Cultural Competence Essay Example for Free

Cultural Competence Essay Cultural and linguistic competence in nursing can be defined as a set of related behaviors and attitudes that integrate together within a healthcare system or institution and among the professionals that work within the system or institution with the purpose of enabling effective and efficient delivery of health services in cross-cultural scenario (Jeffreys, 2006). Below is a brief description of the eight principles of cultural competence: †¢ Broadly defining culture This involves identifying the other factors besides race, language and ethnicity that determine an individual’s sense of awareness in relation to other people (HRSA, 2001). This is because health services are delivered to an individual, and group characteristics may not be a reflection of a person’s attitudes and life experiences (Lundy Janes, 2003). †¢ Valuing Clients’ Cultural beliefs This involves caregivers or professionals in healthcare sufficiently learning the attitudes, knowledge and belief of their target population regarding healthcare and applying what is learned for the delivery of culturally competent care (HRSA, 2001). †¢ Recognizing complexity in Language interpretation This is identifying any hindrances to effective communication and targeted group due to language differences; and laying down strategies to address the same (HRSA, 2001). †¢ Facilitating learning between caregivers and communities This is the creation of environments under which caregivers can learn about the beliefs and attitudes of the targeted cultural group and their impact on healthcare; while the targeted community learns more about how healthcare works (HRSA, 2001). †¢ Involving the community in the defining and addressing healthcare needs This is getting the community to fully participate in the formulation of health policies in the system that serves them so that managed care can be fully culturally competent (HRSA, 2001). †¢ Collaborating with other agencies This is forging working alliances with groups that are familiar with the needs of the targeted community to boost the chances of delivering culturally competent services (HRSA, 2001). †¢ Professionalizing staff hiring and training This is setting cultural competence standards for new caregivers getting into the system; and continually training serving staff in emerging standards of cultural competence (HRSA, 2001). †¢ Institutionalizing cultural competence This is making cultural competence standards an integral part of healthcare planning and optimizing hiring, training and funding to meet these standards (HRSA, 2001). In conclusion, the above principles are very vital to the delivery of holistic healthcare services for healthcare professionals working in cultures different from them (Lundy Janes, 2003). ? References Health Resources and Services Administration, HRSA (2001). Cultural Competence Works. Retrieved on 14/5/2010from ftp://ftp. hrsa. gov/financeMC/cultural-competence. pdf Jeffreys, M. R. (2006). Teaching Cultural Competence in Nursing and Health Care: Inquiry, Action and Innovation. Springer. Lundy, K. S. Janes, S. (2003). Essentials of Community-based Nursing. Jones Bartlett.

Canadas Involvement In World War Two History Essay

Canadas Involvement In World War Two History Essay The day World War 2 was announced Canada was still part of the British Commonwealth and the pressure was on them to join the war effort too. Canada did join the war eventually but took a full week to make the final decision after Britain. This decision later would either make or break the victory of the Allies. The majority of Canada greatly contributed to World War 2 by helping Britain greatly financially, providing the Allies with supplies for the war effort and by persuading its citizens to join the army, air force, factories. The greatest weapon, that was mandatory for success was money and wealth. Canada played a major role in providing large amounts of money to the Allies to help with the war effort. Throughout the deadly war, Canada had contributed three billion dollars to Britain and supplied weapons and military vehicles (141, Bryce). By the end of the world war, the British land force was armed with 60 percent Canadian made small rifles, Bren guns and anti-tank weapons. Also, hundreds of Canadian made aircrafts such as the mustangs, hurricanes, and Spitfires. 40 percent of the heavy bomber units used by the RAF were manufactured in Canada (Stacey, Encyclopedia). In the beginning of the war, Britain had eighty thousand military vehicles, but in the escape of Dunkirk they lost seventy five thousand of them. Not only did Canada supply weapons and war materials but Canadas automotive business helped gain the loss of their military vehicles. Not only did Canada re-manufacture what was lost, but they also produced a surplus amount for Britain (Total Effort, Globe and Mail). This shows how willing the citizens and the government were to stop the Nazi Regime. Canada is the nation, Canadians are the people, and Canadians are who helped the allies to gain this victory. September of 1939, 58,337 men and women enlisted in the Canadian Armed Forces. Aside from the fifty thousand in the Canadian army, large groups of Canadians joined the British army, especially in the Royal Air Force. About 3,000 had joined the Royal Canadian Navy in 1939, even though it was small crew it still played an integral role in many of the battles. Another 80,000 Canadians had volunteered for the navy but their services werent needed because the war had ended, before sixty ships and 13,500 men had the chance to be deployed (Veterans Affairs Canada, 2009). The greatest movement between the citizens was during the peak time of the war, when 439,000 women started to work in the service sector, 373,000 in manufacturing and 4,000 in construction. This was significant because the women werent mentally and physically prepared to work in such a small notice. Since for many g enerations women have only stayed home to nurture the children and take care of the house. Going into factories to produce items, let alone weaponry is a big transformation to their or anyones lifestyles (Canadian War Industry, 2007). War is a very a broad word, that combines all the battles that occurred into one category, but if the war is broken down to pieces there are many individual battles that can be analyzed in which Canada had an important role in. Operation D-Day is just one of the important battles that Canada leads the allies to a victory. D-Day was the allied invasion of Normandy, also remembered as the greatest seaborne invasion in history, which was just an 80 km wide stretch of land made up of five individual beaches. Canada was given the middle beach which shows that the allies really trusted the Canadian forces in doing a spectacular job. In total there were about 155,000 soldiers, nearly 5,000 ships, 50,000 vehicles and 11,000 planes were established for the assault. Canada had a share of 14,000 soldiers that were planned to land on the beaches; about another 500 were intended to be drop behind enemy lines by parachute or gliders. The Royal Canadian Navy and Royal Canadian Air Force supported t he invasion by deploying 10,000 sailors, Lancaster bombers and Spitfire fighters. With such an armed squad they landed on the shores of Juno Beach where they were part of the British Second Army, under the command of British Lt. General Miles Dempsey. The units were however from all across the country, ranging from North Nova Scotia Highlanders, to the Canadian Scottish Victoria. The plan was carried out at 6 am in the morning with a high artillery strike of the beaches, in within an hour the soldiers were far away from the ships they had landed in. Exactly two hours later, the Canadians had devastated Juno beach and the German army was defenseless (CBC News, 2009). Everyhand feed baby that the world thought Canada was by Britain, was drastically changed after World War 2

The Doctrine Of God Theology Religion Essay

The Doctrine Of God Theology Religion Essay Many people find the study of the principals of Christianity to be interesting and even intriguing. For some, however, the interest goes well beyond idle curiosity. For this group of truth seekers, a hunger for knowledge and truth drives them to dedicate years of their lives to the pursuit of deeper and meaningful insight into what it all means. They dive into their studies: reading, analyzing, listening, discussing, and debating the issues surrounding creation, divinity, and human relationships with nature, one another, and deity. Though their paths may be diverse, they share the universal hope that their efforts are fruitful; that they are able to tell the story of Jesus Christ, the history of the Christian church, and share the message of a loving Creator in a way that will have a positive impact on humanity and be pleasing to God. This is where my colleagues and I find ourselves today. We are charged with explaining what we have read, heard, learned, and understand, and the magni ficent task of doing so with clarity and authority. The greatest challenge of sharing this message of hope, that is both exciting and challenging, is to be able to teach it (and live it) in a way that is not hypocritical or exclusive. While some are passionate and some are curious about the gospel message, there is still an entirely different group of people who are affected by it: those who are ignorant of Christian teachings and those who have negative feelings toward them. It is perhaps the majority of society, whom we should be reaching out to. Those people who are living outside of religion and spirituality are doing so because someone failed to share the message of God with them, or because someone failed to share it effectively. I believe there is more danger in being ineffective in sharing the message than in not sharing it at all. I grew up a pseudo-Southern Baptist. I say pseudo because my familys attendance at church was very inconsistent. We were faithful to attend church at least once a month, maybe twice in some months. I was never involved in youth activities, vacation bible school, or bible study groups. I did not have a close group of friends within the church. My experience with pew sitting included hellfire and brimstone sermons delivered by preachers who were well-versed in salvation founded in fear rather than faith. It is easy to imagine that, for me, church was not a place where I felt peace or grace. I eventually stopped attending church altogether during my teens. I had not felt any affirmation or nurture during my church experiences, so for a long time, all I felt I was missing was the guilt and fear I associated with church membership. I stayed away for about fifteen years before I felt God calling me to a relationship. Shortly after meeting Christi, who would soon become my wife, we visited the United Methodist Church with our daughters. It was then that I became deeply involved in a bible study for the first time in my life, and so much of the gospel message from my hit-and-miss church attendance finally began to make sense. We began to participate in several church activities with our children, volunteering in youth events, Sunday School activities, mission projects, and small group bible studies. It wasnt long before I was drafted into the church praise band, leading worship on Wednesday nights and at the early service on Sunday mornings. I had known for a while that I had a desire to serve more fully, but it was through a very unexpected event at church that I was rapidly introduced to full-time ministry. Stepping out on faith, I was hired as the youth minister and soon became a licensed local pastor. This served my purpose temporarily, but it did not provide fully for the kind of education I felt was necessary to preach and teach in pastoral ministry. The more tha t I learned during this time of rapid growth and awakening, the more I hungered for even more knowledge. My understanding of Christianity and church membership has since changed drastically from the narrow-minded perspective I had maintained throughout my childhood and well into adulthood. My perspective has shifted and my understanding continues to evolve. There are things which had no importance to me at all, that have become priorities. I have grown passionate about social justice and have gained a true appreciation for programs that promote the wellness and interests of women, children and others who are oppressed or marginalized. I have felt a calling to be a voice of support for women in ministry; to support their ministries and ensure that they are fully enabled to accomplish all of the good that they can, particularly in areas of ministry that they can be far more effective than a man could be. I feel strongly about the importance of encouraging inclusiveness in the church. I believe that it is important for all Gods people to have a place to participate in corporate worship. Church membership should not exclude members of the gay and lesbian community, as we all are in desperate need of feeling ever closer to God. There are several mainstream congregations within our communities that would not welcome gay or lesbian individuals into their churches. It is often openly and overtly preached against such blatant sinners becoming church members. I believe that none of our own sins can fairly or accurately be judged. Inclusiveness must be an overriding theme in all areas of the mission field. We are called to go make disciples and since we are all sinners, we would be hard-pressed to make disciples among those who are perfect. Our worship space and our church families should be places that are welcoming and inclusive, rather than rejecting and exclusive. If we are to model ourselves after Jesus, the Christ, we must remember that our savior ate with sinners. In those examples of love and forgiveness, Christ showed us the perfect model. If we are to be like Him, we must remember all those on the fringes; not just those who are victimized, but also those who are marginalized of their own poor choices. I believe that Jesus is my example and I am to model myself after Him. This is my calling. Prolegomena- The central theme of the Bible is God calling us, Gods people, back into a relationship with God. If we believe this, then we can only accomplish this restored relationship by ensuring that all of Gods people have not only the chance, but the understanding of what that relationship means. But, for many, the Bible is a strange writing. It is filled with stories and situations and language that are not easily understood. In fact, for many, it is like a foreign language. In addition, as I have come to experience in the world of theological education, there are so many terms that are indecipherable to the common person. We take our knowledge of the Bible and continue to turn it into terms that are still not user friendly. I believe that as theologians and faithful followers of Jesus Christ, we have a responsibility to humanity to give our best efforts to share Gods message with others. We are called by God and by the scripture in Matthew to go out and spread the gospel in order that all people may have the Bible accessible to them and to bring the message of scripture interpreted to them in a language that they might understand. When I use the phrase for the fringes, I am referring to those who are outside the church. For whatever reason, they do not have any affiliation with a church- possibly from a bad experience, never having been exposed, or disbelief. I believe that this is partially what we are being told in the passage from Matthew 25, the least of these. These children of God may be in the far corners of the earth, or in our back yards. They may be from the poorest of society, or they may be in the wealthiest ten percent. They may be pre-teen children, or they may be in the eve of their lives. In any case, I feel as though it is the responsibility of those who know the truth of scripture, the Christian community, to educate in common terms. More specifically, I believe that it is my responsibility, as a response to Gods amazing grace, to make it a priority to share Jesus with everyone that I can, in a language that everyone can understand. Dr. Rieger referenced our God as a fairly radical God.  [1]  This God of creation and liberation is the radical God that can appeal to the masses of those who are believed to be on the fringes, those just outside the church. Some believe that God is only available to those who gather in community and in relationships found within the fellowship and experiences of like-minded persons. We characterize those outside established congregations with terms like unchurched, or underchurched, or lost. The fact that they are not incorporated into an organized body of believers does not make them wrong. Too often the Christian community carries within itself, perhaps even in its doctrines, the belief that God can only be found inside the church. There are some who may even believe that they are the only ones who do church right. As theologians, we are faced with the challenge of presenting good God-talk, rather than bad. Unfortunately, many people experience theology as nothing more than anothers unlearned opinion or agenda, which could be limiting, damaging, or complete destruction. It is the responsibility of every person to seek knowledge and to share that knowledge. The Doctrine of God- Theology begins and ends with God. In an effort to firm our theological stance, we seek resources to support what we have learned and understand of God. The Bible and other historical documents are not written to provide proof of God, but to show what God has done, what God is doing, and what God is yet to do. They are, in fact, a documentation of Gods existence throughout history. Of these resources, there is no place better to start than with the Bible. In Genesis, we see that God created the heavens and the earthà ¢Ã¢â€š ¬Ã‚ ¦. and God swept over the face of the waters.  [2]  We see evidence of Gods existence at the beginning of time. However, Gods existence in the lives of the individuals is measured not by the accounts of others, but in the relationships and experiences of the individuals. The book of Deuteronomy, chapter 26 carries a hidden creed showing that the God of mercy and love delivered the writer from captivity and bondage. We cried to the Lordà ¢Ã¢â€š ¬Ã‚ ¦..the Lord heard our voice and saw our affliction, our toil and our oppression. The Lord brought us out of Egyptà ¢Ã¢â€š ¬Ã‚ ¦.with a terrifying display of power.  [3]  Throughout the text, a merciful image of God is evident as God helped liberate a people from their captors. The Word shows that while being a God of great mercy and faithfulness, and love, that there is the existence of a God who can be terrifying. Both characteristics are contained within the same account. But, the testimony would not carry the same effect had it not been in a relational setting. The oppression and captivity were very real and very personal to the writer; also the action of God was also very personal. It is through these kinds of stories that the God of our Christian faith can be better understood. God has been presented to us with many attributes. These include Creator, Redeemer, Sustainer, omniscient, omnipotent, holy, loving and forgiving, to name a few. Perhaps the best defining words for God would be self-existent. The fact that Gods existence does not rely on anything but God is somewhat overwhelming. The challenge is not only to gain a personal understanding of who and what God is, but to be able to effectively articulate God to others. This is the mystery of God. God can be described as everywhere, yet among us. God is said to be the Alpha and Omega, the first and the last, the beginning and the end.  [4]  These terms provoke questions within those who do not have a relationship with God. God has been said to be all things to all people. It is through these examples that we begin to gain an understanding of the enormity of God. God is immeasurable through our human understanding. We cannot possibly have a complete understanding of God. To simply say that God is Chri st leaves God somewhat boxed and therefore not the true God. Origen said that God is incomprehensible, transcending being itself. God is known only by inference from the created order.  [5]  We see the presence and existence of God through the world around us. God is seen in the actions of neighbors and strangers. The God of creation is seen through the beauty of nature and in the faces of our fellow humans. God said in Genesis 1:26, let us make humankind in our image, according to our likeness.  [6]  It is clearly seen that God is intentional in Gods communion with humankind. Biblically speaking, the image of God can be seen in each and every person. John Wesley referenced in his Sermon 111, the scripture found in Jeremiah 23:24, Who can hide in secret places so that I cannot see them? Says the Lord. Do I not fill heaven and earth?  [7]  Both John Wesley and biblical scholars agree that we see through this scripture that God is both immanent and transcendent. God exists entirely in this world and beyond. But the way that God is go ing to be seen in each persons perspective is going to depend on where this person is in his or her life. God will meet us where we are at. The circumstances that surround a persons life will shadow how God is viewed. A person who is suffering from loss, or poverty, or oppression might view God as uncaring, or distant. Whereas a person who is experiencing success- either socially, financially, spiritually, and relationally, may see God as very involved in their lives. It is those times where it is easier to see and acknowledge the existence of God. It is much harder to give God credit when times are hard. But the bridge to a better understanding of God is putting the two together and showing where God is present throughout. Trying to completely describe God would be failure. We cannot accurately speak of Gods greatness. Too many facets would be left out, and that would illustrate a God who fell short of the God that we have in our midst. Explaining the Trinity is equally difficult. As theologians, we are to be able to put into words that the three- God the Father, Jesus Christ the Son, and the Holy Spirit are all one. In our limited ability to understand, we seek to make sense not only to ourselves, but others. The Trinity may be likened to a full chord on a guitar. Each note, or string, has equal responsibility and equal worth. Each has its own tone and depth. But when all the notes are played simultaneously, the chord makes a complete and beautiful sound- a harmony, a relationship. This is how the Trinity works. As previously discussed, God the Father, Creator is with us always, from the beginning of time. As Christians, we understand that each point of the Trinity is equal to the other two. There is no subordination. If subordination were the case, the idea of the Trinity would be pointless. A wonderful example of the Trinity in modern writing would be illustrated in the book The Shack. The main character has suff ered loss and brokenness and experiences all three facets while dealing with his circumstances. Though based on a fictional account, the lesson of each point of the Trinity, being in harmony with each other rings true. Each point of the Trinity was able to help the character in a different way. Understanding God and the Trinity has and will be a continuous journey. As we move and study and live, the presence and knowledge of God will move within. Our understanding will change daily, as will our maturity in explaining. By helping others to identify God in their own personal experiences and relationships, we have a greater chance of helping them to understand scripture and the greatness of God. The Doctrine of Jesus Christ- Jesus Christ the Son, born of a virgin, is both fully divine and fully human. Jesus came and lived among sinners and died for our sins. This is the general idea of what Jesus Christ is to the world. But, there is so much more to the idea of the Son of God. The Christian faith says that the most significant way in which it has been able to see God present within the world is through the life, work, and legacy of Jesus Christ. It is claimed that Jesus Christ is the physical embodiment of God in the world. Jesus himself is not all there is to God, but He is God as God has chosen to physically manifest Godself in the midst of Gods creation. The historical Jesus is the Jesus of today, acting in history. In Mark 8:29, Jesus asks, Who do you say that I am?  [8]  It seems that the world has been trying to answer the question since it was asked. The problem is that many different people have many differing answers. Or is that a problem. For some, He is simply a man who lived over two thou sand years ago. To others, He was a prophet, much like Elijah. To some He was a politician, or a public figure that was well known and killed for His views. And yet to many of us, He was a man, who lived over two thousand years ago, who was able to tell us things that were of another dimension, who was political and stood for a cause greater than we could humanly imagine. And then, just as He said, He would be betrayed by a close friend, arrested for upsetting the higher political figures, and murdered- all the while, changing the course of history and the future of the world. Jesus only had a short ministry, but the magnitude of things done in that time would shape a faith that give millions hope and peace all over the world. He began by assembling a group of men who were not in the upper crust of society. He never promised wealth or position, something that the average person might aspire to achieve, but instead offered life, unlike they had ever experienced before. These young men would have been the blue collar workers of our times. They understood what it was like to work long hours for very little pay. Most of them were barely educated. But Jesus saw something in them and He chose them to help Him carry the message- His message. Much of the time, they did not understand the words or actions of this man. He spoke unlike anyone had ever spoken. He used parables to teach them how to live and how to love. He healed the sick, gave sight to the blind, cleansed the lepers, raised the dead, ate with sinners, and basically drew outside all the lines of societ al normalcy. Jesus spoke of a kingdom not of this world where we would go to be with the Father. Jesus spoke about loving their neighbor and forgiving them of their wrongdoings. He challenged them to carry His teachings to the world. And this message was for the multitudes of people who believed, and followed. We are the disciples of Christ who are called to take this message now. The Doctrine of the Holy Spirit- In the Old Testament, we see the Spirit connected with deep experiences, through which its power might overcome an individual, it may rest upon an individual, or might be poured out over many people.  [9]  In the New Testament, this spirit is identified with Jesus Christ and is the bringer of justice, mercy, and the complete knowledge of God to the Jews and Gentiles alike. The idea that the spirit will be poured on the many- ie, Male and female, old and young, slave or free, as well as people of other nations, languages and cultures was radical considering the context of the time. The Spirit was granting knowledge to the outcasts. Not only were the wealthy and privileged receiving it, but so were the common folks.  [10]  We are told in scripture, beloved, do not believe every spirit, but test the spirits to see whether they are from God.  [11]  In fact, considerable time and study has been spent in exploration of this topic. The subject of spiritual warfare comes to mind. There are spirits that work daily in our lives. Theses spirits are not for the good of us, rather the opposite. The Holy Spirit is that presence that is carried within us every minute of the day. It is often the guidance that we seek when making a difficult decision. This Holy Spirit lives in contrast to the negative spirits. It is the spirit of both our God and Creator, as well as the spirit of Jesus Christ the Son. And this Holy Spirit will not act always the same way. Our individual needs and context will cause the spirit to respond in Its necessary capacity. Wisdom scripture say that the spirit has filled the world and holds all things together.  [12]  It is through our personal experiences that we see the Holy Spirit at work. It is often masked as the nudging to participate or to not participate in any given activity. It is the feeling or calling of reaching out to those who are in need. We see the holy Spirit at work in the actions of others who show grace and compassion when their situations would not ordinarily warrant it. The Holy Spirit is the third element of the trinity, and is God and Jesus both active within our everyday lives. The Bible is a collection of all that God has said and done, as seen and recorded through the words of persons who were inspired to write by the Holy Spirit. It is a good example of how the Spirit works and speaks in their time and situation. The image of the spirit, in both the Old Testament and the New Testament is that of wind or breath.  [13]  In the Book of John, Jesus promises the spirit as encourager to come after He is returned to God. I will ask the Father, and He will give you another Advocate, to be with you forever. This is the Spirit of truthà ¢Ã¢â€š ¬Ã‚ ¦he abides in you and he will be in you.  [14]  The Holy Spirit is God living in us. And the Spirit helps us in our weakness.  [15]  The work of the Holy Spirit in our daily lives, just like in the lives of the Old Testament and New Testament people, helps to offer guidance even in our darkest hours. The battle that goes on within- should I or shouldnt I? is the direct activity of the Spirit, working against the evil and sin in our lives. It may be very complex and often difficult to explain, but the fact is that the Holy Spirit is simply our God, the Creator of all things, living inside, present at all times. The Doctrines of Creation and Providence- The doctrine of creation tells us that God is the source and the Creator of all things. God is the Creator of the universe as well as individual human existence. All life comes from God and all life returns to God. We are told in Genesis 1 that God created and saw that everything was good. We have no doubt that God was pleased with creation.  [16]  Creation, however, is not simply a process that was. Creation is a continuous, ongoing process in which God is actively involved- a relationship between God and the world. Throughout Biblical history, we have seen the hand of God at work, primarily in the acts of creation. For example, this is evident in the story of the flood, through the imagery of the olive leaf returned to the hand of Noah by the dove. We saw God establish the covenant afterwards, the creation of Israel, and then the creation of a new community of faith through Jesus Christ. These are just a few examples of the love that God has continued to show for Gods creation. We have to be able to share that creation did not create itself. It is the gift of a God who is love, and through this gift, we are shown the magnificence of God. But why did God create the earth and everything in it? Some have pondered that God was lonely, so God created. We believe that God is complete in Godself. We have already established that God is self-existent and ultimately that Gods existence does not rely on anything but God. with that in mind, it does not make sense, even to or limited understanding of this all-loving God, that God would become lonely and subsequently create. Karl Barth believed that God was radically separate from this world. Barth said that the One who loves in freedom was acting out of no external necessity but freely creating simply because love seeks to share its goodness.  [17]  This loving God that we worship, and often fear, is seeking to share Gods greatness. Through creation, God begins the relationship with humanity, not out of need, but out of love. John Calvin said, Gods providence is not that by which God idly observes from heaven what takes place on earth, but that by which, as keeper of the keys, he governs all events.  [18]  According to Wood, in the Oxford Handbook of Systematic Theology, we are not to believe that we are tied to our situations simply because God has willed it that way. This God who sends pain has also sent the means to alleviate it. The God who sends flood and fire has given is the intelligence to prevent it from happening, or to minimize its harmful effects.  [19]  Providence is Gods divine guidance and care. God the Creator is continues as the sustaining force for creation and the guiding force for human destiny. But why would a loving God allow evil into the world. Placher points out that often, we just dont have answers, but we might look at a few possible reasons. Sometimes good is not possible without evil, humanity abuses its freedom and the result is evil, evil helps refine our souls to be what God would have us to be, or simply that God allows some limited evil to act in the world.  [20]  It is only through Gods grace that humanity experiences free will. Sometimes, our choices through this free will cause us to be in harms way. Gods allowance of evil helps humanity to become the people God would desire us to be. Plainly speaking, we learn from our mistakes and through trials, we turn our hearts toward God. In the end, our relationship to God is strengthened, as is our witness to others. The Doctrine of the Human Creature- The problem with the issue of human being is that we all believe that we have a complete understanding of human being. And because we already know about the human being, we tend to work from that assumption. Our human condition, or human creature, or human existence is based upon our relationship with God. When we have a relationship with and we follow Jesus Christ, we become more fully human.  [21]  We are told that the human creature is not just individual, but collective, as well.  [22]  Our humanness comes with both possibilities and limitations. There is something in the individual, and in that individuals desire for personal success that is adverse to the human creature. We are qualified by the claim that what distinguishes them as specifically human is that God creates them in the image of God.  [23]  The one who is created in the image of God seeks to form and sustain loving and caring relationships with God and other human beings. When the humans desire to achiev e personal success overlaps the desires of another, conflict is created. Often in conflict, healthy relationships are not nurtured. This conflict is called sin. The Doctrine of the Church- The church is the people of God.  [24]  Though there are many divisions, facets, communities, denominations, the church stands as the people, the body of Jesus Christ, who founded the church and charged us with the task to go therefore and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit.  [25]  God will speak where God will and the community will form around where God is. The role of the church is to re-present Christ to the world.  [26]  In a recent lecture, Dr. Rieger alludes to a personal struggle that was similar to the struggle of Luther, Wesley, Barth, and Bonhoffer. That struggle was not about the people not believing, but that the people were being taught wrongly and therefore believed wrongly. Rieger offers that rather than idealizing the church, we begin to analyze the church. To do this, we must look at the four marks of the church to function as a framework for our analysis. First, we look at the unity of the church- One holy, catholic, universal church. But we are not one church. We have both social threats to church unity, as well as theological threats. One threat is segregation. We are primarily segregated. Racially, church is referred to as the most segregated hour in America- from 11am to 12 on Sunday morning.  [27]  Class stratification is not easily overcome, especially in America. If we are really interested in the unity of the church, we have to address the issues that divide us. We are also divided by our differing doctrines. As a United Methodist now and formerly a Baptist for 35 years, I appreciated the joke about a Methodist being a Baptist that can read. There is humor intended in the statement but the sad truth is that Baptists, United Methodists, Catholics, Presbyterians, Church of Christ, and Pentecostals have been divided in their beliefs for ages. In addition to these differences, we also create divisions with the Jewish people. W e believe that the new covenant of Jesus Christ has somehow nullified the covenant of God with Israel in the Old Testament. Instead, we need to look to our similarities, oppose anti

Current Writing Pedagogy Essay -- English Writing Teacher Student

The student who is preparing for preservice or inservice teaching in any field must answer two crucial questions: â€Å"What is learning?† and â€Å"What is teaching?† The student preparing to teach writing must also answer the question, â€Å"What is the purpose and the value of writing?† Writing is a subject area in which the teacher cannot easily state why writing itself is valuable or what purposes are served by learning the â€Å"art and craft† of writing, except as a tool for communication in other subject areas. In his article â€Å"Who’s Afraid of Subjectivity,† Robert P. Yagelski (1994), offers some answers to these questions about knowledge, education, and writing, as well as addressing related questions concerning individuality. Current writing pedagogies value writing and writers in different ways. Yagelski compares the underlying epistemology of expressivist approaches with postmodern epistemological theory. Expressivist theories claim that knowledge is found within the individual, and writing is a form of self-discovery. â€Å"Process-oriented† writing instruction is connected with this pedagogical approach. Postmodern theorists define knowledge as the fluid, shifting, and selective perceptions of reality that are tied to particular times, places, and cultures. Proponents of postmodern theories claim that expressivist practices reproduce ideologies that conceal both power structures and the position of students within these structures. Such practices are also thought to reduce awareness of social differences related to gender, class, and race between individuals in the classroom. By encouraging only constructive criticism and harmonious group work, expressivist teachers avoid confrontation over rea l-world issues. For postmodernists, writing is... ... rather than, in Keats’ words, â€Å"remaining content with half-knowledge,† and I think that an epistemology and a pedagogy that embraces paradox is rather well suited to the postmodern world. References Keats, John. Letter dated Dec.21st, 1817. Cited in The Penguin Dictionary of Literary Terms and Literary Theory (1991) by J.A. Cuddon. New York: Penguin. Kluth, Paula. 2000. â€Å"Community-Referenced Learning and the Inclusive Classroom† Remedial & Special Education 21.1 (Jan/Feb): 19-26. Macrorie, Ken. 1988. The I-Search Paper. Portsmouth,NH: Boynton-Cook Phelps, T.O. 1992. â€Å"Research or Three-Search?† English Journal 89.1: 76-78. Yagelski, Robert P. 1994. â€Å"Who’s Afraid of Subjectivity: Postmodernism and the Composing Process.† Taking Stock: The Writing Process Movement in the 90’s, edited by Lad Tobin and Thomas Newkirk. 203-217. Portsmouth, NH: Heinemann.

THE EVOLUTION OF CARIBBEAN SOCIAL POLICY Essay -- essays research pape

THE EVOLUTION OF CARIBBEAN SOCIAL POLICY: Reasons for the Changes and Shifts in the Social Policy Agenda From the 1940’s to the Present Period. Social Policy may be broadly defined as a system of social welfare that includes economic as well as non-economic objectives and involves some measure of progressive redistribution in command over resources1. Using Mishra’s typology of social welfare models (see Fig. 1 below), this paper describes the evolution of social policy in the English-speaking Caribbean. Drawing primarily from the experiences of Trinidad and Tobago and Jamaica, four chronological periods are used to highlight the factors contributing to the major developments in social policy: 1) the Immediate Post-War Period and the Moyne Commission (1940 to 1950); 2) Transition to Self-Government (1950 to 1961); 3) Ideology and the Immediate Post-Independence Period (1962 to 1973); 4) the Oil Crisis, World Recession and Structural Adjustment (1970 to 1980’s); 5) (Conclusion) The Present Period (1990 to present)2. A review of the literature revealed that a combination of social, economic, political/ideological and international factors contributed to policy development at each stage of this evolutionary process. This paper argues that as a result of these factors, Caribbean social policy gradually moved from a strong residual approach prior to the Moyne report, and tended to a more institutional approach during the transition period to full internal self-government, then to a more structural approach in the immediate post-independence period, and back to a residual approach when structural adjustment policies were instituted in the 1980’s. Of course, in reality the policies formulated in the various periods do not conform perfectly to Mishra’s types. However, this does not detract from the applicability of the model to the present analysis, as it is an inherent feature of all ideal types (as is implied by the descriptor â€Å"ideal†). Also, while the general factors contributing to the evolution of Caribbean social policy has been highlighted, the specific ways in whi ch these factors manifested in each country are extensively discussed. Fig. 1 Mishra’s Welfare Models1 Main Features Type of Welfare Residual Institutional Structural State responsibility in meeting needs (ideology of state intervention) Minimal Optimal... ... Henry, Ralph and Moesire, Alicia. â€Å"Poverty Alleviation and Reduction Programmes: the Commonwealth Caribbean Experience† in Poverty, Empowerment and Social Development in the Caibbean. Ed, Norman Girvan. Mona: Canoe Press UWI, 1997, 101 – 136. Mac Pherson, Stewart. Social Policy in the Third World: The Social Dilemmas of Underdevelopment. UK: Wheatsheaf Books Ltd. 1982. Neil, Joan. Targeting and Poverty: New Trends in Social Policy – Social Projects for Alleviation in the Republic of Trinidad and Tobago. UNECLAC, 1992. Robothom, Don. Social and Economic Policy: Starting Gates and End-States, UWI, 1995. Sinha, D.P. â€Å"Health Care of The Population† in Children of the Caribbean. CFNI/PAHO, 198 8. 123-144. Stone, Carl. â€Å"Power Policy and Politics in Independent Jamaica† in Jamaican in Independence: Essays on the Early Years. Ed, Rex Nettleford. Kingston: Heinemann Caribbean, 1989, 19-53. Thomas, Clive, Y. â€Å"The interrelationship between economic and social development† in Poverty, Empowerment and Social Development in the Caribbean. Ed, Norman Girvan. Mona: Canoe Press UWI, 1997, 20-49. Titmuss, R. Social Policy: An Introduction.

Commentary on ‘Foo Fighters Music Review’ and ‘The Birth of a Band, Waring Green’

My aim in writing these pieces were both to inform and put across my opinions to an audience of interested readers. For the music review my intended audience was young music lovers and for the biography it was more for anyone who is interested in reading about people who have had an interesting life experience, perhaps a similar one to themselves. I wanted my pieces to be clear and amusing, and in the music review, more informal so that it would appeal to people. The biography was intended to be informative, whereas the review was intended to be more open in view as to include the audience more. In order to accomplish this I have deliberately used a number of techniques. In the title of my second production piece I have included some alliteration of the sound [ ] which catches the attention of the reader and helps to establish the main story. In ‘The Birth of a Band' I used mainly first person pronouns such as ‘my' and ‘I'. This helps to show the reader that it is from my own personal view and it is an actual real life even that I have encountered. In the Foo Fighter review I used mainly third person pronouns such as ‘their', and I also named people and attached the event directly to their name. this is the opposite of the other piece as it establishes that the music and the credit belongs to them and no-one else. I have tried to be quite informal in both of my pieces by using words such as ‘dodgy' and constructions such as ‘Pointless? Funny!' This helps to make the reader feel more at ease when reading it, and there is also some intended humour in order to make the reader laugh, more so in the review than the biography piece. In the review of the Foo Fighters I included one instance of a mild taboo lexeme. ‘†¦damn good†¦' Again this is a point in the text that gives the reader a bit of comic relief and a chance to reflect on my opinions with their own. This is why I decided to add quite a lot of interrogatives into the text, even though I cannot expect an answer, the reader can establish their own views and opinions about what I think and also about what they think in comparison. I aimed to make my two pieces as clear as I possibly could. I used a number of techniques to ensure this. Firstly I used short strings of words, for example, ‘That was a real boost', and tried to avoid overly long sentences. I didn't want my readers to become bored of reading too many facts or opinions at a time. Secondly I used fairly short simple lexemes. I tried to keep my words either monosyllabic or disyllabic because this makes the text flow more smoothly and doesn't make the reader get confused at long complicated words. In my two pieces I have used a lot of past tense, mainly in ‘The Birth of a Band' to show how what we have achieved is a past event. For example ‘was' and ‘asked'. However I did use some present progressive, ‘will keep trying' in order to show how our band and music are still going. I also used some present tense, mainly in the Foo Fighters Music review, to show how their music is still in development. It also helps to convey how it is their most recent album, as I am talking about it in the ‘here and now'. I included in my review of the Foo Fighters music an overall grade of how I feel about their music. This is nine out of ten. Most people will understand this as a good mark because it is on a scale of one to ten which is the most common way of grading something. I feel it is a good way of rounding up my review, although I do think it could lead to the reader skipping the rest of the text and just taking the score at face value rather than investigating further into why I have given this grade. But if the reader is interested enough I do not see this as a major problem. I believe I have successfully achieved my targets in writing these pieces. I feel as though they are very entertaining and they convey my feelings and opinions towards the subject matter very effectively. I feel that the information I have provided is sound and believable.

How to Be a Good Teacher

Great English Teachers What are the characteristics of a good teacher of English? The traits range from great teaching and management strategies to a good attitude. Top Characteristics for Teachers There are 15 characteristics of effective teachers that range from having high expectations to being flexible and imaginative. These 15 characteristics can be placed into two categories: management and instructional techniques and personal traits. To have strong classroom management and instructional techniques, an English teacher needs to try a variety of techniques to find the ones that work for him or her. Instructional Techniques English teachers need to teach reading, writing, viewing, listening, and speaking. These are five distinct areas, and each has its own set of benchmarks and indicators. Simply put, English teachers have a great deal of content to juggle in the classroom. The list of indicators for their content is quite long. They need to be knowledgeable of grammar, vocabulary, writing, literary elements, great novels, researching techniques, speech strategies, etc. In addition to being a master of content, teachers need to have a large repertoire of teaching strategies. Direct instruction, collaborative learning, and the jigsaw strategy, are just a few techniques that effective teachers use in the classroom. Variety is the key. So, the English teacher must be flexible and willing to try a variety of strategies to see what works best with his or her students. Management Techniques Good English teachers must have excellent classroom management techniques. If teachers cannot manage their students successfully, very little learning will occur in the classroom. With the No Child Left Behind Act and current state policy, it is important that students make gains in their learning every year. For young teachers, classroom management is usually a struggle. New teachers need to be willing to seek out seasoned teachers to mentor them on how to handle the classroom properly and to try different classroom management strategies. Personality Traits Usually, the three most important personality traits are a flexible approach, a caring attitude, and a sense of humor. There are, of course, other personality traits that enable teachers to become great teachers. However, in the current torrent of change in education, a teacher needs to be flexible to help a student. It also helps to be able to laugh and to keep smiling in this climate of change. It is very important that students feel that their teachers care about them. They need to feel safe in a supportive learning environment because this may be the only safe place that some children have. A safe, caring learning environment will help students to work to their true potential. Last, teachers need to have a sense of humor. So many things go wrong every day. It is important to be able to laugh and to keep going. The students need a happy teacher, not an angry one. The characteristics of a good teacher of English include many traits and strategies. English teachers need to do their best in implementing techniques in the classroom to help our nation's children reach their learning potential Think back to your school days for a moment, who were your favorite teachers? Which ones did you learn more from and why? The chances are that they were ones who made your lessons â€Å"come alive†. Engage you in your lesson as opposed to the â€Å"talk and chalk† variety! Whilst having a sound academic background and knowledge of your subject is one thing, having the ability to relate to your students and convey your message in understandable, motivational terms is quite another. This means not only being able to relate to your learners but being able to adapt your material to suit their needs, and put it across in the most effective (personable? ) form, creating a positive, supportive learning environment. Teaching a Language Having been a teacher trainer for many years I have little time for the teacher who delivers the same lesson verbatim, year after year, without considering their individual students’ needs and learner types, or those whose ego is so large that they are unable to relate effectively to their students. To my mind, teaching a language requires different skills to teaching other subjects like History or Math. We don’t learn a language by talking about it; we learn a language by talking in it! Once a teacher has presented language, it is the students who should speak and use the language (as it is they who need the practice), and not the teacher talking the highest percentage of time – hence the term TTT -Teacher Taking Time. Language teachers also need to â€Å"rough tune† their language, speaking in terms that are slightly above the level of the learner, rather than over simplify (thus providing a false model) or bombard them with meta-language. Core Characteristics Carl Rogers, an American psychologist suggested there are three core teacher characteristics to help create an effective learning environment. †¢Respect: Being positive and non judgmental in regards to another person †¢Empathy: Being able to see things from another person’s point of view †¢Authenticity: Being yourself without egoistic barriers or hiding behind a job title These three qualities a far more likely to induce a more positive learning environment, where students are more inclined to take risks and take responsibility for their own learning. Communication between student and teacher becomes more open and honest and therefore a stronger bond emerges, based on mutual respect. These qualities should not be â€Å"clothes† that a teacher puts on in the classroom. They have to be genuine intentions. A good teacher is one who not only has knowledge of their subject but has the personality to convey it in engaging, motivational terms. Therefore demonstration and participation rather than explanation is often more effective. In short: An effective language teacher is one that cares more about their students’ learning than they do about their own teaching! Top 10 Tips for Teachers Teachers are often placed into an awkward and stressful situation, not really sure of their authority and sometimes not even placed with veteran teachers who are much help. These tips can aid student teachers as they begin their first teaching assignments. Please note: these are not suggestions for how to approach the students but instead for how to most effectively succeed in your new teaching environment. 1. Be On Time Punctuality is very important in the ‘real world'. If you are late, you will definitely NOT start out on the right foot with your cooperating teacher. Even worse, if you arrive after a class has begun which you are supposed to be teaching, you are placing that teacher and yourself in an awkward situation. 2. Dress Appropriately As a teacher, you are a professional and you are supposed to dress accordingly. There is nothing wrong with over dressing during your student teaching assignments. The clothes do help lend you an air of authority, especially if you look awfully young. Further, your dress lets the coordinating teacher know of your professionalism and dedication to your assignment. 3. Be Flexible Remember that the coordinating teacher has pressures placed upon them just as you have your own pressures to deal with. If you normally teach only 3 classes and the coordinating teacher asks that you take on extra classes one day because he has an important meeting to attend, look at this as your chance to get even further experience while impressing your dedication to your coordinating teacher. 4. Follow the School Rules This might seem obvious to some but it is important that you do not break school rules. For example, if it is against the rules to chew gum in class, then do not chew it yourself. If the campus is ‘smoke-free', do not light up during your lunch period. This is definitely not professional and would be a mark against you when it comes time for your coordinating teacher and school to report on your abilities and actions. 5. Plan Ahead If you know you will need copies for a lesson, do not wait until the morning of the lesson to get them completed. Many schools have procedures that MUST be followed for copying to occur. If you fail to follow these procedures you will be stuck without copies and will probably look unprofessional at the same time. 6. Befriend the Office Staff This is especially important if you believe that you will be staying in the area and possibly trying for a job at the school where you are teaching. These people's opinions of you will have an impact on whether or not you are hired. They can also make your time during student teaching much easier to handle. Don't underestimate their worth. 7. Maintain Confidentiality Remember that if you are taking notes about students or classroom experiences to turn in for grades, you should either not use their names or change them to protect their identities. You never know who you are teaching or what their relationship might be to your instructors and coordinators. 8. Don't Gossip It might be tempting to hang out in the teacher lounge and indulge in gossip about fellow teachers. However, as a student teacher this would be a very risky choice. You might say something you could regret later. You might find out information that is untrue and clouds your judgement. You might even offend someone without realizing it. Remember, these are teachers you could be working with again some day in the future. 9. Be Professional With Fellow Teachers Do not interrupt other teachers' classes without an absolutely good reason. When you are speaking with your coordinating teacher or other teachers on campus, treat them with respect. You can learn a lot from these teachers, and they will be much more likely to share with you if they feel that you are genuinely interested in them and their experiences. 10. Don't Wait to the Last Minute to Call in Sick You will probably get sick at some point during your student teaching and will need stay home for the day. You must remember that the regular teacher will have to take over the class during your absence. If you wait until the last minute to call in, this could leave them in an awkward bind making them look bad to the students. Call as soon as you believe you will not be able to make it to class.