle connections between
ideology and meaning, research that is limited to a description of meaning could
itself be considered an aspect of reproduction.” For this reason, physical educators interested
in the hidden curriculum need to proceed to the final steps of the model, analysis
of ideology and determination of action. The final section of this paper will address this
possibility.
Feminist Analysis of the Hidden Curriculum
in Physical Education
The fundamental goal of research on the hidden curriculum is not only to understand
the experience of schooling but also to comprehend the relationship between schooling
and society. We live in a patriarchal society in which the maintenance of gender roles
supplies society with the most basic form of hierarchical social organization and order
(Eisenstein, 1981). Patriarchal power results in sexual division of labor and a division
between the public (male) and private (female) domains of life. The critical component
of patriarchal ideology is the transformation of the biological role of woman as childbearer
into the political role of woman as childrearer. The assignment of motheAood as the primary
occupation of women in society has functioned to maintain and to legitimate the political
and economic inequities in patriarchal societies (Firestone, 1970).
Patriarchy interacts with the economic mode of society, but is a relatively autonomous
system operating alongside the economic system not derived from it. Patriarchy
150 BAIN
has thrived in feudalist, capitalist, and socialist societies. Nevertheless, to understand the
operation of patriarchy in a particular society one must examine it in relation to the structure
of that society. This analysis will focus upon patriarchy and sexism in the United
States, It should be noted that while this analysis focuses upon sexism, it is recognized
that the efforts of sexism interact with those of racism and class. The concentration upon
sexism is not intended to diminish the importance of either race or class,
American society can be characterized as a capitalist society based on an ideology
that has been identified as liberal because of its emphasis upon the values of independence,
individualism, and equality of opportunity, Jaggar and Struhl (1978) have identified four
approaches to feminism in America, Most widespread is a liberal feminism which endorses
the basic principles of the existing society and seeks to ensure that the doctrine
of equal opportunity is extended to include women. The assumption is that if women are
allowed equal access to education, employment, and political office, the present inequities
of status will disappear. The other three forms of feminism that Jaggar and Struhl identify
(Marxist feminism, radical feminism, and socialist feminism) assume that basic structural
changes in society are needed in order to eliminate patriarchy and the oppression of women,
although they differ on the kind of changes needed.
Most feminists, regardless of category, would concur that the system of patriarchy
and sexism is maintained both by force Gaws and practices that discriminate against women)
and by ideology (beliefs about gender that are accepted by men and women). The hidden
curriculum in schools may incorporate discriminatory practices and transmit a genderbased
belief system.
This gender-based ideology may be accepted or resisted by students and teachers,
Anyon (1982) suggests that gender development “involves not so much passive imprinting
as active response to social contradictions,” Girls have to cope with and resolve contradictory
social messages about appropriate behavior for females on the one hand and
appropriate behavior for achievers in the competitive world of school and work on the
other, Anyon suggests that their responses often involve both accommodation and resistance
to these contradictions.
Examining the hidden curriculum from a feminist perspective is particularly important
in physical education because ofthe strong association between sport and masculinity
(Boutilier & SanGiovanni, 1983) and because ofthe extreme “feminine” concern about
the appearance ofthe female body (Brownmiller, 1984; Chemin, 1981; Orbach, 1978),
The liberal feminist emphasis in such research tends to focus upon equal opportunity: girls’
access to instruction, practice, and playing time, A critical analysis must go beyond this
to an examination ofthe culture in physical education as it relates to and maintains patriarchy.
Several aspects of the lived culture in physical education seem worthy of study.
The way in which the individualistic, competitive performance environment affects males
and females is of particular importance, Willis (1982, p, 120) suggests that critical theory
“accepts differences in sport performance between men and women, accepts that cultural
factors may well enlarge this gap, but is most interested in the manner in which this gap
is understood and taken up in the popular consciousness of our society,” He asks why
some differences but not others are viewed as important. Why for example are differences
in strength important while differences in flexibility are not? Willis argues that sports performance
serves to reinforce ideology about male supremacy. He and others (Boutilier
& SanGiovanni, 1983; Felshin, 1974; Heide, 1978) have suggested that feminists may
need to redefine sport and its standards of performance if sexism is to be eliminated.
THE HIDDEN CURRICULUM 151
A second area to be investigated is the social construction of body image for males
and females, Heinemann (1980) proposes that the body is a social fact, that the handling
of the body, the regulation and control of its functions, and our attitudes toward it are
not “natural” but socially created, Willis (1982) indicates that the media treatment of
women in sport often has a sexual innuendo in which the sexual identity often takes
precedence over the sport identity of female athletes, Chemin (1981) suggests that women’s
obsession with diet and exercise reflects a dislike for the female body, KoUen (1981) found
that students in physical education classes experience self-consciousness and embarrassment
as a result of being continually on display. Each of these threads suggest that physical
education’s role in the development of body image needs to be examined.
The final aspect of the hidden curriculum in physical education that requires examination
fi-om a feminist perspective is the dualism which reflects and reinforces the separation
of the private and public domains of life. Such a division which sees the public domain
of work and politics as the man’s world and the private realm of the family and
emotion as the woman’s sphere is at the heart ofthe patriarchal system (Eisenstein, 1981),
This separation is ideologically represented by the dualisms of mind and body, instrumental
and expressive activity, and work and play. To the extent that physical education programs
refiect such dualisms, they may reinforce the sexual division of labor in society.
Conclusion
This paper has attempted to examine the theoretical bases for research on the
hidden curriculum, summarize related research in physical education, and propose a model
for feminist analysis of the hidden curriculum in sport and physical education. To some
extent, it refiects my own journey from a naive, atheoretical description of the hidden
curriculum to a radical feminist analysis of how patriarchal society is reproduced and
transformed in the process of schooling, particularly within sport and physical education.
This analysis has focused upon sexism, but pervasive effects of class and especially
race in sport and physical education should also be noted. Future examinations ofthe hidden
curriculum need to investigate each of these (gender, class, and race) not only separately
but in interaction with each other.
The final step in the critical theory model for research is the identification of action
which leads to transformation of society. One role of the research is to identify “gaps
and tensions” in the process of social reproduction which provide possibilities for political
action (Giroux, 1981a), Giroux (1981c, p, 218) states, “While it would be naive and
misleading to claim that schools alone can create the conditions for social change, it would
be equally naive to argue that working in schools does not matter,”
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Poetry Exercise: Imagery


Carolyn Forche describes an affair on a train,Plath a room where her life changed. Now it’s your turn: Recall some place thatyou visit often, or a place where you occasionally spend time, but one thatallows your imagination to soar. In a fifteen-minute free-writing session,describe both that place and one or two of the mental journeys you’ve takenfrom there. (Don’t limit yourself: This could be a special spot by a stream, achair where you read good books, or even a movie theater or an art gallery.) Whenyou’re through, go back and circle those words and phrases that do the best jobof capturing the concrete, sensory detail of both the place and the experiencesyou wrote about.
Use these, and other, key words and phrasesto write a poem of 10-15 lines. Remember how virtually every line of TedKoozer’s poem about the salesman included concrete imagery? That’s your goal: Everyline of your poem should contain at least one of the following: description,simile, metaphor, or metonymy.

Students Against Violence and what causes bullying


Bullying has been an ancient problem in our schools for quite some time. It is said to be often caused by social factors. Bullying is the act of purposely harming or threatening to harm another person through physical or emotion abuse. Bullying can occur at any location and at any age. Unlike the past, where the perceived notion of bullying was restricted to the playground, people realize that bullying can occur almost anywhere. It can take place at work, home, school or online. When writing a bullying essay, you can define the types of abuse that occur when the act of bullying is carried out. For instance, some common acts that qualify as bullying include: false gossip, name calling, physical abuse, verbal abuse, emotional abuse, and threats if the victim does not do what is being asked
We learn from the NHS ‘website teens for health’ (2008) that ‘anyone can be singled out bybullies.’ The NSPCC found that 31 per cent of children had been bullied at some point (Teensfor health, 2008). This being the case, can anyone be bullied? Black and Jackson (2007) have put forward that there lies ‘an imbalance of power’ between the parties involved in bullying.‘The bully is stronger through social status, physical power, age, cognitive abilities or skill.’ Isthis imbalance of power the same across the genders? There is an extensive body of literaturethat suggests that boys are more likely than girls to be bullies as well as victims (Nansel et al.2001; Boulton& Smith, 1994; Boulton& Underwood,1992, cited in Marsh, Parada, Craven, &Finger, 2004). This doesn’t mean girls cannot be bullies. Stephenson and Smith (1989, cited inKumpulainen et al. 1998) found that girls as well as boys fitted into the ‘five main groups of people involved in bullying’. These are: ‘dominating bullies, anxious bullies, bully-victims,classical victims, and provocative victims.’ These traits were also found by Sourander,Helstelä, Helenius and Piha (2000) to have clinical implications. Sourander et al.,(2000) notedthat ‘Bullying is especially associated with aggressive and antisocial behavior whilevictimization is associated with internalizing problems.’ Whitney and Smith, (1989, cited inKumpulainen et al., 1998) found ‘bullies to be more prone to have criminal convictions later inlife, and more likely to be involved in serious, recidivist crime’. Are criminal convections later inlife a fair punishment for their actions? Or should something be done to help the bully?
Physical bullying includes any physical contact that would hurt or injure a person like hitting, kicking, punching, etc. Taking something that belongs to someone else and destroying it would also be considered a type of physical bullying. In elementary and middle schools, 30.5 percent of all bullying is physical bullying. Hitting, pushing, kicking, slapping, spitting, stealing and destroying others properties are all different forms of physical bullying. Physical bullying may also be taken to the next step and cross the line of sexual harassment. Bullying is most common at the middle school and high school age, but can also occur in childhood and adulthood.
Verbal is another form of bullying that is well known in the schools especially elementary schools. Verbal bullying can be very hurtful to a child. Verbal can include name calling, teasing, intimidation, and racial remarks.
Cyber bullying can also be hurtful. We live in the age of Facebook and Twitter where everything is public and nothing is off-limits. In recent years, there has been in increase in school shootings and suicides that can all be traced back to cyber bullying. Cyber bullying can be defined as bullying that occurs over the internet through email, a social media site, etc. This type of bullying is increasing mostly due to the fact that there is a certain amount of anonymity that is involved in working on the internet. Strangers can say anything to one another without fear of physical confrontation. While this type of bullying is increasing how we can prevent it is not.CLICK HERE TO GET MORE ON THIS PAPER.....
We have many parents that do not even realize their child bully other children. According to the U.S. Census Bureau,
Out of 12.2 million single parent families in 2012, more than 80% were headed by single mothers. Six out of ten children who live with only their mother are living near or below the poverty line. Living in poverty is stressful and can have many emotional effects on children, including low self-esteem, increased anger and frustration and an increased risk for violent behavior. Besides financial constraints, other emotional effects of growing up in a single parent household may include feelings of abandonment, sadness, loneliness and difficulty socializing and connecting with others. Many times children will bully other children because of anger. Parents need to make sure their child understand that bullying is serious and that it will not be tolerated. Try to set up some simple rules for family interactions. Whenever your child follows the rules, praise him or her. If your child breaks the rules, consistently enforce some kind of negative consequence (for example, the withholding of allowance or other benefits/privileges). Spend 15 minutes or more of quality time with your child every day. Gain thorough knowledge into who he or she is spending time with and what they are doing. It is easier for children or young people to change their aggressive behavior if they feel they are reasonably well liked and listened to by their parents/caregivers. Help your child use his or her energy and need to dominate in a more positive way, for example, by encouraging him or her to participate in a sport like basketball or soccer, in which one must play by the rules. Explore any particular talents your child may have that can be further developed to enhance his or her self-esteem.
Bullying can have many effects on a child.Approximately 160,000 children a day stay home from school because they are afraid of being bullied. US Department of Education That’s over 3 million students a month. A national survey of kids in grades 6-10, found 13 percent reported bullying others, 11 percent reported being the target of bullies, and another 6 percent said that they bullied others and were bullied themselves. Experts say the facts are troubling, because bullying too often leads to violence, loss of self-esteem, poor grades, depression and even suicide. Source: National Youth Violence Prevention Resource Center Suicideamong young people continues to be a serious problem. According to the CDC suicide is the third leading cause of death of youth between the ages of 10 and 24. It results in approximately 4400 lives lost each year. Deaths from youth suicide are only part of the problem. More young people survive suicide attempts than actually die. A nationwide survey of youth in grades 9-12 in public and private schools in the United States (U.S.) found that 15% of students reported seriously considering suicide, 11% reported creating a plan, and 7% reporting trying to take their own life in the 12 months preceding the survey. Each year, approximately 149,000 youth between the ages of 10 and 24 receive medical care for self-inflicted injuries at Emergency Departments across the U.S.
Bullying in schools is not a problem that can be solved once and for all. Therefore, schools should maintain constant readiness to counteract any tendencies toward bullying in the school environment. This can best be achieved by having a good bullying prevention program as a standard element in the school environment. Although there are other anti-bullying programs available, the most noted program is the one developed in Norway by Dr. Dan Olweus at the University of Bergen.
The Olweus Bullying Prevention Program has been used and evaluated in large-scale studies with quite positive results in several countries, including the United States, and it has a strong research base.
What helps make the Olweus program a model is that it builds on a few key principles that have been found to be important in research on the development and modification of problem behavior, especially aggressive behavior, like bullying. First, it is important to create both a school and home environment characterized by warmth, positive interest, and involvement with adults. Second, firm limits against unacceptable behavior need to be established. Third, non-physical, non-hostile negative consequences (sanctions) must be applied if a youth breaks the rules that have been agreed upon and it is expected that the adults in the school and at home act as authorities, at least in some respects. The program is based on an authoritative (not authoritarian) model for the relationship between adults and children, where teachers are expected to be authorities with responsibility for the students’ total situation, not just their learning. Teachers and parents must get actively involved. This means that the adults must take responsibility for controlling what is going on among the students in the school, at least to a certain extent. One aspect of this is organizing good supervision of break times. Furthermore, teachers are encouraged to intervene in situations that arouse suspicion and to give a clear message to the students: We will not accept bullying in our school, and we will make sure it’s stopped. Teachers should initiate serious discussions with victims of bullying, bullies, and their parents if a problem has been identified or is suspected. Parents and teachers must closely follow up and monitor the measures taken. There may not be away to totally stop bullying but there can be measures used to control it.

manage risk


question /answer based assignment related business management subject on crimson hotel
Introduction:
This assessment requires you to develop a risk management plan which includes a detailed stakeholder analysis, explanation of the risk context, critical success factors, identified and analyzed risks, and treatments for prioritized risks, provide details of the monitoring arrangements for the risk management plan and an evaluation of the risk management plan’s efficacy in treating risks and to know the relevant legislation, codes of practice and national standards.
This Task requires you to establish the context for the risk associated with wine tourist marketing plan to be undertaken by Crimson Hotel. To achieve this you must access Crimson Hotel business in www.educationclub.com.au under the Infrastructure tab, you will complete a risk analysis for this project. On your own paper, address the following tasks:
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TASK 1: ESTABLISH RISK CONTEXT
1.1. Review and report Crimson Hotel processes, procedures and requirements for undertaking risk management.
1.2. Determine scope for risk management process for Wine Tourist Marketing Plan including internal and external stakeholders.
1.3. Identify the major issues of internal and external stakeholders.
1.4. Conduct political, economic, social, legal, technological and policy context in relation to managing risk for Wine Tourist Marketing Plan (WTMP).
1.5. Review strengths and weaknesses of existing arrangements
1.6. Develop a list of objectives, goals and critical success factors for WTMP.
1.7. Develop a procedure to obtain support for risk management activities.
1.8. With whom you will communicate and invite to participate in the risk management process.
TASK 2: IDENTIFY RISKS
2.1 How you will invite relevant stake holders to assist in the identification of risks of Crimson Hotel WTMP
2.2 What tools and techniques will you use to generate a list of risks that apply to the scope of WTMP, in consultation with relevant stakeholders?
2.3 Conduct and document the research risks that may apply to scope of WTMP.
TASK 3: ANALYSE RISKS
3.1. Assess the likelihood of the identified risks occurring in WTMP
3.2. Assess the impact or consequence of the occurring risks
3.3. Evaluate and priorities those risks for treatment using Crimson Hotel Risk guide
TASK 4: SELECT AND IMPLEMENT TREATMENTS
4.1. Determine and select the most appropriate options for treating risks
4.2. Develop an action plan for implementing risk treatment
4.3. How you will communicate risk management processes to relevant stakeholder/ parties
4.4. Prepare a list of all documents in order, you will use while submitting risk management plan. Develop a procedure to make sure that all documents are appropriately stored?
4.5. Prepare an Action Plan to implement and monitor the identified Risks.
4.6. How would you evaluate risk management process?
Print and include any documents you use from the chosen organisation / guided by your trainer website and reference any other information for your Assessor.
TASK5: SHORT ANSWER QUESTIONS
5.1 Write a short note on – AS/NZS ISO 31000:2009 Risk management- Principles and guidelines
5.2 Why it is necessary that a manager should have knowledge of various legislation, codes of practice and national standards, for example:
• duty of care
• company law
• contract law
• environmental law
• freedom of information
• industrial relations law
• privacy and confidentiality
• legislation relevant to organisation’s operations
• legislation relevant to operation as a business entity
5.3 Why should an organisation have Risk management strategies and Risk management policies and procedures?
5.4 What types of adjustments might be required in an organisation to deal with employees with disability? What acts afford these rights to disable work?
5.5 What types of insurance can a business take out that will cover them, their employees, customers, members of public in case of any accident ? Name at least 5 companies that offer various insurances for business?
TASK6: ROLE PLAY
Assume that you are the project manager of your WTMP in Crimson Hotel. Present and discuss your Risk Analysis for this project to General Manager (Assessor) and other stake holders (class mates).
You need to present identified risks; their likelihood and consequences. You also need to negotiate on components associated with Risk Control plan and measures. You need to encourage other stakeholders to collectively participate during the process.
TASK8: MAJOR PROJECT
Instructions
To fulfill the requirements of the Advanced Diploma of Management, all students must complete a Major Project using a virtual business.
Students must select a virtual business available through the Education Club website, as per the instructions provided by their trainer
The virtual businesses on Education Club have been designed specifically for the Major Project and are set up differently to previous virtual businesses that students may have used for other training activities/assessments
Students will continue working on this project throughout all their study periods
Students may discuss their project with each other, but each student must individually submit their own project for assessment
Students will be allocated 4 hours per week during study terms to complete their project
Students will attend Project tutorial sessions available at the college during these 4 hours – trainers will provide students with details of their allocated Project tutorial session
Project tutorial sessions will be used by students to research their virtual business, work on their project and to receive project support from their trainer
Attendance at the Project Tutorial sessions is compulsory and any absences will be recorded and reported accordingly

Stages and names with Codes
The Major Project has been divided into 3 stages as per the table below:
Stages Unit Name and Code
Part 1
1.1 Project Plan
Project plan and Gantt chart for the Major Project
1.2 Strategic Plan
Planning Team / Target Setting / SWOT Analysis / Strategies
Manage Projects BSBPMG510B
Develop and implement strategic plans BSBMGT616A
Manage organisational change BSBINN601B
Provide leadership across the organisation BSBMGT605B
Part 2 – Business Plan
Operational Plan / Marketing Plan / Financial Plan & Controls / Risk Analysis / Action Plan / Executive Summary
Develop and implement a business plan BSBMGT617A
Manage finances BSBFIM601A
Manage risk BSBRSK501A
Part 3 – Policies and Procedures
OH&S Policies and Procedures including relevant forms
Develop a systematic approach to Managing OHS BSBOHS601B
TIPS
Task 1: Establish risk context
1.1. Candidate must have reviewed the current processes and procedures within Crimson Hotel for risk management and used this analysis to determine what they need to do in order to develop a risk context for the Wine Tourism marketing plan. This should include required documentation, standards that are to be implemented and where approval is required. This will be subjective on the part of the Candidate as there are no obvious gaps in the Crimson Hotel Policy, Procedures and Processes. However, the Candidate may argue otherwise. Consider the validity and appropriateness of their arguments and make your judgment by giving comments or suggestions.
Print out the related documents from the website.
1.2. Candidate should have determined the scope of the risk management process in relation to the Wine tourism Marketing Plan. In this case, the risk may concern the commercial relationships, economic circumstances, human behaviour and individual activities. Check that the scope suggested by the Candidate is broad enough and fully covers areas that may be impacted. The Scope should examine the processes that are covered by the Crimson Hotel policies, procedures and processes and what areas of the plan need particular attention and whether the organisational environment will play a significant role in the organisation’s risk profile. Candidate should have listed the major stakeholders in the organisation. This should include those within and external to the organisation and listed how risk from the organisation is likely to affect each of the stakeholders. This statement should outline any effect risk will have.
1.3. Candidate may need to include all the relevant legislations affecting the stakeholder’s e.g.
? Contract law/Company law – Agreements with corporations must be legal, clear and binding and professionally written
? Privacy Act  Information on clients of corporations is to be reported back to them.
The candidate may also include any other related issues related to stakeholders.
1.4. PEST analysis is required by the candidate.
1.5. SWOT Analysis is required by the candidate.
1.6. Candidate must have reviewed the information from previous sections and used this to create performance indicators and goals that will assist Crimson Hotel in minimizing their risk in relation to this plan. Ensure that all goals are specific, measurable and realistic and address any problems that were specified earlier in the assessment.
Relevant information can also be found on Wine Tourism Marketing plan on Education Club Website.
1.7. Candidate must have provided details of who they would approach for support in their risk management activities. This is most likely to include senior management, Hotel Managers and others with experience within Crimson Hotel.
1.8. Candidate need to identify the relevant parties: staff, senior management, contractors, and technical experts. Candidate need to write about the various ways of communication with above relevant parties.
Task 2: Identify risks
2.1. Candidate need to prepare a list of various stakeholders discussed in task – 1.8 and write a letter including an agenda to invite them to participate in Risk Identification activity for Wine Tourism Marketing Plan.
2.2. Candidate must have provided documentary evidence of their use of appropriate risk identification tools. This could be provided in a number of different forms depending on the type of tools that the Candidate used. Brainstorming session, Mind map, Fault tree analysis, Written report or minutes of meetings held to discuss risks, Written what-if analysis, Behaviour or environmental analysis, SWOT analysis, and any other relevant documentation can be used in this regard. Candidates also need to justify their choice of using particular tool and technique.
2.3. The Candidate must have provided a clearly documented list of risks faced by the business. The list should be clear and concise. Be sure to check that all risks are clearly identified and that they reflect the risks that they established previously. The list should describe the risk in detail  briefly stating what the risk is and providing enough information to judge that it is a real risk to the organisation.
Risk Guide of Crimson Hotel can be used to do document all risks.
Task 3: Analyse risks
3.1. Candidate must have listed a cause for the risks they selected. These causes must be logical, and based on the risks that they identified, provided a likelihood of the risk occurring for each of the risks is being assessed. This should be one of the following: remote, possible, probable or very probable. A frequency should be provided for each of the risks.
3.2. Candidate must have described the impact of the risk on their business should it occur. The impact should be with regard to their business and the risk’s direct impact on it. Look to ensure that the Candidate has adequately covered the impact on resources within the business. These should be selected from low, medium and high.
3.3. Candidate needs to categories the risk according to its likelihood and probability. Use the Risk Matrix to assess the decisions made by the Candidate. They should match with these general categories.
Task 4: Select and implement treatments
4.1. Candidate need to find appropriate control measures and reasoning are also required to justify the choice of control.
Risk management plan template given in Crimson Hotel can be used in this regard.
Support can also be taken for this format from Vic-Guide-to-Risk-Control.
4.2. Candidate may use different template to make an action plan which must show when and in what time risk would be treated.
4.3. Candidates need to write all different methods which will be used in communication of risk manage process to relevant stake holders. Candidate may use meetings, Briefing Session, emails etc in this regard.
4.4. Candidates need to prepare a list of documents and then develop a procedure which should address.
? Whom you will authorize the access to these documents
? Create a back up of these documents
? How you will manage old documents
Candidate may produce examples of spreadsheets or other charts if they feel there are no appropriate templates on the Crimson Hotel website.
4.5. Candidates need to prepare an action plan template for implementation. Gantt chart can be used to for this purpose.
4.6. Candidate need to mentions ways by which evaluation of risk management process can be done
For this purpose following ways can be used:
? Feed back
? Survey
? Questionnaires
? Historical data and analysis
Support for this format can be taken from Vic-Guide-to-Risk-Control.
Task5: Short Answer Questions
5.1 Candidate needs to research on internet to find out the scope and objectives of this standard.

5.2 Candidate is required to understand the importance of various legislative requirements, codes of practice, etc. why basic knowledge important to run a business successfully?
5.3 Candidate is required to understand the importance of risk management policies and procedure. The advantages of RMS, importance of pro activeness and also impact of PEST to be understood on the business.
5.4 Candidate needs to research on internet at to find out responsibilities of equal opportunity employer. What laws are applicable to deal with employees with disability and also what extra arrangements an employer has to do for employees with extra requirements?
5.5 Candidate needs to research on internet to find out various insurances available for a business, its employees, customers, etc to save them in case of any accident. What insurances are available for business to save guard it from any disaster?
Also learner should investigate and name at least 5 insurance companies who are offering business insurances.