Review of The Confessions of St Augustine - 843 Words

Confessions of St. Augustine The Confessions, a loose autobiography written by Saint Augustine of Hippo, represents an intermediary between the ancient and Christian worlds. Although the eponymous main character has been indoctrinated as a religious figure, his life events as well as his rhetoric throughout The Confessions suggests a man engaged in a constant internal debate surrounding whether to devote his time toward religious or more earthly endeavors. This paper examines how the first four chapters of the book elucidate the theme of one mans attempt to mediate a sensibility that is at turns ancient and Christian. Although it was not his decision at the time, it is crucially relevant that St. Augustine was not baptized, as it establishes the precedent for Augustines upbringing, which was not devoutly Christian. Augustines pagan father did not subscribe to Christian doctrines, and Augustine had to constantly decide whether to sympathize with his father or his Christian mother. In Book 1 of The Confessions, Augustine adheres to a Christian sensibility, yet in a manner that reflects the learned sensibility of someone who has wrestled with his faith his entire life: But who is there that calls upon Thee without knowing Thee? For he that knows Thee not may call upon Thee as other than Thou art. Or perhaps we call on Thee that we may know Thee. But how shall they call on Him in whom they have not believed? or how shall they believe without a preacher? (I, i, 1).Show MoreRelatedAugustine : A New Biography1352 Words   |  6 PagesAugustine: A New Biography by James O’Donnell truly challenges readers to view Augustine through a different lens. Augustine, who greatly influenced Christian philosophy and the development of Christianity as a whole within Western Civilization, is known by people around the world. These people will more than likely be dismayed when they read James O’Donnell’s view of Augustine in which they possibly, will call blasphemous. 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Critique of Theoretical Framework free essay sample

It is generally accepted that the church has been a locus of social service and social change throughout America’s history, and â€Å"that the concept of human services emerged, at least partially, from a religious base† (Ellor, Netting, Thibault, 1999, p. 13). Furthermore, it is recognized that the social work profession in the United States was influenced by a long history of religious traditions (Ellor et al, 1999; Hugen, 2012; Rosethal, 2006). The social welfare system that emerged in the United States, formerly and presently, continues to be a mix of faith-based and secular organizations and groups with diversified perspectives and approaches (Ellor et al, 1999). The diverse perspectives and approaches to social welfare in the United States are rooted in an expansive array of worldviews and faith traditions. The U. S. is a pluralistic society characterized by a diversity of people, opinions, and religions (Monsma, 2012). The church is simply one of many places where social welfare ideations have manifested themselves, and the battles against social injustices have been fought. For many years a great variety of religiously affiliated organizations, colleges, hospitals, and social service agencies have received federal welfare funding. There is nothing profoundly new about the inclusion of faith-based organizations in the delivery of social welfare services to the disenfranchised and vulnerable populations (Karger et al, 2007). What is new is the prominence of postmodern, humanistic ideologies in social welfare that began in the 20th century (Hugen, 2012). The clashes between present-day humanistic and faith-based ideologies have spawned a lasting political debate over the correctness of federal government funding of faith-based social services. A major landmark for this political debate occurred in 1996 when the United States Congress passed a set of provisions under the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) section 104—also known as the Charitable Choice clause (Daly, 2009; Wuthnow, 2004). Charitable Choice removed many of the restrictions on integrating religious content with faith-based delivery of social services, and positioned faith-based social service agencies as equivalent to secular social service agencies (Karger et al, 2007). The movement to incorporate faith-based social service agencies was further fueled by President George W. Bush’s Faith Based and Community Initiative (FBCI) (Kennedy Bielefeld, 2006; Daly, 2009; and Wuthnow, 2004). The Bush administration aimed to do two things based on the core judicious principles of Charitable Choice: first, to increase the amount of federal social-welfare resources going to faith-based organizations; and second, to protect the organizational autonomy and religious identity of these groups when contracted with the government (Daly, 2007). As a result of the Bush-era FBCI, eleven faith and community-based offices were created in federal agencies, and many states began to develop programs to expand the role of faith-based social services in delivering anti-poverty assistance (Reingold, Pirog Brady, 2007). The Bush-era faith-based initiative was strong enough that the Bush administration’s proposed budget for 2002 allocated nearly $90 million to organizations that expanded or emulated models of faith-based social service programs (Twombly, 2002). Today, according to the National Center for Charitable Statistics (NCCS), there are 956,738 public charities, 97,435 private foundations, and 370,745 other types of nonprofit organizations (NCCS, 2013). According to the NCCS Core Files, public charities reported over $1. 59 trillion in total revenues, and $1. 49 trillion in total expenses in 2011. Of the public charities’ revenues: 22% came from contributions, gifts and government grants; 72% came from program service revenues, which include government fees and contracts; and 6% came from other sources (NCCS, 2013). Blackwood, Roeger, Pettijohn (2012) reveal that there was a 42. 3% growth in the number 501(c)(3) public charities from 2000 to 2010. In New York State alone, there are 15,362 religious or spiritually related public charities (IRS Business Master File 04/2010). Eric Twombly (2002), an affiliate of The Urban Institute, and Ira Colby (2007), a social work professor at the University of Houston, point out that many faith-based organizations, such as The Salvation Army, United Jewish Communities, Catholic Charities, and Lutheran Social Services have historically received government support and played a significant role in social service provisions in the United States. These groups are key players in many local areas in both direct social provision and setting government service priorities. The goal of this essay is to explore the political debate over Charitable Choice and the faith-based initiative, and secondly, to uncover the implications for social work practice and social work education from this debate. It is evident that faith-based organizations play a substantial role in the delivery of social welfare services in the United States (Nagel, 2006). To begin our exploration of this issue, we will look at the relevant worldviews and belief systems that support or refute the federal government support of faith-based social service agencies. Worldview/ Belief Issues Republicans have favored the privatization of social welfare and reinforced the value of nonprofits. Conservative thinkers believe that churches can address welfare better than the government and the secular social service system (Cnaan Boddie, 2002). Conservatives vigorously attack the belief that government should finance and deliver social services to the population (Karger et al, 2007). Conservatives argue privatization has become a paradox in social welfare because the private sector has been utilized in service provision and precedes the welfare state in many instances. David Osborne and Ted Gaebler (1992) assert in Reinventing Government that the private and public sectors have different roles. The government’s role should consist primarily of establishing the objectives of social policy, and the private sector role should consist of executing the policy. David Stoesz (2007) co-author of American Social Welfare Policy argues, â€Å"nonprofit organizations have been poor competitors, often losing out to for-profit firms† (p. 193). He further asserts that the nature of nonprofits make them less competitive than commercial firms, and when for-profits enter the same market, they often take a substantial portion of the market until nonprofits adopt the same management procedures and become more efficient. A large assumption is this: if for-profits suspect that they can generate a profit by providing superior service to a clientele, they will seek to subcontract with the government and provide the service. Conversely, Ira Colby (2007) the Dean and Professor of social work at the University of Houston asserts that privatization of social services as the answer to creating effective service provisions for the poor is a â€Å"grossly erroneous assumption† (p. 194). According to Colby (2007) the catchphrases of â€Å"compassionate conservative† or â€Å"faith-based social services† are simply resurfacing ideas from a previous welfare era where greater reliance on the private sector was emphasized. Liberal ideology asserts that the government should play a central role in the provision of services—that government is responsible for ensuring that all people, regardless of status in life, receive needed services and supports that maximize their well-being and ability to participate in society. In essence, basic social services are the business of the government (Colby, 2007). Monsma (2012) identifies 5 factors that underlie and work to mold how liberals view the public role of faith-based organizations. The first is a strong emphasis on the free, autonomous, choosing individual. The second is a suspicion of traditional values and religion when they enter the public square. The third is seeing government as a potentially positive force for social change and improvement. Fourth is its embrace of the strict church-state separation, no-aid-to-religion standard. The fifth and final factor is the legacy of the nondiscrimination statuses of the 1960s. These factors, which can be considered beliefs, lead liberals to look negatively upon faith-based human service providers. The emphasis seems to be instead on freedom of choice and what the government can potentially do to improve societal conditions. Rev. Robert Owens (2001) posits that a negative correlation exists between the amount of funding received by religious organizations and the strength of religious mission. Owens, in his stance against public funding of religious organizations, argues that accepting government money to provide social service programs only deepens the confusion in communities about who works for whom. Accepting government money turns the state/ church relationship upside down—where the church works for the state. The solution then is to keep religious congregations independent of the influence of government. Political, Legal, Social Policy After the Great Depression, President Roosevelt’s New Deal political ideations focused on the structural conditions contributing to poverty and social inequality. Because of the depression, it had become obvious that personal morality could not prevent or be the primary cause of poverty (Nagal, 2006). Therefore, the public responsibility for social welfare was emphasized, and the popular moral dimension was minimized in social service delivery. Following the New Deal era, the Reagan administration shifted the focus back to the inclusion of faith-based organization in social service provisions. President Reagan considered religious organizations to be more effective than public or secular, nonprofit social service providers (Cnaan Boddie, 2002). Reagan went so far as to use the parable of the Good Samaritan as a metaphor for the cause of poverty. His perception of the biblical parable contrasted a bureaucratic caseworker against the Good Samaritan: The story of the Good Samaritan has always illustrated to me what God’s challenge really is. He crossed the road, knelt down, bound up the wounds of the beaten traveler, the pilgrim, and carried him to the nearest town. He didn’t go running into town and look for a case-worker to tell him that there was a fellow out there that needed help. He took it upon himself. (Denton, 1982, p. 3 as cited in Cnaan Boddie, 2002) Reagan believed in volunteerism and the increased responsibility of private organizations to meet society’s social-welfare needs. The emphasis on volunteerism resulted in a decrease of government spending on social welfare initiatives in the 1980s. Reagan challenged the private sector to step up and meet the needs of society. He called on churches to provide for the needs of the poor within their own neighborhoods (Yancey, 2007). President Clinton took the challenge one step further and suggested that organized religion would be able to make a significant contribution to reducing the need for social welfare if each congregation in the United States would hire one person in need (Wuthnow, 2004). Here is what President Clinton said: Under this law [Charitable Choice], every state, when it becomes effective, every state in the country can say: If you will hire somebody off welfare, we’ll give you the welfare checks as a supplement for the wages and the training. It means, folks, when you go back home, your church can receive a person’s welfare check and add to it only a modest amount of money to make a living wage, and to take some time to train people and bring their children into the church, and make sure their children are all right and give them a home and family. I just want every pastor in this audience to think about it. Just think about it. If every church in America hired one person off welfare, if every church in America could get some work to do that, it would set an example that would require the business community to follow, that would require the charitable and other nonprofit organizations to follow. We cannot create a government jobs program big enough to solve the whole thing, but if everybody did it, one by one, we could do this job. (Associated Press, 1996, section A2) Throughout the later part of the 20th century, the federal government called on the Church to act as the primary safety net for people in need. History reveals that faith-based organizations have always been a part of providing social welfare services. The Personal Responsibility and Work Opportunity Reconciliation Act of 1996 with the Charitable Choice clause and Bush’s Faith Based and Community Initiative simply increased the collaboration between faith-based organizations and the federal government. Separation of Church and State Before the Charitable Choice provision of the Personal Responsibility and Work Opportunity Reconciliation Act of 1996, faith-based organizations contracting with the government had to remove all religious symbols from the room where service was provided; accept all clients; refrain from any religious ceremonies; hire staff that reflected society, not the organization’s belief system; adhere to government contract regulations; and incorporate separately as an 501(c) (3) nonprofit organizations (Cnaan Boddie, 2002). All this changed after the PRWORA of 1996. First, faith-based services providers retain their religious autonomy; second, the government could not curtail the religious expression or practice of faith-based services; third, faith-based service providers were exempt from complying with employment policies mandated by the Civil Rights Act of 1964; finally, faith based organization contracting with the government were no longer required to establish a separate, secular 501(c) (3) nonprofit organization (Cnaan Boddie, 2002). There are, however, some stipulations that remain in order to contract with the government. Faith-based organizations are fiscally accountable to use government funds for the intended social services and not for religious worship or proselytization. The purpose of this section of the law is to ensure a clear separation between church and state. In order for the government to remain neutral to the religious or secular character of organizations, both are offered an opportunity to participate in social service programs. As Rosenthal (2006) states in his conclusion on Charitable Choice Programs and Title VII’s Co-Religionist Exemption: By offering religious institutions the opportunity to participate in social service programs, Congress is faithfully engaging the constitutional principle of neutrality by affording these organizations the same opportunities as non-religious organizations. On the flip side, however, the Constitution requires that this participation be both secular and non-discriminatory, so as to ensure that religious organizations are not benefited simply by virtue of their religious character. (p. 665) Implication for Social Work Practice David Stoesz (2007) in his response to Should Social Services be Privatized asserts that the social work profession traditionally sides with social welfare. This leads to the dismissal of nonprofit agencies and blatant hostility to for-profit agencies. Because of this bias, social work education is devoid of the knowledge and skills that are essential to business strategies in service provision. The implication for social work education would entail an increase of content in finance, marketing, information systems, and contracting. This would equip social workers to be more competitive in the new human-service market. With access to government funding that no longer regards the religious character of the service provider as a hindrance to the separation of church and state, it is likely (if not already evident by the NCCS reports) that more faith-based organizations and churches will engage in partnership with the public sector. This significant change has influenced social service delivery. As a social work practitioner, I could easily find myself working within a faith-based organization or at least collaborating with a faith-based organization in service delivery. Social work is a value-based profession. Although more secularized than ever before, social work can provide leadership in shaping the collaborative effort between the helping professions and faith-based organizations. This is especially important in considering the integration of spirituality and religion in social work practice. With the prevalence of faith-based organizations providing social services, it would be beneficial for social work education to increase the content on ethical social work practice within religious settings. With an increased competency in the integration of social work practice with religion and spirituality, social work practitioners can further appreciate the efforts of religious organizations to address social problems. Social work should also â€Å"proceed cautiously to outline the parameters of ethical social work practice in religious organizations† (Sherr et al, 2009, p. 164) so that service delivery does not cross the ethical line and become an opportunity for proselytizing. The profession of social work continues to realize the importance of religious and spiritual beliefs for clients. The importance of these issues in social work education is supported by the Council on Social Work Education (CSWE) Educational Policy and Accreditation Standard, 2. 1. 4: Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation†¦ [Social workers] gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups†¦ (CSWE, 2008, p. 5) The NASW Code of Ethics (2008) points to the importance of recognizing religious and spiritual beliefs in order to practice in a holistic, client-centered manner. Section 1. 05(c) of the Code of Ethics states: Social workers should obtain education about and seek to understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, martial status, political belief, religion, immigration status and mental or physical disability. (NASW, 2008, p. 9) Competently addressing religious and spiritual beliefs is part of the holistic approach to working with the multi-dimensional person—bio, psycho, social, and spiritual. To ignore the value system of a client leaves the door open for social workers to taint the helping relationship with their own beliefs and values (Zellmer Anderson-Meger, 2011). Summary There is nothing profoundly new about the inclusion of faith-based organizations in the delivery of social welfare services to the disenfranchised and vulnerable populations (Karger et al, 2007). History reveals that faith-based organizations have always been a part of providing social welfare services. The Personal Responsibility and Work Opportunity Reconciliation Act of 1996 with the Charitable Choice clause and Bush’s Faith Based and Community Initiative simply increased the collaboration between faith-based organizations and the federal government. Conservative thinkers believe that churches can address welfare better than the government and the secular social service system (Cnaan Boddie, 2002). Conservatives vigorously attack the belief that government should finance and deliver social services to the population (Karger et al, 2007). Liberal ideology asserts that the government should play a central role in the provision of services—that government is responsible for ensuring that all people, regardless of status in life, receive needed services and supports that maximize their well-being and ability to participate in society (Colby, 2007). With an increased competency in the integration of social work practice with religion and spirituality, social work practitioners can further appreciate the efforts of religious organizations to address social problems. With the prevalence of faith-based organizations providing social services, it would be beneficial for social work education to increase the content on ethical social work practice within religious settings. The clashes between present-day humanistic and faith-based ideologies have spawned a lasting political debate over the correctness of federal government funding of faith-based social services. In the American pluralistic society, public funds should not be used to promote any particular religion. Therefore, the social work profession should take a leadership role in appreciating diversity, and ethically navigating social welfare and the faith-based initiative.

Odysseus By Homer And Hero Essays - Greek Mythology, Odyssey

Odysseus By Homer And Hero Heroes are almost perfect people. Odysseus was a great Greek Hero. Just like all of us though, he had exceptional abilities and faults. You notice many examples throughout the Odyssey that which was authored by Homer. The traits you notice are his tall tales, and his extravagant curiosity. Also, he is very attractive, extremely clever, and like most heroes has great ability. Odysseus had few negative qualities. He told many tall tales throughout the Odyssey. Telling tall tales wasn't a good habit, but put for a good cause because the Goddess Athena requested him too. Being one with following the Gods, he abided by her rules and told a lie to the swineherd Eumaeus, and told him that he was from out of town and lied about his name as well. He fooled Eumaeus quite easily but didn't realize how hurt people were getting by " Odysseus' " his absence. Other than the tall tale telling, Odysseus was also very curious. When they reached the island of the Cyclopes, the curious Odysseus let his curiosity go to work. He noticed the big cave of Polyphemus and believed they might be nice and humble towards strangers, but he was wrong! He entered the cave out of curiosity of the people, and ran into Polyphemus, the giant Cyclops. His curiosity caused the life of some of his men. On the other hand, Odysseus had many good qualities though to go along with the negative ones. He had looks, strength, and extreme ability. Odysseus proved very clever while at the isle of the Cyclopes. After his curiosity killed some men of his, he desired to escape. He cleverly decided to get Polyphemus drunk on wine, and to blind his one and only eye! This scheme worked, but now they had to escape! He came up with the idea to strap him and his companions to strap themselves to the bottom of Polyphemus' sheep. In the morning, Polyphemus counted his sheep and guarded the cave well so they could not escape, but with them under the sheep, Polyphemus was helpless! This clever scheme worked and they set off for the isle of Aeolus. Odysseus had many women lusting for him. After all, heroes are almost always handsome. One of the first women to fall for him was Circe. Circe was a goddess of the wind. She took him hostage on her island, but his single-mindedness and the messenger God Hermes helped him survive. Also, the goddess Calypso fell for this hero. She kept him captive on her island for 8 years hoping he would love her, but he never did. Odysseus' captors must have proven him attractive if they thought they loved him. Another of Odysseus' positive traits was his great strength. In many situations he proved this ability. While floating from Calypso's island, he came to the Land of the Phaeacians. While right outside the rocks to this island, he treaded water for a whole day non-stop until he found a safer passage into this land. Also, Odysseus showed great strength near the end of this story, when he helped slay 108 suitors. One hundred eight suitors had moved into Odysseus' palace and tried to win his spouse. This angered Odysseus to a point where he killed viciously for his land of Ithaca. Though it is bad to kill, it is even harder to kill 108 grown men. Through Odysseus' long journey home we saw all of his traits come out. Traits both good and bad, more good than bad. This journey remained long because of his love for someone, which is one of the best characteristics to have. Bibliography Homer, The Odyssey; Adapted Classic New Jersey ; Globe Book Company, 1992

Free Essays on Alcoholisum

The Psychosocial Effects of Alcoholism Alcoholism refers to the abuse of alcohol by individuals who are unable to control their binge drinking behavior over a prolonged period of time. Alcoholics are not simply people who consume alcohol; instead, their entire lives revolve around alcohol. While many people usually dismiss the effects of heavy drinking to a hangover that will not last beyond the day, the effects of alcoholism are infinitely more enduring and devastating not only for the alcoholics, but also for their families and friends. Excessive consumption of alcohol can exert a severe impact on the brain, both on the short-term and long-term basis. The reason why alcoholics exhibit aggressive behavior can be attributed to the effects of alcohol on various parts of the brain. First, alcohol can affect the gamma-aminobutyoric acid receptor (GABA-A) complex in the brain that inhibits aggressive behavior by creating anxiety over socially inappropriate behavior. Second, the effect of alcohol on the dopaminergic system that controls the psychomotor stimulation can lead to an increase in the intensity and level of aggression. The lower blood sugar in the brain can also contribute to a heightened level of aggression (Graham, Wells, & West, 1997, p. 626). Consequently, alcoholics tend to overreact to unpleasant situations by using aggression. Furthermore, with excessive alcohol consumption, alcoholics lose their capacity to exercise self-control over their emotions and feelings. Very often, alcohol consumption becomes a means for them to unleash pent-up negative feelings. For other alcoholics, alcohol is a way for them to bury their negative feelings of anger, guilt and depression. Therefore, their general state of mind is moody and hostile, leading to increased chances of aggressive behavior at the slightest provocation (Graham, Wells, & West, 1997, p. 627). Alcohol also has debilitating effects on the individuals’ ability to... Free Essays on Alcoholisum Free Essays on Alcoholisum The Psychosocial Effects of Alcoholism Alcoholism refers to the abuse of alcohol by individuals who are unable to control their binge drinking behavior over a prolonged period of time. Alcoholics are not simply people who consume alcohol; instead, their entire lives revolve around alcohol. While many people usually dismiss the effects of heavy drinking to a hangover that will not last beyond the day, the effects of alcoholism are infinitely more enduring and devastating not only for the alcoholics, but also for their families and friends. Excessive consumption of alcohol can exert a severe impact on the brain, both on the short-term and long-term basis. The reason why alcoholics exhibit aggressive behavior can be attributed to the effects of alcohol on various parts of the brain. First, alcohol can affect the gamma-aminobutyoric acid receptor (GABA-A) complex in the brain that inhibits aggressive behavior by creating anxiety over socially inappropriate behavior. Second, the effect of alcohol on the dopaminergic system that controls the psychomotor stimulation can lead to an increase in the intensity and level of aggression. The lower blood sugar in the brain can also contribute to a heightened level of aggression (Graham, Wells, & West, 1997, p. 626). Consequently, alcoholics tend to overreact to unpleasant situations by using aggression. Furthermore, with excessive alcohol consumption, alcoholics lose their capacity to exercise self-control over their emotions and feelings. Very often, alcohol consumption becomes a means for them to unleash pent-up negative feelings. For other alcoholics, alcohol is a way for them to bury their negative feelings of anger, guilt and depression. Therefore, their general state of mind is moody and hostile, leading to increased chances of aggressive behavior at the slightest provocation (Graham, Wells, & West, 1997, p. 627). Alcohol also has debilitating effects on the individuals’ ability to...

How Does Communication Differ in Helping Relationships Essay

How Does Communication Differ in Helping Relationships - Essay Example This research will begin with the statement that man is a social animal. With time, the definition of social life has changed to the extent that technology has taken over the minds and thinking of men and women whom we see around us. Every person in the urban society is addicted to web-based social networking sites like Facebook and Twitter, through which he can easily find new friends and social contacts who share common interests. Counseling is a society friendly word that is being used extensively these days. However, with different counseling and communication methodologies around, it can be tough to define their best applications. In fact, there are suitable methodologies which refute the traditional or conventional approach to setting things straight within the human mind. Trying new approaches will only help prune up the existing methodologies. Treating an alcoholic or a drug addict is strikingly different from psychological treatment meted out to suppressed teenagers with boy friend or family issues. If knowledge has to form the basis of all the counseling methodologies developed till now, then with our study of specific cases of depression and underperformance, we try to develop a new set of easy methodologies that can be applied to all cases of depression and counseling. It does not take much effort to make a man or woman smile, take control of the problems he or she is facing and install the conviction that the outcome is going to be all positive. This is precisely what psychological counselors need to do on a daily basis.

The abortion Essay Example | Topics and Well Written Essays - 1000 words

The abortion - Essay Example However, a spontaneous expulsion occurring within the twelve weeks of gestation is termed as a ‘miscarriage’. On the other hand, the cessation of a pregnancy may also occur due to induced expulsion of human embryo or fetus (Gupta, 2011, p. 359). Abortion seems to be a mystery when it comes to ethicality and an argument in favor of supporting family life. The Reader-response criticism of the story â€Å"The abortion† by Alice Walker, however, provided a better view on my perceptions and beliefs on the topic of â€Å"abortion†. Induced expulsion is done intentionally by parents themselves. It is done by using medicines to kill the fetus while the baby’s heart starts beating. It is either because parents do not want to have another child or they do not want a child at all. There are numerous procedures for induced abortion. However, the chosen process or way should be in accordance with the age of fetus, laws and rules, service availability and the coor dination between doctor and patient about the chosen process (Surgery 2009). The most common medical reasons that are claimed to be strong and in favor of abortion include the struggle to save woman’s physical and mental well being. An induced abortion is â€Å"that brought on intentionally by medication or instrumentation† (The Free Dictionary by Farlex). But does this intentional act actually an individual and sovereign decision? Was Imrani willing to undertake that abortion? Was it morally and ethically justifiable? The ethical reasons most people present often include the argument that their child is of less age and he or she needs more attention of the mother. But it is a crime and it is unfair means to avoid a child. The mother, often forcing herself into this decision, suffers a lot. Imrani’s immediate response to the abortion was painful, torturing and suffering. â€Å"She could not imagine being fine again† (p. 212). This is what happens to mothe rs due to their natural affection and love that they hold for their children. If the abortion was to save Imrani’s life or mental health, it was deteriorated anyways. The story â€Å"The Abortion† by Alice Walker, is based on this brutal act of aborting one’s child. The incidents and scenarios provided in the story resemble the circumstances that one of my friends went through. She had a 7 months baby and she was pregnant again but her husband persuaded her to abort the child as their first child was still too young. My friend really did not like the idea to kill her own child as she feels his heartbeat and she was very upset. But as her husband insisted she agreed to abort it. The consequences of not opting for an abortion seemed devastating for her married life. Her husband got too harsh while persuading her on the abortion. However, her strong will and determination led her to resist all the forceful arguments against the birth of her second child. The financ ial problems that her husband referred to, the health issue that he used as a prop and the worsened relationship between them were difficult to resist. Like Imrani, she also took a wrong decision due to continuous conflict with her husband. This was the day she killed her baby and her happy life. She felt awful after getting the abortion and could not accept her husband’s love and affection to be true. She felt cruel and inhuman. Her views changed about herself and her husband. She could not continue with her happy life and did not feel contented ever again. The guilt of killing a child and taking his breath away stayed with her, even after her divorce! Abortion has been legalized during 1973 in approximately 50 states for social, medical or other valid reasons. But as everyone knows, in the modern society, the decision of

The Study on the Teaching Quality and Teachers Role Under New English Curriculum Standards Essay Example for Free

The Study on the Teaching Quality and Teachers Role Under New English Curriculum Standards Essay Abstractï ¼Å¡With the increasing globalization and internationalization, English is playing a more and more important role in the world, especially in China. Also, English education is being more and more emphasized by educators and the whole society. How to improve the quality of English education has already been the focus of many countries in which English is regarded as a second or foreign language. One effective way to improve the quality of English education is to improve the qualities of English teachers, that is, the progress of teacher development. Key words: senior high school, quality, role. 1 Introduction 1. Research background With the increasing globalization and internationalization of countries in the world, English is more and more widely used and its role in the society is increasingly important. In addition, in many countries where English is regarded as a second or foreign language, English has already become a necessary demand for many jobs. Those who can read English books, write English articles and communicate with others in English may be easier to be employed. Such tendency requires people, especially the young, to improve their English language ability. Therefore, English education, which is a crucial way to help people learn English better, is becoming much more important. Over the past several decades, expertise and educators are finding methods to improve the quality of English education. The training of teachers’ professional skills is one of those effective methods which can better English education. Since China’s reform and opening, the scale of its English education has continually grown, attended by significant achievements in teaching and learning. However, English education in its current form is failing to meet the needs of contemporary social and economic development. The current round of reforms to the English curriculum aim to end the following practices: †¢ Over-emphasizing the transmission and explanation of knowledge about grammar and vocabulary †¢ Neglecting to develop students’ ability to use language for real In their place, the reforms aim to establish a curriculum that: †¢ Develops students’ comprehensive language competence †¢ Motivates students, is relevant to their life experiences and cognitive level †¢ Promotes task-based teaching methods †¢ Involves students in experiential, practical, participatory and cooperative learning †¢ Develops students’ positive attitudes, thinking skills, practical abilities, cultural awareness and autonomy through the language learning process 2. Research purposes Since teacher development is more and more crucial in the field of education, this study is of great use. For one thing, with the basis of previous studies and researches, this research, which analyzes the teacher’s quality and role needed under New English Curriculum Standard For Senior Middle School, can provide more useful information and resources for the progress of theoretical study. For another, it also has practical meanings because such research may provide useful modules to develop teachers in China, including training for pre-service teachers and in-service teachers, such as teacher preparation programs and training courses. These may be useful for the practical progress of the training of teachers in China or even in other countries 2. Professional quality of teacher under New English Curriculum Standard For Senior Middle School A qualified English teacher in senior middle school not only have to possess the basic quality of regular senior middle school, which is individuality, teaching capability, dedication, education theory and teaching research ability, but also have to have special attainment of English teacher of senior middle school. Taken together, it generally includes several points below: 2.1 A deep love for English teaching of senior high school. English teaching of senior middle school is absolutely necessary of the whole education. Our English teacher of senior high school must closely connected personal work with enhancement of quality of the whole nation, cultivation of Four possessions socialism citizen and task of cultivation of new century cross-cultural pillars of the national construction. We need to look far ahead and aim high, and profoundly realize the far-reaching meaning of English teaching in senior middle school, so as to generate deep affection to the three feet platform and be happy to dedicate our youth to educational business. 2.2 Teacher should enjoy high prestige and command universal respect†. An English teacher of senior middle school must intentionally care for not only teaching of class ,but also students’ physical and mental development . Teachers should teach and nurture students at the same time. No matter at work or in life, they should speak and act cautiously, set themselves as example to students, and preserve in doing it. 2.3 Have high level language quality. Our English teacher in senior middle school should possess solid professional basic skill, proficiently apply their language technique and knowledge, and master a certain quantity of vocabulary and background knowledge of British and American culture in the meantime. Therefore, teachers should continuously improve their language quality. Only if they can speak standard mandarin and fluent English, can they attract students to do corresponding training of listening, speaking, reading and writing like a magnet. 2.4 Have teaching skills of â€Å"Practice makes perfect†. English teaching in senior middle school requires teachers to teach their students in accordance with their aptitude based on class specialties. For example, The senior 2(9) class I am teaching is arts class with active girls and the senior 2(4) class is science class with most of them boys and poorer foundation. I often study the specialties of the arts class and science class, and I will design with different style and totally different teaching process and mode even for same teaching content to adapt to teaching of different class. According to the psychological and physiological characteristics of senior middle school students, â€Å"curriculum standard† request English teacher in senior middle school make teaching more artistic. Teachers need to devote a lot of time in acting, singing, drawing, making, ect., and master rules and methods of English teaching of senior middle school to achieve double effects o f teaching. 2.5 Have teaching strategy and culture consciousness quality. â€Å"Curriculum standard† request teachers should consciously use their teaching strategy to help students form suitable individual learning strategy, thus to achieve satisfying learning effect for both teacher and students. English teacher of senior middle school should be student oriented, develop student individuality, help students optimize their learning method and improve self learning ability. Teacher should also emphasize EQ education and cultivate their coordination consciousness and teamwork spirit, and have students learn communication, interaction, listening, appreciation and respect while building confidence. Only autonomous, cooperative and investigative learning can make them build up solid foundation for future society. English is language teaching with rich culture connotations. In English teaching of senior middle school, culture can be Historical geography, local customs and practices, traditional customs, life style, literature and art, dinner Etiquette etc. of English-speaking countries. For example, Unit 1 Anne’s Diary of class in Book 1 involves tears of blood of Jews; Unit 2 English Around the World tells us different standard English of different countries; Unit 3 Travel Journal let us know river of the six states-Mekong River, and Lancang River is the most important international river of Southeast Asia. English teacher of senior middle school should continuously improve their teaching strategy and cross cultural consciousness to be adaptable to English teaching request of â€Å"curriculum standard†. 2.6 Ability to apply multi-media and several kinds of teaching methods. Teachers should master several teaching tools and methods, which is one of the basic quality requests to English teachers of senior middle school by new curriculum standard. Tape recorder, film slide, pictures, self made teaching tools, courseware, multi-media, etc., are all effective teaching tools and methods to attract senior school students to learn English. With the development of science technique that makes great changes of information society, multi-media teaching has entered into urgent era for nationwide popularization. English teacher of senior middle school should be familiarly and freely make use of this modern technique to motivate students’ learning interest of English, cultivate their positive learning attitude and have them positively participate in English activities, thus to improve English teaching efficiency. 3. Role request of New English Curriculum Standard For Senior Middle School to English teacher of senior high school â€Å"Curriculum standard† request English teachers of senior middle school should be quickly adaptable to diversified role change. In total, teacher should play below roles in school education. 3.1 The roles of imparting knowledge and educating people. â€Å"Preacher†, â€Å"teach knowledge and solve confusion†, social request and expectations determine that English teachers of senior middle school should firstly play the role of imparting knowledge and educating people in school education. In modern English class of senior middle school, teacher should change the education from â€Å"one person alone has the say† to â€Å"allow everyone to have they say†, from parental teaching to partner discussion education. Teacher is initiator of human knowledge and educator of teaching by personal example. In students’ eyes, English teacher is living dictionary of English knowledge and also the source of cross cultural consciousness education. Therefore, the knowledge we impart must be accurate and updated, and also contemporary. 3.2 The role of administrator. Besides class teacher, English teacher of senior middle school is also the leader and manager of students group. To ensure the English class to proceed successfully and receive expected effect, teacher should not only â€Å"teach† but also â€Å"manage†, which means on the one side, English teacher should painstakingly organize class teaching, on the other side, emphasize the management of class discipline. There is no doubt that there is cacogenesis in every class. For the growing senior middle school students, teacher should give more positive education, communicate with them calmly, equally walk into their inner world and use more friendly talk, thus to make them sincerely convinced. 3.3 The role of psychological orientation. English teacher of senior middle school should also be a server of psycho hygiene. On the one side, they should guide students to live healthily and positively. For students â€Å"attach too much importance to science and make light of English†, teacher should teach and help him in earnest, and make him not lose this course in the same starting line. For students with â€Å"internet addiction†, teacher should help them hardly cut out the bad habits of net play, help them catch up on drop classes, help them get rid of over self abasement, anxiousness, impulsiveness to regain normal mentality and prevent the happening of different psychological problems. On the other side, when students fail in test and suffer from psychological frustrations, teacher should try to create an understanding and permissive harmonious atmosphere to comfort and cure students’ broken heart in teachers’ expected eyes. 3.4 The role of innovative researcher. English teacher of senior middle school should master modern technology, which is one the guarantee for class teaching quality. Network techniques are the core of modern technology. It provides wide space for class teaching with powerful initiative request, interactive manner, open space and extensive information source. Therefore, the master of computer applicability techniques is one of the standards to evaluate new era teachers. Multi-media provides great platform for English teachers to proceed with listing, speaking, writing and reading trainings. Therefore, we must perfect ourselves in multi-media teaching like self making courseware and film slide by continuously learning, rethinking and constant innovation. We should possess the ideology of â€Å"lifelong learning†, write teaching postscript and paper in time, and become innovative investigative teacher. 4. Conclusion The best way to learn is to learn from the best.† Teaching problem is mainly teacher problem. Quality of teacher had direct influence in the study of students. We can say that excellent English teacher of senior middle school can teach excellent students. Diversification of teacher roles determines the important meaning and weighty responsibility of teacher occupation, and also the high quality request of English teachers of senior middle school. Therefore, under the guidance of â€Å"curriculum standard†, our English teachers of senior middle school should possess high quality and be suitable for transition of diverse roles, so as to become the pioneer of new curricular reform of senior middle school in 21 century and remain invincible.