Unfortunate effects on rural public education in Ecuador

Unfortunate effects on rural public education in Ecuador Educator George Washington Carver once stated, Education is the key to unlock the golden door of freedom (State University 2002). Such key will never be held by the hand of Ecuadorians as the country of Ecuador struggles to provide a satisfactory education system to children in rural areas. The poor education system is a key contributor to Ecuadors state as a developing country. This limiting factor has created a vicious cycle of child laborers and inequality among children in rural and urban communities (Salazar and Glashinovich 1996). This paper will provide an in depth analysis of the education systems in Ecuador and the reform required to provide children with a better future. Ecuadors substandard education system is a consequence of the lack of government funding towards infrastructure and accessibility. With the lack of money towards education, problems such as inconsistent teaching, poor attendance, and inequalities between rural and urban scho 1ols arise. Attempted progress has been made by reformists such as President Rafael Correa who works with government funding to better school systems (Bellettini 2004). It is people like President Rafael Correa who are undoubtably the greatest source of hope to the education system of Ecuador. Last April, I travelled to Ecuador with Canada World Youth. The purpose of the trip was to form a partnership between the Canadian and Ecuadorian students. The trip provided me with a cross-cultural experience as I learnt the necessity of foreign for rural education. Our group of fourteen students raised $10,000 which was used to sponsor the education of 4 students in Ecuador including their high school fees. The failing education system instated in rural Ecuadorian communities is faced with numerous issues involving, inconsistent teaching, and poor attendance. These issues are presented due to the lack of government support and funding for education. The problems currently present in Ecuador make it difficult for Ecuadorians to become prosperous and contribute to society. Political instability within the countrys own borders have invited violent protests concerning the previous three democratically elected presidents (Lopez and Valdes 2000). Political issues as well as the economic crisis have proved to further the potential of restoring proper and effective education practices in rural Ecuador. Many social institutions demand governmental support, but it is the education system in Ecuador that is the most desperate. Researchers have highlighted that the education system has slowly been improving since the 1990s (Vos and Ponce 2004). Although, in comparison to previous decades, the educational development has decreased in effectiveness while educational inequalities has drastically grown between the urban and rural communities. The Ecuadorian government has set aside insufficient funds for their social programs as they solely contribute four percent of the countries Gross Domestic Product, compared to the average twelve percent that the general Latin American country invested (Ibid 2004). Not only has the Ecuadorian government neglected funds for the necessary social programs but they have also transferred their focus to social protection programs. This transfer of priorities has cut the funding for education programs by fifty percent (Cibilis, Giugale and Lopez-Calix 2003). The budget cut has affected all school systems across Ecuador, especially the ru 2ral communities. The limited support has caused a decrease in school infrastructure, teacher salary, and teacher training programs. The school systems are suffering and need more investment and greater reform strategies. The government must increase their investment to at least five percent of the countrys Gross Domestic Product in oder to be successful (Schiefelbein 1992). In 2007, President Correa was elected to office in Ecuador. He created a platform that believed in education excellence and education reform (Economist 2009). Since 2007, Correa has spent approximately $280 million on school infrastructure and maintenance (Ibid 2009). In addition the President has introduced logic tests which teachers must pass in order to educate the youth. These logic tests are designed to increase a teachers credibility and ability to instruct young students (Ibid 2009). Those who do not pass the logic tests are required to take a year long training course which will help to develop their teaching strategies and knowledge. The logic tests benefit the school systems as teachers become more prepared and have more effective teaching methods. These tests will be a mandatory measure for all teachers, and will soon increase the quality of Ecuadors public education system. The lack of government investment towards social programs, specifically education systems has greatly inf 3luenced accessibility, teaching methods, and school infrastructure. The rural communities are far more underprivileged then the urban public schools in Ecuador. In rural regions and in most parts of Latin America, teachers are likely to be under qualified and ineffective at instructing. Similarly to Ecuador, forty to fifty of Latin American teachers have no professional training or qualifications (Schiefelbein 1992). The lack of training and qualifications is a result of poor funding and investment by the government. Training programs and workshops are not available to all teachers especially those in the rural communities. In Latin America, people who graduate with higher levels of educations tend to move to the urbanized cities and obtain prosperous jobs (Schiefelbein 1995). Sadly, those who have poor levels of education, become teachers. Teachers with no training and limited knowledge dictate the quality of a school. Furthermore, the teaching population in Ecuador earn low salari es as the government does not believe that teachers merit higher salaries (Schiefelbein 1992). A typical public school instructor in rural Ecuador generally earns $350 per month (Torres 2005). Teachers make an insufficient salary because there is limited funding. Without funding and low salaries, most instructors at the public school level have two or more jobs to pay for their finances. Multiple jobs on the go, means that teachers sometimes neglect to show up to instruct. The Foundation for Sustainable Development claims that there is a high rate of absenteeism among teachers (sixteen percent)(FSD 2003). With teachers absent from classes sixteen percent of the time during the scholastic year, students are missing crucial learning opportunities. Most of the teachers absent for that time would be working at other jobs trying to gain a greater income. The quality of teaching in rural Ecuador and in the public system is very low as the teachers are under qualified and mostly disinteres ted in teaching. Although some teachers are effective, the vast majority of those effective teachers are accepted to teach at private schools. Private schools in Ecuador have the money unlike public schools to afford exemplarily teachers. Unfortunately for the public system, qualified teachers escape to the private schools wh 4ere their salaries are often five to ten times higher then the public system (Schiefelbein 1995)The typical school is unable to hire highly skilled teachers and will find it difficult to implement innovations to improve its educational quality (Schiefelbein 1992: 36). The methods of instruction are inadequate in countries like Ecuador. Unfortunately due to budget restraints, teachers do not have access to a curriculum to help improve their lesson plans. Without a common curriculum to be followed by all public schools, the learning becomes inconsistent and unequal between different schools and regions (Schiefelbein 1992). Simple skills that involve reading, writing, comprehension are difficult to achieve in rural Ecuador (Ibid 1992). Teachers do not posses the necessary credentials and materials to teach these children, as the government neglects them of the necessary resources. With limited funding invested in education, many consequences arise with improper teaching methods between schools in rural Ecuador. The greatest consequence of poor teaching is the rate of student repetition. In Latin America, only nineteen percent of nine year olds attend schools, but nearly fifty percent of the first grade students repeat as they are unable to fulfill the teachers requirements (Schiefelbein 1992). The country of Ecuador would drastically benefit if more money was invested into increasing the quality of teaching as it would decrease the rate of student repetition. Repeating a grade is not only staggering the students ability to learn and involve themselves in the work force but it also posses massive affects on the educational system financially. In rural Ecuador, repetition is two times higher then the countries average (Ibid 1992). If the ecuadorian g 5overnment were to invest more money in to developing an accessible curriculum for all teachers, repetition rates would decrease. The Ecuadorian public school system posses many problems for people in rural communities. The inconsistency in teaching methods are followed by widespread truancy as parents would rather send their child to work as opposed to enrolling them in a rural school. Limited access to schools and extra student costs for those in rural Ecuador are some of the major factors that affect enrollment rates and attendance. There are vast differences and inequities that are noticeable when comparing urban and rural education systems. Although public education is free for children ages five to fifteen years old, enrollment rates suffer drastically in rural communities. In urban developed areas, children have an average of twelve years of schooling while children from rural Ecuador only have an average of four years (Cibilis et al. 2003). Of those children who had four years of schooling, only nineteen percent of the total rural population is enrolled in school compared to eighty percent of the total urban population (Ibid 2003). Education inequities are also affecting those children who wish to attend higher education levels as only two percent of the poorest quantile attend higher education (Ibid 2003). The Ecuadorian government must learn how to disperse their funding equally among communities so that education practices and accessibility is the same for every child. One of the most common reasons for the lack of enrollment, is due to school accessibility. Although the Correo government is starting to invest more in school infrastructure and maintenance there are still minimal public schools available for children in rural areas(Economist 2009). Only 42% of children among those in the poorest quantile have access to preschool education (Cibilis et al. 2003: 271). There is noticeably more opportunity for preschool education in urban communities as they are given a higher priority over rural public education. Coincidently there are more children in rural Ecuador who need public education than urban areas. The inadequate financing and poor accessibility to public schools for those living in rural Ecuador posse major decisions on parents. They often have to decide whether or not to enroll their children due to financial limitations. Although Ecuador promises to serve the public with free education there are still extra costs that are not covered by the government. With restricted funds, families have difficulty paying for uniforms, school supplies, and transportation (Vos and Ponce 2004). The indirect costs linked to the lack of government investment are a considerable reduction in family income because the child is no longer working (Ibid 2004). Many families in rural Ecuador are faced with the difficult decision on whether to send their 6 child to school or have them work. With more government funding towards public education, parents would not have to pay extra costs for school. Therefore, parents would be more inclined to enroll their children to become educated. Although it is evident that the rural education system in Ecuador is desperate for money and seems somewhat helpless, there are reform practices taking place that are proven to be effective. Currently in Mexico, education reform is taking place that could be implemented in to Ecuadors education system. Education reform known as Telesecondary would be transferable and an effective means of reform in rural Ecuador. Telesecondary is a teaching strategy that delivers greater education through new technologies. It consists of using computers, internet and mass media (Cibilis et al. 2003). The students learning from this innovative teaching method distance themselves from the instructor. The main purpose of th 6 7is reform is to give all children the ability to learn at their own pace with a structured and reliable source of information (Cibilis et al. 2003). Another recommendation and applicable education reform strategy would be following the model of the Escuela Nueva. The Escuela Nueva project is currently being practiced in Mexico. Escuela Nueva is community based which focuses primarily on active participation, and cooperative learning (Schiefelbein 1992). The project helps children learn vital life skills by applying their knowledge learnt in class to the outside community. This model of education responds directly to the education challenges that are currently present in Ecuador. It helps to eliminate poor educational infrastructure, repetition rates, and under qualified teachers. The Escuela Nueva programs help schools to achieve a standardized curriculum, better teacher training and greater community involvement. Once part of the Northern Inca Empire, Ecuador has suffered a disruptive past. Such is exemplified as the country has faced poor governance and instability of constitutions as they have just recently imposed their twentieth constitution since 1830 ( State University 2002). However, the greatest problem to face the country is that of education. The poor education system is a key contributor to Ecuadors state as a developing country. Ecuadors substandard education system is a consequence of inconsistent teaching, poor attendance, and the nonobservance of minority groups. Progress has been attempted by reformist President Correa who has concentrated millions of dollars on bettering education in Ecuador. Undeniably, it is he w 8ho serves as the greatest source of hope to the education system of Ecuador. Although the President and his government have made much progress during his two-term reign, there are many steps to be taken to reach resolution, including the elimination of child labor. Subsequently such extensive education problems are followed by the constant battle with child labor in addition to poor economic practices. It is educational reform which will lead to the evolution of Ecuador as its citizens become literate and receive additional opportunities, such as jobs, thereby diminishing poverty (Bellettini 2004). Education may be the problem, but it is also the solution to increase Ecuadors progression to become a developed country.

spider :: essays research papers

First discovered in 1900, little was known about the happy-face spider until 1972. The obviously named happy-face spider is a small spider found in the native rainforests of the islands Maui, The Big Island of Hawaii, Oahu and Molokai at elevations of 1000 to 6000 feet. Typically around a quarter of an inch long, its diet consists of small insects that it hunts mainly during the night for small insects. They spin their webs on the undersides of leaves of specific plants and usually avoid contact with humans or other potentially danger animals, although only birds present a natural threat. Humans present a possible danger due to loss of habitat to agriculture, but the population is apparently healthy. The happy-face spider’s most admired feature is its bright yellow coloring and a strange pattern of red and black spots on the abdomen. These spots vary widely from spider to spider, making them of interest to scientists who have hypothesized that the different spots provide camouflage against birds and other predators. Strangely enough, the red and black spots, combined with the yellow body, tend to make the spider's abdomen look like the widely known yellow smiley face. The expressions on the abdomen of the spider can range from sad, happy, and excited, to bored or angry. Though individuals differ extremely in their color patterns, these differences are evenly distributed, with the same ratio of Yellow forms to Red front forms in every population, regardless of its separation from the others. Mating experiments reveal that the genetic mechanism for achieving these similar color morphs is different on each island. Results for the Maui spiders reveal a more simple system of genetic control where the individual, regardless of sex, will be colored according to a single gene. On Hawaii, however, it is apparent that two genes determine the color morph, with pairs of color forms restricted to one sex or the other.

1st and 2nd Timothy

INTRODUCTION The pastoral epistles are the letters that Paul wrote to Timothy and Titus in the New Testament. These books include 1 and 2 Timothy and Titus. The title â€Å"Pastoral† comes from the instructional nature of the letters themselves. Timothy was an assistant to Paul during his ministry. He was taught the scriptures as a child by his mother who was named Eunice. Both Timothy and his mother were probably converted during Paul’s first missionary Journey. There is also evidence supporting that Paul led Timothy to the Lord because he calls Timothy his â€Å"son in the faith. [1] Timothy was highly recommended by the Christians in Lystra and Iconium at a young age. Titus was also a minister who accompanied Paul on at least one of his missionary trips. During Paul’s ministry in Crete, he raised new churches that Titus would have direct influence over. These letters are primarily instructions for the general functions within the church. Collectively they pro vide guidelines for all forms of leadership within the local church body. Paul touches on the subjects of women, elders, deacons, and overseers in relationship to authority and function.Before discussing the restrictions and responsibilities of each of these, I’ll briefly provide the historical setting for the pastoral epistles as well as the different views of Paul’s Authorship. Historical Setting These three letters were written after Paul was first imprisoned in Rome at the conclusion of Acts. The order and dates of Paul’s ministry between the release of his first imprisonment and his second imprisonment are not known. It is commonly accepted that he wrote the bulk of the pastoral epistles between A. D 60 and his death around A. D 67 to 68.Most believe that he began writing his first letter to Timothy within a year of being released from prison in Rome around A. D. 63. Paul informs Timothy that he left him in Ephesus so that he could go into Macedonia. Thereà ¢â‚¬â„¢s no evidence that he went anywhere else so he probably began writing the pastoral epistles there. Pauline Authorship Paul’s authorship of the pastoral epistles has been challenged by critics on four grounds. The first is the Historical Argument. This argues that the letters do not fit into the history of the book of Acts. The Second is the Ecclesiastical Argument.This claims that the organization of the local church as taught in these letters is to advanced for Paul’s lifetime. The the third argument is the Doctrinal Argument. This claims that the false teaching attacked in the letters is Gnostic heresy that took place during the second century. This argument also contends that the authors theological outlook is different than the outlook expressed by Paul in his other writings. The last argument is the Linguistic/stylistic Argument. This argues that the authors style, linguistics, and vocabulary differs from the writing in Paul’s other letters. Each of these arguments have recognizable flaws.Apart from those, the external evidence for Paul’s authorship is significant. Early church fathers such as Inatius, Polycarp, and Irenaeus concerned them as written by Paul. The evidence both internally and externally appears to supports the Pauline authorship of the Pastoral Epistles. NATURE OF LEADERSHIP IN SCRIPTURE Servant Leadership Jesus completely turned the table when there was no servant to wash feet as was custom. Under normal circumstances, a servant was expected to wash the dirty road-worn feet of guests. In John 13:1-17 Jesus provides his disciples with an excellent example of leadership.Jesus humbled himself to a position of servitude and washed his disciples feet. He says in 14-15, â€Å"Now that I, your Lord and Teacher, have washed your feet, you also should wash one another’s feet. † The most effective leaders are those people who are servants to others. Servant leadership is a leadership style that has g ained a large amount of popularity in recent years. [2] Jesus modeled it perfectly in this example. Jesus got on his knees and washed the dirt of His disciples feet even though this act of kindness was customarily views as custom fit only for servants.Philippians 2:5-11 says, â€Å"Your attitude should be the same as that of Christ Jesus. Who, being in very nature God, did not consider equality with God something to be grasped, but made Himself nothing, taking the very nature of a servant, being made in human likeness. † Christ was the ultimate example of servanthood. In his book The Leadership Genius of Jesus, William Beausay says, Servant leadership was the core of Jesus’ style. We see it reflected in the actions of his followers. His disciples were not docile little robots. They often asked him for help.They needed guidance and clearly felt comfortable approaching him for personal support. † (Beausay 23)[3] Jesus He, being God, humbled himself to the point of death on a human-made cross and showed us a perfect example of want it means to be a servant leader. All the pain He endured was for our sake. Paul, the author of the pastor epistles, understood this importance in leadership and lived in a way that showed servant leadership qualities. Not only did Paul write to train and instruct the early church, but he preached the gospel boldly and was persecuted for his devotion.Ultimately, he was more than likely killed for his faithfulness to God. It is from this perspective that Paul instructs the early church leaders in the pastoral epistles. Responsibility To Teach Paul makes it clear in Ephesians 4:11-12 that God has directed some as evangelists, pastors, and teachers. He writes that the purpose of this is â€Å"for the building up of the body of Christ. † He also writes in 1 Timothy 4:13, â€Å"Until I come, devote yourself to the public reading of Scripture, to preaching and to teaching. To devote oneself is to give up everything for that one cause. It doesn’t take much research to see that our society does not like responsibility nor do we tend to enjoy accepting blame for our mistakes. In many cases to accept responsibility and and accountability is considered foolish. Paul thought it important that our church leaders devote themselves to such things. I, for one, believe that all of us are called to the ministry of proclaiming the Gospel. It is our responsibility as Christ followers to share the truth about who Jesus is with those around us.Certainly the presence of God can be experienced through nature and other visual stimuli, but something can be missing without a clear representation of the truth. 4 Knowing the truth is simply irreplaceable. 5 Just as God expects us to put forth this effort, Paul expected Timothy and Titus to abide by this principle and to teach it to their local congregations. We should take seriously the responsibility to present truth in our teaching and witnessing. CHURCH L EADERSHIP Deacons Deacons provide a ministry in the church that is associated with service of some kind. This service varies among theological and denominational customs.The word â€Å"deacon comes from the Greek word diakonos, meaning â€Å"servant. † Other uses of the word are diakonia, which means â€Å"service† and diakoneo, which means â€Å"to serve. †6 Broadened, it has come to mean any kind of service. Specifically we can find in scripture where these phrases were used applied to general service and spiritual service. Paul addresses the qualifications of deacons in 1 Timothy 3:8-13: Deacons likewise must be men of dignity, not double-tongued, or addicted to much wine or fond of sordid gain,  but holding to the mystery of the faith with a clear conscience.These men must also first be tested; then let them serve as deacons if they are beyond reproach. Women must likewise be dignified, not malicious gossips, but temperate, faithful in all things. Deacons must be husbands of only one wife, and good managers of their children and their own households. For those who have served well as deacons obtain for themselves a high standing and great confidence in the faith that is in Christ Jesus. He says first that deacons must be men of dignity. This stresses the importance of deacons to be men worthy of respect.This does not mean that they lead with a strong hand and enforce others to respect them. Instead, they are to live lives that bring honor to God. Thus, gaining them respect from others. Paul also says that deacons are not to be double-tongued. This means that they are to be self-controlled in speech. Any form of Gossip or slander should not be a part of his nature. Instead, he should speak out for righteous causes while being slow to anger. They also must not be deceitful. Deacons should not be addicted to much wine nor should the enter the position for what they can get out of it.Paul may have written this because of the pagan influ ence in first century world. He knew that every single deacon would be under the careful watch of non-Christians. It would be possible for a deacon to hurt his family and lose his witness if he was bondage to different excesses. Next, Paul writes that these men should hold to the mystery of the faith with a clear conscience. This means that they should hold a certain reverence for the soul purpose of service and honoring God. The Christian faith truly is mysterious. Sometimes people have to walk into situations where there are no clear certainties.Deacons must be confident and do with a genuine character. 7 Those wishing to be deacons must also be tested to see if they are beyond reproach. Just as Athletes wishing to be on Olympic teams have to prove themselves as disciplined competitors, so Paul believed that a person must have proven a spiritual maturity before serving as a deacon. 8 Attaining any spiritual maturity only comes from seeking to be more like Christ. Next, Paul writes that deacons are to be husbands of one wife, and good managers of the children and households.Though this verse is one of the most controversial of deacon qualifications, at least three things are clear. First, he must acknowledge and embrace the biblical emphasis on marriage and view of the home. Second, the deacon is to be devoted to only one wife. Third, there is a theme behind the passage that should remind the deacon of the absolute rejection of divorce. 9 Overall, Paul’s experience with young and growing churches taught him that deacons must be people with a strong spiritual character. Elders and Overseers Elders and Overseers share many of the same qualifications as deacons.Paul also lists their qualifications in 1 Timothy 3: It is a trustworthy statement: if any man aspires to the office of overseer, it is a fine work he desires to do. An overseer, then, must be above reproach, the husband of one wife, temperate, prudent, respectable,hospitable, able to teach, not ad dicted to wine or pugnacious, but gentle, peaceable, free from the love of money. He must be one who manages his own household well, keeping his children under control with all dignity. but if a man does not know how to manage his own household, how will he take care of the church of God?   and not a new convert, so that he will not become conceited and fall into the condemnation incurred by the devil. And he must have a good reputation with those outside the church, so that he will not fall into reproach and the snare of the devil. Though Elders and Overseers are two distinct words, they seem to be used for the same role throughout scripture (Acts 20:17,28). â€Å"Elder† may be reserved for someone who deserves the respect that someone of an older age would attain. â€Å"Overseer† may lean more towards the function of the person in that position.The qualifications that are mentioned here vary only slightly. Paul makes it a point to warn them to be free from the love of money. This may give evidence that elders were held responsible for financial matters within the church. In all matters they are to serve as unto the Lord. 10 Paul also says that elders and overseers are to be able to teach. This provides evidence that they were held responsible for teaching theology as well as doctrine in the church. Paul makes it a point to mention that elders and overseers are not to be new converts. New Christians can fall quickly to temptation and become prideful.They often hold on to their pride, while a more mature Christian has come to understand the importance of humility. Older leaders are more likely to have a servants mindset ingrained in their character. 11 These leaders have a unique role in that they oversee the affairs of the church body. One of these roles included protecting the church from false doctrine. Some of the false teaching during this time was sparked from gnosticism and Jewish speculation. There were a number of different variations to the gnostic doctrine, but the main emphasis claimed that gnostics acquired a knowledge normal believers did not have.Thus, Gnostics believed their faith was superior to others. It was the responsibility of all the church members to know the truth and speak out against it. That is why it is vitally important that elders spoke the truth against different forms of heresy. This type of leadership is a critical factor related to how well the church is doing in reaching the goal of spreading God’s word. 12 Women in leadership Paul makes it clear in the pastoral epistles that women play a key part in the church. They are vital in the raising and teaching of Children.He writes concerning them so that they will understand proper submission. He writes this in in the second chapter of 1 Timothy: Likewise, I want women to adorn themselves with proper clothing, modestly and discreetly, not with braided hair and gold or pearls or costly garments, but rather by means of good works, as is proper for women making a claim to godliness. A woman must quietly receive instruction with entire submissiveness. But I do not allow a woman to teach or exercise authority over a man, but to remain quiet. For it was Adam who was first created, and then Eve.And it was not Adam who was deceived, but the woman being deceived, fell into transgression. But women will be preserved through the bearing of children if they continue in faith and love and sanctity with self-restraint. First, Paul informs the women of the church to present themselves in a modest fashion. Paul, again new that non-christian eyes would be on believers. He did not want women to cause offense to anyone outside the Christian community. 13 Women He says that it is important they make a claim to Godliness. He then says that they should receive instruction submissively.This stresses the importance of male leadership in the church. Paul clearly points out that women are not to have any type of authority over other men. He reminds Timothy that Adam was created first, and then Eve. Paul stresses that women keep silent because it give a concrete and essential reason for the submission of women that is grounded in the creation story. 14 There are three major views when it comes to the role of women in the church. The first is total silence. There are surprisingly a large number of churches who practice this view. Second, is that they not teach Doctrine in the Assembly.Third, They may teach anything allowed by male overseers. The third view is what most churches use today. 15 WHAT DOES THIS MEAN FOR THE CHURCH TODAY? Church’s today should strictly follow the biblical qualifications for deacons, elders, overseers, and women in the church. In light of a church’s specific situation, each church must decide what leadership roles will be as they seek to live out the biblical conception of that role. 16 Church’s today should seek to find men who can serve well. Men should be chosen only if they are well qualified and have developed skills in witnessing and other types of ministry.The most important qualities are found in those men who â€Å"hold the mystery of the faith with a clear conscience,† and are committed to serving other people. 17 The ability to work well with others should also be a key quality desired by churches looking for deacons or elders to serve. In today’s world, much of the work by the deacon involves a great deal of patience and understanding. 18 Church’s want to be able to trust that their deacons, and elders will exercise sound judgement in all matters concerning the well being of the assembly. It is clear that women were highly important to Jesus as well as Paul.There is no argument to be made that women are inferior to men. Jesus severed social and religious customs to show his high regard for women. 19 Women should strive to be excellent examples of Godliness in our church’s today. This is a very important role within our church’s. While they are not to exercise authority of men, they play a key role in teaching our children what it means to live godly lives. CONCLUSION Paul has outlined specific qualifications for the office of deacon, elder, and overseer as well as restrictions for women in regards to leadership.It is our job to strive for obeying these qualifications and restrictions in our own churches. Paul writes this in the fourth chapter of Ephesians: Therefore I, the prisoner of the Lord, implore you to walk in a manner worthy of the calling with which you have been called, with all humility and gentleness, with patience, showing tolerance for one another in love,   being diligent to preserve the unity of the Spirit in the bond of peace. There is one body and one Spirit, just as also you were called in one hope of your calling; one Lord, one faith, one baptism, one God and Father of all who is over all and through all and in all.It is God’s desire that we be unifi ed. It his is intention for us to be moving as one unit towards one common goal. We need men who are faithful to serve in the role of deacon, elder and overseer to achieve this goal. BIBLIOGRAPHY Beausay, William II. The Leadership Genius of Jesus (Ancient Wisdom for Modern Business). Nashville, TN: Thomas Nelson, Inc. 1197 Brindle, Wayne A. The Pastoral Epistles (Notes and Outlines). Liberty University School of Religion, 1996 Chartier, Jan. Developing Leadership in the Teaching Church. Valley Forge, PA: Judson Press 1985 Dale, Robert D.Leadership for a Changing Church (Charting the Shape of the River). Nashville, TN: Abingdon Press 1998 Foshee, Howard B. The Ministry of the Deacon. Nashville, TN: Convention Press 1968 House, H. Wayne, The Role of Women in Ministry Today. Nashville, TN: Thomas Nelson Inc, 1990. Howe, E. Margaret. Women & Church Leadership. Grand Rapids, Michigan: Zondervan, 1982. Naylor, Robert E. The Baptist Deacon. Nashville, TN: Broadman Press, 1955. Samra, Jim. The Gift of Church. Grand Rapids, Michigan: Zondervan 2010. Stendahl, Krister. The Bible and the role of Women. Stockholm: Fortress Press, 1966. ———————– 1] Wayne A. Brindle, â€Å"The Pastoral Epistles Notes and Outlines,† (Liberty University school of religion, 1996) [2] William Beausay, â€Å"The Leadership Genius of Jesus,† (Nashville, TN: Thomas Nelson, Inc. 1197) [3] Ibid 4 Jim Samra, â€Å"The Gift of Church,† (Grand Rapids, Michigan: Zondervan 2010) 5 Ibid 6 Howard B Foshee, â€Å"The Ministry of the Deacon,† (Nashville, TN: Convention Press 1968) 7 Ibid 8 Ibid 9 Ibid 10 Robert D. Dale, â€Å"Leadership For a Changing Church,† (Nashville, TN: Abingdon Press 1998) 11 Ibid 12 Jan Charter, â€Å"Developing Leadership in the teaching church,† (Valley Forge, PA: Judson Press 1985) 13 E.Margaret Howe, â€Å"Women & Church Leadership,† (Grand Rapids, Michigan: Zondervan, 1982) 14 Krister Stendahl, â€Å"The Bible and the Role of Women,† (Stockholm: Fortress Press, 1966) 15 Wayne A. Brindle, â€Å"The Pastoral Epistles Notes and Outlines,† (Liberty University school of religion, 1996) 16 Robert E. Naylor, â€Å"The Baptist Deacon,† (Nashville, TN: Broadman Press, 1955) 17 Howard B Foshee, â€Å"The Ministry of the Deacon,† (Nashville, TN: Convention Press 1968) 18 Ibid 19 H. Wayne House, â€Å"The Role of Women in Ministry Today,† (Nashville, TN: Thomas Nelson Inc, 1990)

Diversity Paper - 1400 Words

Diversity Paper James Poteet II How do people behave? What makes us act the way we do? There are as many different answers as there are people. Each person is a unique makeup of individual characteristics which blend together to form the personality, the behavior of the person. We can identify certain broad characteristics of groups of people and apply them to individuals to get an idea of how they will behave in a given situation. This is called stereotyping and, when taken too far, will give a distorted picture of what to expect of a persons behavior. While you can never get a fully accurate picture of how someone will behave based on their demographics and characteristics, you can make certain general guesses that will point†¦show more content†¦If you are attracted to this man in any way, you will find yourself behaving in a fashion that will make you attractive to him. Likewise, the man, if he is at all attracted to you, will behave in ways designed to attract you. In other words, your behavio r will be altered in the presence of someone who holds any sexual attraction to you. This explains anomalies in behavior. Men, when only with other heterosexual men behave in a quite different fashion than when they are in the presence of women. Women also behave differently when exclusively with other women. When put in the presence of someone that you find to be sexually appealing, however, your behavior will modify to become what you feel is attractive to that person. This often occurs without any conscious thought on a persons part. What was common workplace behavior in all mens or all womens workplaces now changes, becomes even unacceptable and illegal when the different sexes work together. While it is possible for women to tell off color jokes to each other, for a man to tell the same woman the same joke is incredibly offensive. 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