Cross-cultural Communication and French Culture

Individual Assignment: â€Å"Euro Disneyland† 1. Using Hofstede’s four cultural dimensions as a point of reference, what are some of the main cultural differences between the United States and France? PDI: Power Distance IDV: Individualism MAS: Masculinity UAI: Uncertainty Avoidance PDI: Power Distance IDV: Individualism MAS: Masculinity UAI: Uncertainty Avoidance The main cultural differences when using the Hofstede dimensions are in the dimensions Power Distance and Uncertainty Avoidance. It is clear that French culture accepts and welcomes a relatively big power gap.This means that it is hirarchical country where power and the flow of information is determined much more by hierarchy then in America, where this gap is less accepted by people with less power. The other big difference is France’s hight level of uncertainty avaoidance. The French would like to control the future as much as possible, they are not risk takers. The Americans on the other hand have lo w uncertainty avoidance that makes them risk takers, this coppeled with extremely high indiviualism and very low power distance makes them very entrepreneurial.They act on their own and are less likely to accept the status quo when someone has more power then them. French culture also has low masculinity which means it’s a femini culture. This means that soft skills and the family are very important in France. This can be seen by France’s extensive social welfare systhem. 2. In what way has Trompenaars research helped explain cultural differences between the United States and France? Trompenaars research is based on 46000 managers from over 40 countries who answered questionnaires based on their experiences in many different cultures.Trompenaar and his colleague Charles Hampden-Turner (â€Å"The Seven Dimensions of Culture† 2012) created a model where national culture is determined by 7 dimensions. First an important dimension is the individualism – colle ctives dimension. Americans are very individualistic. In the French culture work, decision-making and power is attributed to the collective. This can also be also seen in the Achievement vs. Ascription dimension. In America individual achievement is valued highly. France’s culture is more â€Å"Ascription† based, that means that the title and status you were born into determines your social level more then individual contribution.This is called â€Å"reproduction sociale. † The research is valuable because the methology is fact based and quantitative. The 7 dimensions look at factors that are not deemed relevant by Hofstede and give a more in depth picture of cultural differences. 3. In managing its Euro Disneyland operations, what are three mistakes that the company made? The biggest mistake first and foremost was that Disney did not understand the needs and behaviour of the customer. The customer was severely misunderstood and that let to many operational and cultural mistakes.Only 40% of the customers were French, many were vacationing Americans and Japanese. The French people expected to be able to buy wine and Disney initially did not offer it. Large luxury hotels were built for people who were expected to spend a week in the parks, however Europeans see theme parks as daytrips. Mistakes were made when misjudging breakfast and lunch routines and dishes, witch lead to long lines and bad service. The second mistake was not being able to convince the French that Disneyland is not an American assault on French culture.The French society was hostile from early on. Public intellectuals called the park an assault on French culture and farmers blocked the entrance of the theme park on opening day. The third mistake was the high pricing of tickets and hotel nights. Europeans have more vacation days then Americans, with similar income levels that means that the French have less expendable income per vacation day then the Americans. Disneyland r eacted to the mistakes by changing the name to â€Å"Disneyland Paris† this created a stronger bond with the city and France.Then wine was sold and the dining experience was adapted to meet customer needs. Also day ticket and hotel nights were cut by a third. The result of the changes was an increase in visitors from 8. 8 million in 1994 to 11. 7 in 1996. Based on its experience, what are three lessons the company should have learned about how to deal with diversity? The biggest lesson that they should have learned is that cultural differences matter. It is not possible to take the exact same concept that is working in America and apply it in another cultural context and then expect the same outcomes.This is especially relevant when it comes to behaviour. The second lesson is trying to have a better understanding of who the customer is and what he wants before the launch. Extensive customer research has to be done. In the Euro Disney case many of the customers where not Frenc h and many of the French customers did not want or expect to eat the best French food in Disneyworld. They saw Disneyworld as American and therefor expected an American customer experience that included, self-service and American food.However they also expected wine, so research is needed to understand the subtleties, what French culture can be left out when offering an American experience and what cannot. The entry into a market has to be careful and transparent in order to get more local support. The discussions with the government and the local population should not only be about the tax benefit Disney can get, but heavily focused on the positive effects Disney can bring to a host nation. These advantages, such as jobs and increased tourism have to vehemently communicated to the public.The third lesson is to focus on opening new theme parks in emerging economies. Not only are there less attractions to compete with, Disneyland Paris is competing with the city of Paris for tourists , but also are they more open to western influences and products. Disney symbolises America. So sell America where there is demand for her, like China. Bibliography: graph (http://geert-hofstede. com/dimensions. html) ——————————————– [ 1 ]. http://geert-hofstede. com/france. html

Two Countries Possess Two Different Educational Sytems Essays

Two Countries Possess Two Different Educational Sytems Essays Two Countries Possess Two Different Educational Sytems Essay Two Countries Possess Two Different Educational Sytems Essay Is Another Country’s Educational System Better? Doubtlessly, different countries may have different educational systems but who knows which of them is better. I am an international student who came from Malaysia, a country which is located in Southeast Asia then came to the United States, a country which is far apart from my home country, to pursue a higher education. Many of my friends often ask me whether Malaysia or the United States is better but I could not answer them with certainty because I think each country is inimitable. Although the duration that I have been to the states is not long, I discovered that the education systems are distinct between my home country and the United States. Thus, each country has its own peculiarity as there are certain dissimilarities in the educational system in terms of rules and grading systems that exist between two nations. First of all, the contrast of regulations in educational system is one of the factors that lead the country into the current position in the world today. Undeniable, most of the schools in Asia, such as Malaysia, have tougher rules than in the United States. For example, school uniform and restrictions on hairs are mandatory for pupils during their student career. This motivation is because the government thinks that pupils will look more organized and professional as in the appearance. In the contrary, students in the United State are much more unrestrained as they are permitted to wear any type of clothing that they enjoy wearing. Both of the guidelines in each country are correct but the one which is using in my home country will affect the cogitation of the students because of the restriction on selection that they were accustomed to. Not only that, pupils have no rights and is not allowed to converse while the lecturer is instructing because it is considered as an interruption if you intent to speak to anyone. While in the United State, students always inquire the instructor regarding to the hesitation they have in mind immediately, unlike the students in my country. They are encouraged to exchange their own opinions with teachers. In short, the rules and regulations in both countries are different, but it is not up to us to make a judgment if one nation is superior over another because they are unique in their own way. Moreover, apart from school’s ordinances, these two places use different approaches in the assessment system. Unquestionably, most of the Asia countries focus on the examination more than the students’ participation in the class. For example, students can still receive an outstanding grade even if they do not submit their homework according to the schedule that the instructor, as long as they study for the examination. As a matter of fact, this system is not equitable for those pupils that participate in the class as they only achieve the equal result with the students that do not engage in the class. Furthermore, in one essay, it was stated that teachers nowadays focus on teaching the materials that were based on the test which can help students to achieve better scores, but would cause a decreasing level of knowledge for this generation’s students. On the other hand, the scoring system in America is a reverse version of my home country. It is unthinkable for students here to attain an â€Å"A† even when they score wonderful marks for all of their tests because the system here concentrate more on the participation of students, but not just the scores. Unlike Malaysia, lecturers in America help pupils to obtain and absorb knowledge which can benefit themselves in the rest of their lives. Hence, these two regions possess distinct grading systems, but is the reason why they are incomparable. In conclusion, the education system that each country is having now makes them unconventional; we could not decide whether it is wrong or right. Irrefutably, without doubt, some people would think that the system in America is better because of its current status in the world today but nobody can determine it. On the opposite side, the system in my home country, which is Malaysia, is more rigorous than where I am studying now. However, I could not tell which of them is better because both of them possess its own weaknesses and strengths. Even though we do not like some of the systems in education, we should adapt and acquire knowledge in the way it is formulated as. Every nation has a different educational system, but nobody can decide which of them is better.

Alpha Kappa Omega Batch ’81 Essay Essays

Alpha Kappa Omega Batch ’81 Essay Essays Alpha Kappa Omega Batch ’81 Essay Paper Alpha Kappa Omega Batch ’81 Essay Paper In the Batch ’81 ( MVP Pictures. 1982 ) by Mike de Leon used the school as microcosm of Philippine society under soldierly jurisprudence. Seven pupils are at the same time applied to be members of a fraternity. The Masterss asked them to make the rites of inductions. to prove their stableness in the determination to be frat brother through physical and psychological anguish. Repeatedly emphasized the demand for the neophyte curse to be faithful to her extremum of the ritual. Misconstruing as to hold a neophyte in a coaction of rival fraternity. there was a bloody conflict that killed two neophyte lives. In the last portion of the film. Sid Lucero ( Mark Gil ) the strongest applier. now runs induction ritual. In a scene. the maestro asked and if you do non reply the inquiry right they press its switch button and the neophyte will endure the current with Ronnie Roxas. Jr. . ( Ricky Sandico ) one of their co-workers. The inquiry. Is Soldierly Law good or bad for the state? . Notably one of the appliers is the instructor. Santi Santillan ( Noel Trinidad ) . Superior to his age he wants be a member. but he demonstrated more endurance and fortitude. If the reappraisal described him as an look and penetration of the movie. appears to affect the bending Academy values oppose Batch ’81. The high spots of Mike de Leon movie is the scene of contending between Omega and Sigma Alpha Omicron Kappa Sigma. Extreme force and bloody slaying of the content of the scene but no direct manifestation of dismaying item. De Leon attributed the Nazi perversion of the metropolis occupied by Germany during World War the legal fraternity force. In a presentation of pupils. accommodate the Alpha Kappa Omega of scenes. At the terminal of Batch ’81 was master SID. the neophyte who rabidly conform to the Torahs of Alpha Kappa Omega. He besides now makes the new batch of the neophyte. Obviously the point of Mike de Leon is that Heritage of the sadism of soldierly jurisprudence governments. and in the hereafter. go on the being of inhuman treatment and force being implanted in the people. Subject: To promote the pupils to be a neophyte members and demo the induction rites of different fraternities. Chemical reaction: In this film it shows how much obstruction you will meet when you join fraternities. The hurting will last everlastingly and I will non even seek to fall in in any of this fraternity. I felt sad and clemency to the people who joined in frats. Director: Mike De Leon Miguel Pamintuan de Leon is a celebrated Filipino movie manager. cameraman. scripwriter and movie manufacturer. His is besides known as Mike de Leon. He was born in Manila on May 24. 1947 to Manuel de Leon and Imelda Pamintuan. His involvement in filmmaking began when he pursued a master’s grade in Art History at the University of Heidelberg. Germany.

Nonverbal Communication Paper Essay Example | Topics and Well Written Essays - 1250 words

Nonverbal Communication Paper - Essay Example We use it almost in half of our communications daily subconsciously. We communicate nonverbally when ever we smile, gesture to come in, widen our eyes or clasp our face. We are unaware about it but use it to convey our emotions nonverbally. When speaking to an audience the speaker sends verbal as well as non verbal messages. The eye contact and gestures send messages of their own. â€Å"If the body language opposes with the words you are speaking the entire speech becomes worthless (Toastmasters int’l, 2011, p 3).† There are many biological factors on which the audience judges a person by many means other than the words being spoken. Facial expressions A person can unknowingly express a thousand words by facial expression. A smile or a frown express the extent of delight in the meeting nonverbally. As nonverbal gestures can vary throughout cultures but the smile, frown or a grunt are known to be the same globally. Gestures Intentional gestures such as waving or pointing or using the fingers to point out numbers are an important way to communicate nonverbally. Other gestures can vary according to regions. Paralinguistic This is another way to judge the speaker. The tone, loudness, pitches in the voice separates the actual tone being used otherwise. When the speaker uses loudness to emphasize on something it means enthusiasm and need for acknowledgement while a sullen voice would not be hesitant to point out the lack of interest by the speaker. Posture This apart from the speaker shows a lot about the listener. The body language shows exactly what is going on in the mind of the listeners, crossing the arms and legs would indicate as being in a defensive position while gazing at objects in the room around indicates that the listener has lost interest in the communication and is no longer attentive. Eye contact Maintaining eye contact is a symbol that means the speaker wants to be heard attentively. Blinking too often might send a message of feeling l ost and unsure about the situation. Every region or country has its own language, verbal and nonverbal. It is the traditions and culture that differentiates the nature of nonverbal communication. In America a handshake with a female or a male, means greeting the visitor warmly, while in eastern culture if a man shakes hand with a woman that may refer to harassment. â€Å"An American politician in his visit to a neighboring country once used gestures thinking to make a positive effect but actually emerged enraging the community (Hesselgrave & Culbertson, 1976).† In America people use gestures to convey their messages more than talking out loudly in public or when to pass on secrets. They usually make gestures with their hands and fingers or use facial expressions to communicate nonverbally. It is commonly notices in their films and other events of people using gestures when passing messages and not arousing curiosity of others around them. Also this is considered more appropri ate mode of communication between people who are present in extremely noisy places and are at a distance such as in concerts and clubs or huge gatherings where talking or shouting would seem pointless. â€Å"Sometimes young people have their own special gestures that only they and their friends understand.† (Gestures, n.d.). Some of the gestures might be used to communicate friendly messages while others may also be used

Prototyping in Graphic design Research Paper Example | Topics and Well Written Essays - 750 words

Prototyping in Graphic design - Research Paper Example Graphic designers do not generate attributes and abstract relationships then derive the suitable object to consider. They instead always generate a design model and then find out its specifications. This paper looks at how design tools enable graphic designers to create functional prototypes of ever-present user interfaces. This scholarly compilation of modern essays applies quantifiable study to the graphic design practice. The whole book heartens designers to develop practices that are research-oriented which are more all-encompassing of audience input along with interdisciplinary proficiency. This is an educational book for any teacher of design. Buxton advises us to spotlight more on the blueprint of the design development than the product design. An efficient method to do this, he cites, is by â€Å"sketching† (demos, prototypes, sketches, simulations, models). Throughout this book he as well heartens teachers to incorporate into their classrooms additional scholarship, a history sense and a joint approach to the process of design. The book has provoking interviews along with genuine world examples. This is a useful guide to managing and forming a graphic design business. It is increasingly helpful for learners as many are trying to start on their careers at first as freelancers as a substitute of employees. This book outlines a greatly helpful timeframe of graphic design from 1890 to 2000. In essence, it is an efficient sketch of the history of graphic design, allowing learners to speedily put designers along with their work into chronological background. This collection of current essays and case studies initiates designers to research tools made particularly for graphic design. It covers â€Å"research through design, research into design and research for design.† Most of the research methodologies regard design as a segment of an integrated system. (11) Martin, Bella, and Bruce M. Hanington. Universal

Development in the Democratic Republic of Congo Essay

Development in the Democratic Republic of Congo - Essay Example The major areas pointed out the country’s administration to be requiring major attention include health, creation of jobs, infrastructure, education as well as electricity and water problem. The government has not been able to do much in the listed areas largely due to the intermittent sliding back to armed conflicts and the wanting insecurity levels witnessed in the many provinces in the Eastern region. Religion, ritual, and violence have served an appreciable role, both depressingly and positively, in the development progression of the Democratic Republic of Congo, in both the social scenario aspect, political and economic development aspects. In crisis, religion has served as an intermediary for ensuring emergency relief and safety for the victims of violence in the DRC. It has also played a significant role in being instrumental in the peacemaking process, encouraging the warring factors to embrace dialogue in resolving their misunderstanding. This intermediary role of pla yer par excellence has been articulated both informally and officially. Religion has also stood out as the key engine of the institutional building, democratization process, and popular participation. One of the important pillars for the realization of democracy is conceived in the DRC through the many outreach programs initiated by the various faiths such as the Catholic Church (Herderschee, Han, Kai-Alexander and Samba, 78). The competence of the religious bodies reaching out to the farthest communities in every remote corner of DRC has been applied in the continued mobilization of the famous participation in the continuing process of democratization. Such a case was witnessed in the Catholic Church strong influential contribution in the process of electoral. Religion continues to play a considerable function in the encouragement of reverence for the rule of law, promotion of respect for the rights of human, as well as the promotion of the values and principles democracy, carried out through such initiatives as civic education programs. In the consolidation of the present peace milestone achieved through the process of reconciliation, religion has been an important factor in this role, playing it more efficiently and effectively than any other body. Through the impact of religion, the present arrangement politically in the DRC has allowed for a consensus on the control of power, in spite of not being able to address the deep lying causes of the violent conflicts that are connected to concerns related to historical prejudices and the unhealed traumas that result in the negative ethnicity (Kouvouama). Women and children have been the severely affected by the corollary violence, leaving deep psychological wounds in the major populace of the DRC (Moffet). The communal tensions as well as the ethnic fears are still vivid in some areas in spite of the government’s machinery presence. There is still engagement of religion in the psychosocial processes such a s coming up with reconciliatory programs initiated especially from the community level whereby the deep seated hatred between the diverse ethnic communities is addressed and also through joining victims through the listening centers. Religion, through the various bodies, articulates for the increased capacity and awareness among the people in the peace building process through using extensive training centers and institutions. Religious bodies have become better equipped at handling, analyzing and comprehending the underlying dynamics and causes of conflict. Religion therefore, has built the

Rejected Shepherd Essay Example for Free

Rejected Shepherd Essay Introduction The nation of Israel has been waiting for their Messiah for millennia. Prophesied since the days of Adam, promised to Abraham, Isaac, and Jacob, anticipated by Moses, and lauded by David, the Jewish nation expected Messiah to come in power and glory and to usher in a nearutopian kingdom in which Israel would be an autonomous state. Such a one-sided interpretation of prophecy has caused Israel to miss the suffering Savior of Isaiah 53 and to wander in a spiritual haze for thousands of years. The failure of the Jews to recognize and accept their Messiah was not, however, surprising to God. The last six chapters of the prophecy of Zechariah center on the advent of the Jewish Messiah. Within those chapters, God chronicled many of the events leading up to both the first and second comings of Christ including His rejection by the nation of Israel as a whole. This paper will focus on the details concerning the first coming of Christ and the historical fulfillment of events as foretold by Zechariah. One thing the Israelites did expect to occur with the coming of Messiah was judgment to fall on those nations that persecuted the Jews. The militant Zealots of the first century AD were always watching and ready to fall in behind a king, sword in hand. Many of the other Jews, while maybe not as openly aggressive toward foreign control, eagerly awaited the freedom that would come with the kingdom of Messiah. Chapter nine of the prophecy of Zechariah begins with a declaration that would have sparked the emotion of any Jew that was still recovering from his or her time in Babylonian captivity. Judgment was coming on the nations. Holland 2 CHAPTER TWO. The First Coming of Messiah Judgment of the Nations When looking at prophecies concerning the coming of Christ, it is important to understand that both comings may or may not be in view and that the events described in the prophecy may relate to both comings. This writer would like to focus on those prophecies of Zechariah that have fulfilled historically at the first coming of Christ. Zechariah 9:1-7 describes certain strongholds of the nations surrounding Israel. The first to face the judgment of God are Hadrach and Damascus. There is no clear reference in Scripture or history at to the location of Hadrach, but in his comments on Zechariah 9:1 from his study Bible, MacArthur indicates this might be â€Å"a reference to the dual Medo-Persian kingdom. † Damascus, however, is clearly identified as the capital of Syria, the nation that led the northern kingdom of Israel into captivity. With the judgment on these cities, the Lord included the city of Hamath and the Phoenician cities of Tyre and Sidon. Tyre is mentioned in verses two and three as being â€Å"very skillful† and as having â€Å"heaped up silver like dust, and gold like the dirt of the streets. † The abundant wealth of the city and a parallel prophecy of judgment are recorded in the following from Ezekiel 28:4-7: [B]y your wisdom and your understanding you have made wealth for yourself, and have gathered gold and silver into your treasuries; by your great wisdom in your trade you have increased your wealth, and your heart has become proud in your wealth—therefore thus says the Lord GOD: Because you make your heart like the heart of a god, therefore, behold, I will bring foreigners upon you, the Holland 3 most ruthless of the nations; and they shall draw their swords against the beauty of your wisdom and defile your splendor. Such wealth and wisdom did not spare these cities when the face of God turned toward them in judgment as Tyre was, indeed, stripped of its prosperity just as Zechariah prophesied in 9:4. Verses five and six show the progression of judgment southward through the land of the Philistines. Four of the five major Philistine cites were included in the path of destruction; only Gath was excluded. These cities were said to look on the destruction of Tyre and Sidon in fear and hopelessness (9:5). Afterward, their land was occupied with foreigners, and, according to Expositor’s Bible Commentary , they were stripped of their â€Å"repulsive† idolatrous practices (9:67). The first seven verses of chapter nine chronicle the destruction of the enemies of Israel during the phenomenal conquest of Alexander the Great. The young leader conquered the Syrians bringing an end to the Medo-Persian Empire. After this Alexander went to the Mediterranean coast and carried his conquest south. In his invasion of Palestine, he executed the judgment of God throughout the land. The famous siege of Tyre is testimony to the influence of God behind this pagan ruler. The island city of Tyre seemed impregnable, but using debris from the mainland city, which had been sacked by Nebuchadnezzar some years earlier, Alexander built a causeway and marched his army across the channel and right up to the city walls. Using siege weapons, he broke through the defenses and decimated the city selling tens of thousands into slavery (â€Å"Siege†). From there Alexander marched south and conquered the cities of the Philistines â€Å"killing their national pride† but leaving alive a remnant (MacArthur). Holland 4 With the swift and effective conquest of Alexander, many would find it odd that Jerusalem and Judea was spared. Bible students, however, have a very clear answer for this: God had already said His people would be spared. This leads the discussion into Zechariah 9:8 and the promised preservation of the Jewish nation. Preservation of Israel Great problems arise in the continuity of prophetic Scripture if Israel ever ceases to be a nation. In the midst of calamitous activity around the Jewish nation, Zechariah provided yet another hope for the sons of Jacob. According to verse eight of chapter nine, the mighty hand of God was defending His chosen people. Alexander, according to Jewish tradition, visited Jerusalem after receiving a vision in a dream of the high priest of the Jews. When he arrived at the city and saw the priest as he was in the dream, the young general bowed and knew he would completely conquer Persia (â€Å"Zechariah†). God had certainly spared His people during the conquest of Alexander, but verse eight also indicates the nation of Israel would never be overrun by an invading army. Even a cursory look at history reveals such an event did happen again in 70 AD. That year the Roman general, Titus, sacked Jerusalem, dispersed the Jewish nation, and razed the temple to the ground. The prophecy in verse eight must, therefore, refer to the second coming of Messiah (MacArthur). During the time of the Tribulation, Revelation 7:4 recounts 144,000 Jews will be sealed to live in spite of the intense persecution by Antichrist. Following that period, the Jewish nation will never again be overrun by oppressors. Coming of Messiah Zechariah 9:9-17 seem to be a reference to both comings of Messiah. In verse nine He is referred to as a king â€Å"humbled and riding on a donkey. † This entire verse was directly stated to Holland 5 have been fulfilled in Matthew 21:1-5 and John 12:12-15 when the God of creation rode into Jerusalem on a young donkey to shouts of praise. A glorious picture of Messiah is presented in Zechariah 9:9. He was â€Å"righteous, having salvation, gentle† and rode and animal of peace, not a warhorse. If any of the Jews present at the triumphal entry of Jesus into Jerusalem was familiar with this verse, it is no wonder they lauded Him as king. The puzzling thing is: of those who envisioned Zechariah 9:9 when they saw Jesus enter Jerusalem, how many remembered the later prophecies of Zechariah 11. Since this paper focuses on the words of Zechariah concerning the first coming of Messiah and since 9:10 through 10:12 speak primarily of the second advent and the future establishment of the millennial theocracy, the reader will be directed to the beginning of Zechariah chapter eleven to conclude this look at the fulfilled prophecies of Messiah contained in this book. Rejection of Messiah Chapter eleven opens â€Å"in stark contrast to† the previous chapters (MacArthur). The prophecies of chapters nine and ten that speak of the second coming of Messiah present Him as a glorious king who showers peace and blessing on the people of Israel. Chapter eleven, however, begins with a lament over the destruction of the land of Palestine (1-3). The interpretation of these first three verses is debatable, but they most likely speak of â€Å"the destruction of Jerusalem in A. D. 70 and the subsequent devastation of the whole land, which resulted in the dissolution of the Jewish state† (MacArthur). Such destruction caused those whose lives and livelihoods were firmly planted in the land to wail (Zech. 11:1-3). Isaiah 53:3 recounts the mournful cry of the rejected Servant, Messiah. Likewise, Zechariah 11 states the reason behind the lamentable destruction of verses 1-3: the Shepherd had been rejected by His flock. God gave Zechariah a message he was to role-play in verses 4-6, Holland 6 which the prophet enacted in verses 7-14. The symbolism of these latter verses is important in relating to the actual events of the rejection of Jesus. Zechariah recorded that he went through the process of caring for a flock of sheep. MacArthur relates this literal event to both the feeding of the Word of God by Zechariah and the then-future work of the Shepherd-Messiah. The prophet had two staves, Favor and Union, which were used to tend the flock. The name of each had significance relating to the covenantal relationship between God and the nation of Israel. The first half of Zechariah 11:8 is greatly debated. The rejection of the three shepherds in this verse, according to MacArthur, seems to relate to the removal of the offices of â€Å"priests, elders, and scribes of Israel. . . . God ended the traditional offices of the mediators and in [their] place brought a new priesthood of believers. † The under-shepherds of Israel failed in their duties and actually led the flock to reject the true Shepherd. Because of their rejection, the Shepherd turned His back on the flock and let them devour themselves, which they quite literally did during the siege of Jerusalem in 70 AD (MacArthur). The breaking of the staves in verses ten and fourteen indicate the broken covenant of that generation [although the eternal covenant of God with the Jewish nation is still in tact]. Upon breaking the covenant between Shepherd and sheep, a call was made of payment for services rendered, to which the sheep [literally, the owners of the flock] respond by giving Zechariah the insignificant amount [in value] of 30 pieces of silver, which was hardly worth the time invested with the flock. Zechariah was then instructed to â€Å"throw it to the potter† (Zech. 11:13). This, again, was directly and literally fulfilled in Matthew 27:3-10 when Judas betrayed Jesus for the price of a slave and later threw the money at the priests who, in turn, used it to buy the worthless field in which Judas was eventually buried. Holland 7 CHAPTER THREE Conclusion The prophecies of Zechariah concerning the first coming of Messiah are not without great amounts of irony. The people eagerly awaited the entrance of Messiah, according to the prophecies, but failed to see they would reject Him. [The irony of the 30 pieces of silver being used to purchase the burial field of Judas is another.] The foolish decisions of the Jewish nation have caused them to become largely apathetic toward God and to wonder if Messiah will ever come. They expected a military deliverer and were sent a suffering Servant, whom they wholly rejected. One has to wonder the magnitude of the mourning of Israel when Messiah does come on a white charger to receive His rightful throne (Zech. 12:10). Judgment once came on the nations that had oppressed Israel, and judgment will come again. Israel was once preserved from destruction by the mighty hand of God; Israel will be preserved again. Messiah once entered Jerusalem hailed as a king, and He will enter again prepared to take what is His. The Jews once rejected their Savior. When He comes again, this will not be repeated. Holland 8 Works Cited MacArthur, John Jr. The MacArthur Study Bible. Electronic Ed. Nashville: Word Pub. , 1997. Siege of Tyre. Wikipedia, The Free Encyclopedia . 10 Apr 2007, 23:21 UTC. Wikimedia Foundation, Inc. 20 Apr 2007 . The Holy Bible: English Standard Version. Wheaton: Crossway, 2001. â€Å"Zechariah. † The Expositor’s Bible Commentary: New Testament . CD-ROM. Grand Rapids: Zondervan, 1998.