Health Disparities Between Maoris and Non-Maoris

Health Disparities Between Maoris and Non-Maoris Introduction The first inhabitants of New Zealand came from the islands nearby. The locals or what they call themselves, Maoris, travelled across the pacific some thousand years ago. It was also thought that the Maoris arrived in the island by groups. The initial meetings between the pakehas (the whites) and the Maori’s was recorded to have been in the 1700’s headed by James Cook, an expedition coming from Britain. In the middle of the 1800’s, an agreement was written between the British colony and the local settlers in the form of the Treaty of Waitangi. Agreed and signed by Maori chiefs and individuals that stood in behalf of the British crown. This agreement came about as the mediating factor between the foreigners and in particular the protection of the interests of Maori’s. The treaty gave way to more migrants from Britain up to a point where pakeha’s already outnumber the locals. With new methods of living introduced by the whites, the locals were not able to adapt easily constituting the increase in Maori death rates. It was believed firearms and new contagious illnesses were among the top cause of mortality for the locals. Moreover, history is telling us that after New Zealand was colonized, locals were losing their lands which contributed much of the Maori’s health issues. It was noted that incidence of death was not as high as compared to those indigenous groups who were able to get hold and not surrender their lands as in the case of the Tongans and Samoans. (Kunitz, 1994) The various challenges the Maori people faced were not limited to confiscation of their lands. This included putting restrictions with their rights and discouraging the use of Maori language in the area of study which paved way to adding more insult to the health of the Maori’s. The signed Treaty of Waitangi has its main purpose which is to protect the rights of the locals of New Zealand particularly the Maori’s. However, realization of the main purpose of the treaty remained only in writing which resulted in disparities in health access between the whites and the Maori’s. In this paper, I will be discussing the disparity and how it has put the Maori’s in the disadvantage which was clearly the opposite intention of the Treaty of Waitangi. The aim here is to better understand the Maori’s and where they are coming from so we, the future health care providers in this country, would be able to perform our duties properly. Health Disparities Various studies have been done and scholars cited numerous reasons why there are inequalities particularly in health between the pakeha’s and the Maori’s. Genetic factors and environmental influences are among the suspects for the disparity but really does not play as the key variables when it comes to public health concerns. For the purpose of this study, we try to dissect the â€Å"nongenetic† factors for the disparities in health between the pakeha’s and the Maoris. These include socioeconomic variables, lifestyle, discrimination, and accessibility to health care. Noting that, although, these may be four areas to consider, they are all somewhat correlated with each other. Socioeconomic Factor The loss of land by most of the Maori’s constituted to their poor status. The locals have lost their ability to care for their lands which led to low production of fruit crops. Inability to rear animals such as pigs, sheep and cows due to lack of space also contributed to their lessening power to trade. Without much power in trade resulted to low income which forced them to live in the outskirts where there is limited supply of the basic needs. As a result, the Maori’s, being unable to acquire the necessities in life, were subjected to poor health conditions. Lifestyle Tobacco use and alcohol consumption were introduced to the locals by the colonizers to help pass time or to keep them pre-occupied. However, with their poor state of life, Maori’s resorted more to these vices to combat depression. Unknowingly, it had grown in them and fell slave to these addictive elements. Excessive intake of these products created more problems for the Maori’s. They became more depressed and elicited unruly behaviours which certainly did not help in promoting good health practices. The lack of knowledge with proper food preparations also added to the Maori health issues. Maori’s also believed that when an individual has gained weight that it is a sign of being healthy. Unfortunately, with the wrong perception, high rate of obesity and cardiovascular related diseases are not uncommon to them. Discrimination The locals or the Maoris have been long a subject to racism and have experienced discrimination at all levels for most of their lives. The incidence happening within the health care areas, may it be conscious and unintentional attitudes of people providing health care, have caused the Maoris to be doubtful when seeking medical assistance until it is already in its worst stage. Maoris also have encountered disempowerment coming from health care professionals. GP’s were reported to not likely support when it comes to measures to prevent health conditions to Maoris as compared to the non-Maoris. Access to Health Care Living in far flung areas not only inhibits the Maori’s accessibility to health care but it also limits them in getting proper assistance from any health care provider. Still in connection with the socioeconomic factor, some, if not most, of the Maori’s are still illiterate when it comes to using the internet due to either lack of service in the area or the lack of capability to get the service. Transportation also plays an important role when it comes to accessing health care. Most Maoris do not have the means for them to bring themselves to the nearest health care institution. Mostly happening, if a person coming from a specific cultural minority will seek medical assistance, one would want to find out if there is a medical staff of the same cultural background so it would be easy to convey their real condition. Being able to talk to an individual of the same culture will help ease the patient in opening his or her issues. Combating Disparities In recent time, a health disparity model has been formulated by the government under the Ministry of Health. This is to address the issues pertaining to inequalities in health for Maori’s. This model recognises the root of the disparities in a community and outlines procedures than can be performed to combat situations that cause the disparities. Areas that the model wants to achieve include finding ways on how to improve an individual/family income, the importance of employment, providing education and health access for the locals. In this model, it is also addresses Maori’s to have more control in the land/communities they are currently living in. It is also supported that health services including disability assistance be given when necessary. An example of this is when a local is disadvantaged due to sickness or disability will be provided sufficient income assistance and support against social, ethnic and racial discrimination. (Ministry of Health, 2002) Case 1 A case study was done about a Maori banker who sought medical attention as he was not feeling well. During consultation, the GP was not able to get the whole picture about the status of his patient. The GP tried to explain his thoughts about the situation and asked for further details. The patient started to get frustrated. The patient mentioned that she went to a urupa (graveyard) and smoked and thought it could be the reason of his condition. The GP, having no idea of the significance asked for its relevance. The banker revealed that graveyards are considered sacred and that by smoking in it is against their culture. The GP elicited if the patient had any idea on how to fix it. After a sigh, the patient replied that he needed a priest. For the GP, although he knew the act had nothing to do about his condition, out of respect of the individuals’ belief, he acknowledged about the violation of their culture and that he would be able to give medicine to take care of his breathle ssness. In this case, the Maori patient really believed that the cause of his being unwell is rooted from him violating the Maori culture. Although the GP could have easily corrected the wrong notion, it would have been really difficult to have an argument especially if it contradicts ones cultural beliefs as it would mean for them as a sign of disrespect. The GP in this case was able to show signs that he respected their cultural system while presenting complementary solution from modern medicine which in turn helped hastens the intervention. The GP being comfortable with the disease attribution of the patient and by following the culture protocols while offering supportive assistance to deal with the patient’s breathlessness gave way for the Maori patient to be also comfortable in accepting treatment for both Maori and modern method of treating the condition. Case 2 Another case involving a 47 year old man of Maori descent who have encountered an injury from a crash at his work place as a driver. The health provider handling the patient had difficulty because the man is rude and unfriendly when they initially spoke on the phone. The issue was then brought up in a team meeting. Fortunately, one member is also a Maori who then suggested that a personal meeting is necessary between the health provider, his employer, client and his family. The meeting was then set and everyone was present including the clients’ employer and whanau. During the meeting, the patient spoke that it was his first time to meet most who were in attendance. The patient also expressed his dismay about the different treatment plan suggested by different providers and that there was no clear information on when he is able to return to work. The patient is also concerned about the rehabilitation process as it might interfere with his duties in their cultural group. In this case, since all the variables that can be affected during the procedure were all present, it made easy to formulate a care plan. By doing this, a fast and significant recovery was experienced sooner than expected since everyone was motivated and at the same time very cooperative performing the planned care. Conclusion As a future health care provider in New Zealand, understanding the Maori’s is very critical in providing health service and somehow will help fulfil what the Treaty of Waitangi is really for. Our aim as health care practitioners is not to change an individuals’ beliefs or customs. We should be advocates particularly to the disadvantaged for them to have control of their lives and be able to improve their ways of living most specially with their health. We should then encourage Maori’s to look after their health and be able to support their own well-being. Caring for them is not limited to those who are sick only but also to their whanau where making right choices about maintaining good health practices should be inculcated fully. In order to be successful with such model, the Maori’s and health care providers should be able to access the necessary resources. It should also be readily available, accepted and is in line with the maori culture. As most of us do, it is a must that we trust our own health care provider to let them handle any of our health conditions. Same with the Maori’s, if they are satisfied and accept the treatment given then it gives them confidence that the health care provider understands where they are coming from and what they really need. For this, it is a must for all health care providers to increase their knowledge about the history of the Maori culture and better understand what the real intentions of the Treaty of Waitangi. This move will definitely make the health care provider be culturally competent and be able to effectively communicate with Maori individuals and their whanau. In addition, this will also encourage patients to seek help early and be able to provide pertinent clinical details. Bibliography Kunitz, S. J. (1994). Disease and Social Diversity: The European Impact on the Health of Non-Europeans. New York: Oxford University Press Inc. Mà ¤uri Ora Associates. (2006, October). Best health outcomes for Maori: Practice Implications. Retrieved April 2, 2015, from Medical Council of New Zealand: https://www.mcnz.org.nz/assets/News-and-Publications/Statements/Best-health-outcomes-for-Maori.pdf Ministry of Health. (2002). Reducing Inequalities in Health. Wellington: Ministry of Health.

Causes And Effects Of Domestic Violence Social Work Essay

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How to have a relationship Essay

A relationship is a way of connecting. The connection could be between people or objects. Listening to my grandmother talk about relationships helped me understand how things have completely changed over times. My grandmother stated that relationships where more valued back then and people stayed together for all the right reasons. She informed me that when you loved someone you loved them like no other. When it came to marriage they lasted longer than they do now. Having a relationship with someone was the thing to do. At one time relationships actually had meaning people were with each other because they loved them. This showed me the commitment part of relationships, when people actually stayed faithful to the person they were with. Nowadays men and woman say I love you just for the fun of it. But be honest everyone you know or knew either ant’s a relationship, has a relationship or has played a role in one either as the main lover or the sideline. Relationships are complicated, complex commitments that we take seriously or play around with like a rag doll. Serious relationships start from the mind knowing what it is that you want how you want it and how you’re going to get it is the first step in committing to a relationship. Yes commitment can be very hard to do. Especially when were accustomed to doing things our own way; without having to answer to someone else. Understanding the person you are trying to commit to is a good way to start a serious relationship. It is important to gather as much information as possible and take as much time as needed to ensure that you know the person that you are in a relationship with. Taking the steps and looking at past relationships can help you understand if the relationship might be what you are looking for in life. It is true that no matter how long you have known a person you may never truly know who that person really is. It is also important to know what we want before committing ourselves in. Whether that relationship is a marriage or just a boyfriend/ girlfriend committing to someone should begin with feelings being involved. Relationships become complicated when you have disagreements, other people etc. I feel that it takes two to make a relationship work and if both parties are not commented then it will never work. It’s like the eighty-twenty rule which explains that one person is giving there all and all and the other person only gives what is necessary at that time. How can a relationship work if both parties are not on the same level and are not committed to each other? Complicating in relationships come from problems that we cause ourselves, from not committing or giving our all to the relationship. As for myself I’ve had a few relationships in my day. Some good ones and then some that I would give anything to take back and wish that I had never committed myself to. Not saying that you would have the same outcome as I did but just make sure that the love is real. If we go into a relationship knowing that we are not there for a long time then it makes the relationship less complicated. In these type situations just make sure that you inform the person with how you feel before going into the relationship. It is important to have a clean understanding of what each party wants. Having false feelings in a relationship can be the most hurtful thing when you actually find out so therefore try to avoid coming into these situations. Communication is a huge part of a serious successful relationship. Communicating with your partner is a very good stress reliever and understanding method. Having communication builds trust and loyalty, which are two other things that are very important in a relationship. When a person is in a relationship they expect their partner to be understanding, have good listening skills and be there when they need you. Sometimes it’s just best to sit back and listen to what the other person had to say. You never know what you might learn about your partner if you just listen. Always remember to keep the lines of communication open throughout the relationship. For me, I think that one of my biggest downfalls in previous relationships is the lack of communication between my partner and me. I also have problems with my partner not being able to support himself and maybe even helping me every now and then, don’t get me wrong I’m not asking him to take care of me in no means what so ever but help every now and then would be good. As I did research on the topic of relationships, I learned that there are several steps that can be taken to have a successful relationship. First it is important to ensure that you trust your partner. Does your partner’s communication lift you just to bring you right back down? How do you and your partner deal with conflict in your relationship? Do you have compatible financial values? When you are thinking about starting a new relationship think about some of these questions. They might help you to understand the relationship better and if that’s what you really want. Maintaining a trusting and lasting relationship is going to require some work on both sides and especially in these times. As long as there is trust and communication between both parties then there is a good chance that the relationship will work. I plan to take my time and know the person that I intend to be in a serious relationship with. I don’t want to hurt anyone and I definitely don’t want to be hurt. I look forward to finding love one day that is meaningful and lasting but until then I will continue to inform my partner how I feel and what I am looking for in the beginning. I will ensure the line of communication stays open.

Life and Career of Mariah Carey Essay

With her unique talent and signature vocal abilities, Mariah Carey commanded the world’s attention when she made her musical debut in the early nineties. In less than a decade, Mariah Carey emerged as one of the most popular and widely acclaimed talents in music. As a singer and songwriter, Carey has been recognized with the most prestigious accolades in the industry, including two Grammy Awards, Billboard’s â€Å"Artist of the Decade† Award and the World Music Award for â€Å"World’s Best Selling Female Artist of the Millenium† to name a few (IMDb. com). As the best-selling female performer of all time, Mariah Carey has continuously raised the bar and set the standard of excellence within the music industry worldwide. With a mother who shared both talent and a love of music, Carey was destined for a life of song, having been named after â€Å"They Call the Wind Mariah† a melody from a popular Lerner and Loewe musical. From an early age, Carey demonstrated extraordinary musical abilities. She started singing at the tender age of four and her innate talent quickly progressed. While attending middle school, Carey began honing her songwriting skills and upon high school graduation she immediately left for New York City to pursue a lifetime ambition – her dream of a musical career. A Star is Born Mariah Carey rose to superstardom on the strength of her stunning five-octave voice; an elastic talent who moved easily from glossy ballads to hip-hop-inspired dance-pop, she earned frequent comparison to rivals Whitney Houston and Celine Dion, but did them both one better by composing all of her own material. Carey moved to New York City at the age of 17 — just one day after graduating high school — to pursue a music career; there she befriended keyboardist Ben Margulies, with whom she began writing songs. Her big break came as a backing vocalist on a studio session with dance-pop singer Brenda K. Starr, who handed Carey’s demo tape to Columbia Records head Tommy Mottola at a party. This occurred just ten months after graduating from high school and she was then a coat checker/waitress in Manhattan. According to legend, Mottola listened to the tape in his limo while driving home that same evening, and was so immediately struck by Carey’s talent that he doubled back to the party to track her down. After signing to Columbia, Carey entered the studio to begin work on her 1990 self-titled debut LP; the heavily promoted album was a chart-topping smash, launching no less than four number one singles: â€Å"Vision of Love,† â€Å"Love Takes Time,† â€Å"Someday,† and â€Å"I Don’t Wanna Cry. † Her overnight success earned Grammy awards as Best New Artist and Best Female Vocalist (IMDb. com), and expectations were high for Carey’s follow-up, 1991’s Emotions. The album did not disappoint, as the title track reached number one — a record fifth consecutive chart-topper — while both â€Å"Can’t Let Go† and â€Å"Make It Happen† landed in the Top Five. Carey’s next release was 1992’s MTV Unplugged EP under Sony, which generated a number one cover of the Jackson 5’s â€Å"I’ll Be There. † This album sold two million copies. Featured on the track was backup singer Trey Lorenz, whose appearance immediately helped him land a recording contract of his own. A Period of Success and Surprises In June 1993, Carey wed Mottola — some two decades her senior — in a headline-grabbing ceremony; months later she released her third full-length effort, Music Box. This was released to strong sales, making it her first Number One album since her debut and is considered her best-selling record to date. Two more singles, â€Å"Dreamlover† and â€Å"Hero,† reached the top spot on the charts. Carey’s first tour followed and was widely panned by critics; undaunted, she resurfaced in 1994 with a holiday release titled Merry Christmas, scoring a seasonal smash with â€Å"All I Want for Christmas Is You. † 1995’s Daydream reflected a new artistic maturity; the first single, â€Å"Fantasy,† debuted at number one, making Carey the first female artist and just the second performer ever to accomplish the feat. The follow-up, â€Å"One Sweet Day† — a collaboration with Boyz II Men — repeated the trick, and remained lodged at the top of the charts for a record 16 weeks (IMDb. com). After separating from Mottola, Carey returned in 1997 with Butterfly, another staggering success and her most hip-hop-flavored recording to date. #1’s — a collection featuring her 13 previous chart-topping singles as well as â€Å"The Prince of Egypt (When You Believe),† a duet with Whitney Houston effectively pairing the two most successful female recording artists in pop history — followed late the next year. With â€Å"Heartbreaker,† the first single from her 1999 album Rainbow, Carey became the first artist to top the charts in each year of the 1990s; the record also pushed her ahead of the Beatles as the artist with the most cumulative weeks spent atop the Hot 100 singles chart (IMDb. com). Breaking Down However, the early 2000s weren’t as kind to Carey. After signing an 80-million-dollar deal in 2001 with Virgin — the biggest record contract ever — she experienced a very public personal and professional meltdown that included rambling; suicidal messages on her website; an appearance on TRL where, clad only in a T-shirt, she handed out Popsicles to the audience; and last but not least, the poorly received movie Glitter and its attendant soundtrack (which was also her Virgin Records debut). Both the film and the album did poorly critically as well as commercially, with Glitter making just under four million dollars in its total U. S. gross and the soundtrack struggling to make gold sales (Johnson, 2001). Following these setbacks, Virgin and Carey parted ways early in 2002, with the label paying her 28 million dollars. That spring, she found a new home with Island/Def Jam, where she set up her own label, MonarC Music. In December, she released her ninth album, Charmbracelet, which failed to become a success. The Emancipation of Mimi After more than a decade of hits that include the staggering success of 15 #1 singles, Carey released her most revealing album to date, The Emancipation of Mimi, in April of 2005. Entirely written and co-produced by the gifted Carey, her tenth studio album is an intimate portrayal of both the challenges and successes that she experienced during her rise to unparalleled fame. Carey explains the inspiration behind her new album, â€Å"With this album, I am embracing my independence and celebrating the person that I have become. Over the years, I have evolved into a better person and an even better artist. For the first time in my life, I am proud and unafraid to be who I really am, and that’s what the music of this album and its title reflect. By naming my album The Emancipation of Mimi andreferencing ‘Mimi’ a nickname only used by those closest to me, I am inviting my fans into my life. † A brilliant artist who has co-written every song on each of her albums since 1990, Mariah Carey has consistently shown her willingness to express herself both as a remarkable vocalist and an acclaimed songwriter. The Emancipation of Mimi offers more than a glimpse into Mariah’s world featuring tunes like the heartfelt â€Å"Circles† and â€Å"Fly Like a Bird,† with their positive messages of affirmation and hope. While being honest and vulnerable in expressing her emotions through songs like â€Å"I Wish You Knew† and â€Å"Joyride,† Mariah leaves no doubt that she is a woman who speaks her mind. The infectious, edgy â€Å"It’s Like That,† co-produced by Jermaine Dupri is the album’s first hit single and a definitive statement of where Mariah stands at this point in her life, and is her fastest climbing single in five years. At Present On April 15, 2008, Mariah released her latest album, entitled â€Å"Touch My Body†. Already well acclaimed by the critics, the album serves as a culmination of the fact that Mariah Carey is indeed back and better than ever. She has put all of her past ordeals behind, as is now just looking to push through with her ever increasing success. With â€Å"Touch My Body† as a number one hit, she overtook Elvis Pressly as having the most number one hit singles of all time. Truly, this was a sign of good things to come for the very talented singer and song writer. During the month of May, Mariah Carey married actor Nick Cannon in what was considered as one of the biggest shockers of the year. Cannon, who was more than a decade younger than Carey, is considered by many to be perhaps â€Å"the luckiest man†, with Mariah Carey estimated to worth tens of millions of dollars. Many doubt their marriage as a publicity stunt, but the couple has presented themselves to be well into their marriage. But only time will tell whether this marriage is built to last, or Cannon will be just another chapter in Mariah Carey’s roller coaster life. Charitable Works Apart from her musical achievements, Mariah Carey’s depth of person stems from her love and support of children in need; evident through her continuous involvement in a host of charities dedicated to ensuring their happiness and well being. Mariah is devoted to such charities as The Make-A-Wish Foundation, The Fresh Air Fund, Save the Music, and The National Adoption Center to name a few. With an unwavering effort through appearances, concerts, and donations to these organizations, Mariah has raised millions of dollars. Her generous involvement and on-going support of the Fresh Air Fund resulted in Camp Mariah, the fund’s first camp named in honor of an individual. Conclusion To conclude, Mariah Carey has indeed had a very colorful career since she broke into the music scene almost twenty years ago. She has proven time and time again that she is here to stay, and have weathered all the trials that have been thrown at her. With a voice that is unmatched and a song writing skill that is rare these days, Mariah has been able to reinvent herself in each single and keep her sound fresh for her fans. Of all the successes and failures that she has experienced, one thing is for certain: Mariah is not going to go down easily, and she will remain atop the charts until someone takes the throne away from her. References Mariah Carey – Awards (2008). IMDb. com. Retrieved 30 May 2008 from http://www. imdb. com/name/nm0001014/awards Mariah Carey – Biography (2008). IMDb. com. Retrieved 30 May 2008 from http://www. imdb. com/name/nm0001014/bio Johnson, Kevin C (2001). â€Å"Mariah Carey’s New â€Å"Glitter† Is a Far Cry from Golden. † St. Louis Post-Dispatch. p. F. 5.

The Role and Authority Women Have in Ministry

LIBERTY BAPTIST THEOLOGICAL SEMINARY The Role and Authority Women Have in Ministry A Research Paper Submitted to Dr. Michael D. Stallard in partial fulfillment of the requirements for completion of the course, THEO 592 SYSTEMATIC THEOLOGY II 201220 Spring 2012 THEO 530-B19 LUO By John Theodore Zachariah Student ID# 20004547 Lynchburg, Virginia March 2012 TABLE OF CONTENTS Introduction †¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 Prominent Women in the New Testament †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2 New Testament Teachings †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦. First Corinthians 14:34-35 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 First Timothy 2:11-12 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 11 Bibliography †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦13 Copyright  © 2012 by John Theodore Zachariah All rights reserved Introduction Wom en have long played an important role in the shaping the nation of Israel which has shaped the Christian church of today. Not only were they daughters, wives, concubines, mothers, and grandmothers of men but they were also special agents of the Lord.It was the Hebrew midwives Shiphrah and Puah who refused the Pharaoh’s order to kill all males that preserved the life of Moses. (Exodus 1) It was the widow of Zerephath who offered food and lodging to Elijah. (1 Kings) There have been women who prophesied and served as spokeswomen for God such as Miriam (Exodus 15) and Huldah. (2 Kings 22; 2 Chron. 24) There were women such as Deborah who served as both a prophet and a judge doling out justice from under a palm tree for the people of Ephraim during the rule of Jabin. Judges 4) Women such as these received the call of God to serve Him in the roles he directed, roles which were typically filled by men. When Jesus of Nazareth assumed his ministry he brought to the nation of Israel a new and unique way of doing things. Sent into the world to serve all of mankind Jesus called forth both men and women alike to serve him and the Lord God our Creator. The roles in which women today serve in the ministry of Jesus Christ our Lord and Savior are as limitless as God’s love itself.But a woman’s participation in these roles has been constrained by the church’s understanding of these roles. God fashioned man and woman in His image to be equal partners in exercising His dominion over the beasts of the field, the birds of the air and the fish in the seas. What we see today is that dominion has been replaced by domination. Not only is it humans over all the beasts and the birds and the fish but it is also male over female, this race over that, and rich over poor.When we as fellow believers in Christ seek to perceive what roles God has for our lives we must also take into account the creation story and the stories told of some of history’s most ama zing women. Can we deny the fact that it is God’s intent that men and women should be co-laborers doing His work here on earth? Should we deny God’s will when He empowers women to serve in roles that have traditionally belonged to men? Is it our intent therefore to call God’s judgment into question? The purpose of this paper is to argue for the ordination of women in the church.Prominent Women in the New Testament The New Testament records various women who ministered in the early Church Age. They include Tabitha, also known as Dorcas, who was called a disciple and entered into a ministry of helps (Acts 9:36) It was known that Phillip the evangelist had four virgin daughters who were prophetesses. (Acts 21:8f) And it was Paul who in his ministry to spread the gospel labored with Euodias and Syntyche. (Phil. 4:2f) Paul acknowledges Priscilla as a servant of Jesus Christ as he greets numerous others ministering in the name of the Lord, many of them women.In Romans 16:3 Paul says â€Å"Greet Priscilla and Aquilla my fellow workers in Christ Jesus. † An item of note here is the listing of the names Priscilla and Aquilla. Whenever names are listed in the New Testament the one most prominent is identified first. In this verse Paul identifies Priscilla as the leader of this husband and wife ministerial team. In Acts 18:26 Luke also mentions Priscilla first therefore indicating she possesses the more prominent role. Paul commends Phoebe, the prostaisis or patron of the church in Cenchrea, to the church at Rome. Romans 16) Many view Phoebe as only a â€Å"servant† or â€Å"helper† but Paul also refers to her as diakonia which is normally translated as deacon or minister. Paul often used the term diakonia when he referring to the minister or leader of a congregation as he did also when speaking of Tychicus, Epaphras, and Timothy. The appearance of both these terms in describing Phoebe presents a picture of one who not only serve s the church by giving financial support but also one who does acts of compassion.These tasks are fundamental to the jobs most leaders in today’s churches do. Paul marks Phoebe â€Å"as a leader in the church at Cenchrea because of her status and labor in behalf of the community. † The Apostle’s words clearly make this obvious that her significance in the church cannot be assumed as merely a consequence of her wealth. Taken together prostaisis and diakonia signal Phoebe as an extremely important figure for Paul and the church at Cenchrea. Other names in Romans 16 refer to women who are also ministering the ospel. They include Mary in verse 6, Tryphena, Tryphosa, and Persida in verse 12. What can safely be concluded is that Paul views women as active participants in the gospel ministry, people who extend his work in a manner equivalent to what we see Timothy and Titus doing elsewhere in his communications with other churches (e. g. 1 Cor. 4:17). Of the remaining men contained in his greetings, only Urbanus is commended as a fellow worker. In Romans 16:7 Paul also identifies Junia as being an apostle of noteworthy recognition.There are many scholars and translators who are unwilling to admit that women have played an important role in the ministry of Jesus Christ and therefore have masculinized the name into Junias even though the name Junias or Junianus appears nowhere in the Roman list of men’s names. It is from the very pen of Paul himself that we see just how strong an advocate of women’s ministry he truly was. John Chrysostom, the Archbishop of Constantinople, once wrote this of Junia, â€Å"Who are of note among the Apostles. And indeed to be apostles at all is a great thing. But to be even amongst those of note, just consider what a great encomium this is!But they were of note owing to their works, to their achievements. Oh! How great is the devotion of this woman that she should even be counted worthy of the appellatio n of apostle! † It is likely that Andronicus and Junia were husband and wife who were both witnesses to Jesus resurrection and who were both sent out to bear witness and proclaim the gospel (cf. 1 Cor. 15:5-9). The house of Cloe is also mentioned by Paul in 1 Cor. 1:11. This is most likely referring to those early Christians meeting in the home of Cloe and not in direct reference to her family or servants.Historical writings suggest that when Scripture refers to a particular woman â€Å"and the church meets in her house,† these women were not merely hosting the meeting but rather had a prominent position of leadership within the group. Given the status of Jewish women during the first century the number of women Paul pays homage to is quite remarkable. It is clear from the Scriptures that both he and the Apostle John greatly appreciated the women who joined them in sharing the gospel. These women were not simply the church hostesses or the secretaries but rather they we re hard-working embers of the church, many with positions of leadership and responsibility. New Testament Teachings First-century Jewish society was very much male dominated. Women were treated much like many of the children of this era, submissive to the male head of the house. For a woman to undertake a religious leadership role in a totally male dominated society would have scandalous and an outrage to the fidelity of worship. Not only were women prohibited from assuming any position that would suggest a dominant position over a man they were instructed to dress modestly (1 Tim. 2:9f) and never shear their hair (1 Cor. 11:5).Both men and women were encouraged to conform to the appropriate head covering for their gender (1 Cor. 4-7). Moreover, first-century women were not formally educated in the Scriptures as were the men. Instead women were generally confined to more domestic duties such as keeping the house and raising the children. The subject of women in ministry has for quit e some time caused much controversy and has been the topic of many a discussion. There are certain Scriptures, several within the Pauline letters which on the surface exclude women from participating in certain positions and roles within the church structure.These â€Å"Pastoral† lettersto the churches have been taken to be authoritative, especially when they lay down rules for a â€Å"normative† relationship within the church hierarchy. Controversy concerning the appropriate role for women in ministry hinges primarily on three New Testament passages, 1 Corinthians 14:33-35, where women are commanded to be silent in church and 1 Timothy 2:11f, where women are not permitted to teach or have authority over a man. Each of these passages will be examined in the light of the whole Scripture to provide an acceptable and sound interpretation.First Corinthians 14:34-35 The first Scripture to be discussed, 1 Cor. 14:34f is one worthy of discussion for it commands that women be silent while they are in church. 34 Let your women keep silent in the churches, for they are not permitted to speak; but they are to be submissive, as the law also says. 35 And if they want to learn something, let them ask their own husbands at home; for it is shameful for women to speak in church. This particular Scripture, Paul’s first letter to the church at Corinth, has much to do with order within the church, most particular in regard to church gatherings.In chapter 7 Paul addresses the issue of marriage, in chapter 8 he speaks to meat offered to idols, in chapter 9 he lectures concerning support for the ministry, in chapter 11 he tackles the issue of appropriate attire for both men and women during public meetings, in chapters 12 through 14 he deals with this issue of spiritual gifts, but at the close of chapter 14 he speaks about chatty wives who constantly create disorder during church meetings when they shout out their inquiries to their husbands.Earlier in his lette r (chapter 11) Paul speaks about both men and women praying and prophesying during church meetings, therefore it would seem rather self-contradictory that he would now demand that all women should be silent. Accordingly, if the males mentioned in 14:35 are â€Å"husbands at home,† then it would only make sense that the â€Å"women† mentioned in 14:34 are the â€Å"wives† and not just women.Thus, Paul’s command in verses 34f is not a general silencing of women but rather he is directing the wives who have questions to remain silent during the public meeting and to wait until later when they can ask their questions of their husbands in the privacy of their home. This would also be fully reflective of a situation in which the husband was participating in the prophetic ministries of a Christian meeting and in this context the co-participation of his wife, which may involve her publicly â€Å"testing† her husband’s message, would be considered to be a disgraceful disregard of him and her own wifely role.There are some such as William O. Walker Jr. that believe there is ideational evidence to suggest that 14:34f is non-Pauline as it appears to contradict Paul’s avowed egalitarianism articulated in Galatians 3:27f. Apart from this passage and perhaps 1 Cor. 11:3-16, which is also highly regarded as non-Pauline, there is nothing in the undisputed Pauline letters that suggests that the activity of women in the church was regarded as a problem by Paul or even during Paul’s lifetime. First Timothy 2:11-12The first-century church meetings most likely permitted more congressional interaction than what is seen in church worship services of today. There were probably several learned speakers who arose to teach, encourage one another, and prophesy. As we have seen in Paul’s first letter to the church at Corinth women there rudely interrupted the speakers causing Paul to confront this unseemly insubordination. In 1 Timothy 2:11f we hear how Paul suggests that women of Ephesus learn their Scripture lessons: 11 Let a woman learn in silence with all submission. 2 And I do not permit a woman to teach or to have authority over a man, but to be in silence. In his letter to Timothy Paul contends that women of Ephesus were not only to dress tastefully and modestly (1 Tim. 2:9f) – that is, different from the pagan women – but they were also to â€Å"learn in silence. † Paul presents not only a radical new idea for the first-century Christian women to learn but he also describes the manner in which they are to learn – in silence. Despite the negative connotations that one may imagine, in the first century â€Å"silence† was a positive attribute.It did not necessarily impose â€Å"not speaking† as Paul intends in other Pastoral writings (cf. 1 Tim 2:2; 2 Thess. 3:12; 1 Cor. 14:34). But rather it implies respect or lack of disagreement (as in Acts 11:18; 21:14). A more proper understanding of the Greek work hJsucia or hesuchia used in this instance would be â€Å"stillness† or â€Å"to desist from bustle or language. † The word used here in this example is depicted to mean that women, and quite possibly men as well, should learn in quietness, without dissension or conflict. Rabbis and early church fathers deemed quietness appropriate for rabbinical students, wise persons, and even leaders.This attitude of silence or quietness as it were would be quite appropriate for such tense situations exhibited by the Church of Ephesus at the time. Angry students forced to learn in silence learn very little. But an atmosphere of â€Å"quietness† encourages study and fosters understanding. With regard this particular text John Chrysostom writes, â€Å"He was speaking of quietness†¦Ã¢â‚¬  It is here that we note that the Apostle Paul did not instruct the women to be in submission to neither their husbands nor to the male leader ship of the church. But rather Paul suggests that the women assume an attitude of receptivity.Most likely the reason Paul suggests this posture is because the women of Ephesus had been learning ungodly worldly and material issues in submission to the teachings of false prophets (cf. 2 Tim. 3:6). Instead Paul would have these women surrender themselves to more orthodox instruction and to the authority of the true church teachers. Paul did not specifically indicate to whom the women were to submit themselves but conventional wisdom suggests that it would at least include the leaders of the congregation, those who were responsible for giving instructions in doctrine.In this particular instance Paul would have women educating themselves in quiet and submissiveness, not asserting themselves nor their opinions thereby yielding to those with greater understanding and knowledge. It is important to note what Paul does not do with his word choice here in 2:11. Even though the erring women at Ephesus were a serious problem it was not as serious as the rebellious men, empty talkers, and deceivers Paul speaks of to his disciple in Titus 1:10. In that instance Paul uses a much stronger word, epistomizo meaning to â€Å"stop the mouth† or â€Å"silence. Simply put, the women at Ephesus were not rebellious deceivers with evil intentions they were merely poorly educated in the spirit of Christianity and were in much need of being taught sound doctrine. First Timothy 2:12 stands in stark contrast to what we find in 1 Tim. 2:11. In 2:11 Paul is telling what women must do and in 2:12 he is telling them what he strictly prohibits them from doing. A proper exegesis of the verb epitrepo as found in verse 2:12 is that it is used in the present continual tense.Paul is not saying â€Å"I do not/will not/will never permit† but instead he is saying is that â€Å"I am not (now) permitting† or â€Å"Not at this time will I permit. † Phillip Payne summits that w ithin the New Testament Scriptures or even within the Septuagint that there exists no reference where this verb is used in the active indicative first person singular tense which would certainly imply perpetuity but rather it is only used to convey a timely and specific prohibition.One of the main thrusts of the Pastorals is to protect the fledgling church from the dangers of false teaching which, if left unchecked false teaching held the potential to permanently stain the church. The urgent nature of the situation at Ephesus is thereby expressed by Paul’s intent to curb such false teachings. In the same breath that Paul speaks about women and teaching he also addresses a woman’s exercise of authority over men. Rather than choosing two more commonly recognized verbs to describe authority (exousiazo) and power (kyrieuo) he uses a word found nowhere else in the New Testament authenteo.In the early days of the church the verb authenteo held two closely related meanings, à ¢â‚¬Å"instigating or perpetrating a crime’ and â€Å"the active wielding of influence (with respect to a person) or the initiation of an action. Harris also concludes that that the verb meant â€Å"to hold sway or use power, to be dominant. † In itself it never meant â€Å"to be an official† or â€Å"to be authorized. † Wilshire is in complete agreement with this position and comments that, â€Å"The meaning of authentein in 1 Tim 2:12 may not be â€Å"exercising authority† or even ‘holding sway or using power,’ or ‘being dominant. In itself it never meant ‘to be an official’ or ‘authorized ’† In establishing prohibitions against women teaching in 2:12 Paul introduces certain limitations in order that women could take full advantage of their learning. Paul envisioned something happening at Ephesus which had happened once before. The women at Ephesus had been lead to believe certain unorthodox thi ngs. The women in Ephesus were reminiscent of the woman in the Garden of Eden. Because of her lack of knowledge Eve had been deceived into believing certain â€Å"unorthodox† teachings as well.Such as if she would dare touch the fruit of the tree of the knowledge of good and evil she would become like God but she would not die. She authoritatively taught this to her husband. Unfortunately, Adam learned too well. In giving this command Paul wanted to break a similar sequence of events at Ephesus. Just as Adam and Eve destroyed themselves in Eden the church at Ephesus could also be destroyed. It is at this point that Paul as their own apostle and teacher (2:7), using his personal judgment (verse 12), he give the Ephesians this particular guideline. Conclusion The relationship of man and woman was established during creation week.Although created as equals in God’s image men and women are different but yet each complements each other. Standing equally before God each is c harged with his own personal spiritual responsibility and each has been given the opportunity to engage in a personal relationship with God through His gracious plan of redemption. Thus, man and woman are equally valuable, equally important, and equally necessary for God’s plans and purposes. Relational order was established during creation where man was formed first and was charged first with his role and then woman was addressed.This relational order is expressed over and over again throughout much of the Bible. Created to complement each other in a family unit so too, must men and women complement each other in the family of Jesus Christ. Each must recognize the needs of each other to accomplish the specific mission of the church. Understanding each other and ministering to full complement of his or her own good is the only way that men and women can minister together in the name of Jesus Christ. The Apostle Paul was known around central Asia as a liberator and a purveyor of peace.For the women of Ephesus learning God’s truth from those more knowledgeable than they was truly liberating for them. But in the two millennia that has passed simply learning in submission and never given the opportunity to mister to those who may need it the most to many is still the norm to follow. Paul never intended for women to simply learn and remain silent. It was Paul’s plan to have women mature as heirs according to God’s promise (cf. Gal. 3:26-29). Much as the writers of the New Testament passively accepted slavery there are few today that believe we should revert back to this archaic practice.In much the same way these same writers of New Testament Scripture accepted the oppression of women to be a part of daily life should we too deny women of today a leadership role as head of the local church? Just as Paul’s proclamation of equality in Galatians 3 stood for all in the city of Galatia to understand that all are one in Jesus Christ so should women of today be able to serve in whatever position they are qualified for. Have we received God’s wisdom or are we simply being foolish? 26 For you see your calling, brethren, that not many wise according to the flesh, not many mighty, not many noble, are called. 7 But God has chosen the foolish things of the world to put to shame the wise, and God has chosen the weak things of the world to put to shame the things which are mighty; 28 and the base things of the world and the things which are despised God has chosen, and the things which are not, to bring to nothing the things that are, 29 that no flesh should glory in His presence. 30 But of Him you are in Christ Jesus, who became for us wisdom from God—and righteousness and sanctification and redemption— 31 that, as it is written, â€Å"He who glories, let him glory in the LORD. † 1 Corinthians 1:26-31 BibliographyBailey, Kenneth E. â€Å"Women in the New Testament: A Middle Eastern Cultural Vi ew. † Theology Matters 6, no. 1 (Jan/Feb 2000): 1-11. Cook, James I. The Church Speaks: Papers of the Commission on Theology Reformed Church in America. Grand Rapids: Eerdmans, 2002. Chrysostom, John. A Select library of the Nicene and Post-Nicene Fathers of the Christian Church, vol. XII, ed. Phillip Schaff. New York: The Christian Literature Company, 1908. Chrysostom, John. Saint Chrysostom’s Homilies on Galatians, Ephesians, Philippians, Colossians, Thessalonians, Timothy, Titus, and Philemon, Nicene and Post-Nicene Fathers, Part 13, ed.Philip Schaff. Whitefish: Kessinger Publishing, 2004. Ellis, E. Earle. The Making of the New Testament Documents. Boston: Brill Academic, 2002. Gotlieb, Roger E. This Sacred Earth: Religion, Nature and Environment. Abingdon: Routledge, 1995. Grentz, Stanley J. and Denise Kjesbo, Women in the Church: A Biblical Theology of Women in Ministry. Downers Grove: InterVarsity Press, 1995. Harris, Timothy J. â€Å"Why Did Paul Mention Eve's D eception? A Critique of P. W Bameit's ‘Interpretation of 1 Timothy 2. ’† EQ 62 (Apr-Jun 1990): 335-52. Kirk, J. R.Daniel. Jesus Have I Loved, But Paul? : A Narrative Approach to the Problem of Pauline Christianity. Grand Rapids: Baker Academic, 2011. Kroeger, Richard and Catherine. Women, Elders†¦Sinners or Servants. Louisville: Council on Women and the Church, The United Presbyterian Church in the USA, 1981. Krupp, Joanne. Woman: God’s Plan Not Man’s Tradition. Salem: Preparing the Way Publishers, 1999. Lea, Thomas D. and Hayne P. Griffin, 1, 2 Timothy, Titus – The New American Commentary, vol. 34. Nashville: Broadman Press, 1992. McCabe, Elizabeth A.An Examination of the Isis Cult with Preliminary Exploration into New Testament Studies. Lanham: University Press of America, 2008. Meggitt, Justin J. Paul, Poverty and Survival. Edinburgh: T&T Clark, 1998. Oster, Richard. 1 Corinthians. Joplin: College Press, 1995. Patzia, Arthur G. The Eme rgence of the Church: Context, Growth, Leadership and Worship. Downers Grove: InterVarsity Press, 2001. Payne, Phillip B. â€Å"Libertarian Women in Ephesus: A Response to Douglas J. Moo’s Article ‘1 Timothy 2:11-15: Meaning and Significance. ’† TrinJ 02:2 (Fall 1981): 169-197. Perriman, A. C. What Eve Did, What Women Shouldn’t Do: The Meaning of Auqentew in 1 Timothy 2:12. † TynBul 44. 1 (1993): 129-42. Sampley, J. Paul. Paul in the Greco-Roman World: A Handbook. Harrisburg: Trinity Press International, 2003. Spencer, Aida Dina Besancon. â€Å"Eve at Ephesus: Should Women Be Ordained as Pastors According to the First Letter to Timothy 2:11-15? † JETS 17, no. 4 (Fall 1974): 215-22. Walker, William O. â€Å"Interpolations in the Pauline Letters,† from The Pauline Canon, ed. Stanley E. Porter. Boston: Brill Academic, 2004. Wilshire, Leland E. â€Å"1 Timothy 2:12 Revisited: A Reply to Paul W.Barnett and Timothy J. Harris. † EQ 65. 1 (Jan. -Mar 1993): 43-55. Witherington, Ben. Letters and Homilies for Hellenized Christians: A Socio-rhetorical Commentary on Titus, 1-2 Timothy, and 1-3 John. Downers Grove: InterVarsity Press, 2006. Womble, T. Scott. Beyond Reasonable Doubt: 95 Theses Which Dispute the Church’s Conviction Against Women. New York: Xulon Press, 2009. ——————————————– [ 1 ]. James I. Cook, The Church Speaks: Papers of the Commission on Theology Reformed Church in America (Grand Rapids: Eerdmans, 2002), 171. [ 2 ].Joanne Krupp, Woman: God’s Plan Not Man’s Tradition (Salem: Preparing the Way Publishers, 1999), 110. [ 3 ]. Justin J. Meggitt, Paul, Poverty and Survival (Edinburgh: T&T Clark, 1998), 150. [ 4 ]. J. Paul Sampley, Paul in the Greco-Roman World: A Handbook (Harrisburg: Trinity Press International, 2003), 125. [ 5 ]. J. R. Daniel Kirk, Jesus Have I Loved, But Pau l? : A Narrative Approach to the Problem of Pauline Christianity (Grand Rapids: Baker Academic, 2011), 124. [ 6 ]. John Chrysostom, A Select library of the Nicene and Post-Nicene Fathers of the Christian Church, vol.XII, ed. Phillip Schaff (New York: The Christian Literature Company, 1908), 555. [ 7 ]. Kirk, 125. [ 8 ]. Richard and Catherine Kroeger, Women, Elders†¦Sinners or Servants (Louisville: Council on Women and the Church, The United Presbyterian Church in the USA, 1981), 10-11. [ 9 ]. Roger E. Gotlieb, This Sacred Earth: Religion, Nature and Environment (Abingdon: Routledge, 1995), 337. [ 10 ]. Richard Oster, 1 Corinthians (Joplin: College Press, 1995), 342. [ 11 ]. E. Earle Ellis, The Making of the New Testament Documents (Boston: Brill Academic, 2002), 433. [ 12 ].William O. Walker, â€Å"Interpolations in the Pauline Letters,† from The Pauline Canon, ed. Stanley E. Porter (Boston: Brill Academic, 2004), 232. [ 13 ]. Arthur G. Patzia, The Emergence of the Churc h: Context, Growth, Leadership and Worship (Downers Grove: InterVarsity Press, 2001), 179. [ 14 ]. Stanley J. Grentz and Denise Kjesbo, Women in the Church: A Biblical Theology of Women in Ministry (Downers Grove: InterVarsity Press, 1995), 128. [ 15 ]. Ibid. [ 16 ]. Kenneth E. Bailey, â€Å"Women in the New Testament: A Middle Eastern Cultural View,† Theology Matters 6, no. (Jan/Feb 2000): 8. [ 17 ]. John Chrysostom, Saint Chrysostom’s Homilies on Galatians, Ephesians, Philippians, Colossians, Thessalonians, Timothy, Titus, and Philemon, Nicene and Post-Nicene Fathers, Part 13, ed. Philip Schaff (Whitefish: Kessinger Publishing, 2004), 441. [ 18 ]. Thomas D. Lea and Hayne P. Griffin, 1, 2 Timothy, Titus – The New American Commentary, vol. 34 (Nashville: Broadman Press, 1992), 98. [ 19 ]. T. Scott Womble, Beyond Reasonable Doubt: 95 Theses Which Dispute the Church’s Conviction Against Women (New York: Xulon Press, 2009), 187. 20 ]. Ben Witherington, Lette rs and Homilies for Hellenized Christians: A Socio-rhetorical Commentary on Titus, 1-2 Timothy, and 1-3 John (Downers Grove: InterVarsity Press, 2006), 226. [ 21 ]. Phillip B. Payne, â€Å"Libertarian Women in Ephesus: A Response to Douglas J. Moo’s Article ‘1 Timothy 2:11-15: Meaning and Significance,’† TrinJ 02:2 (Fall 1981): 172-73. [ 22 ]. Elizabeth A. McCabe, An Examination of the Isis Cult with Preliminary Exploration into New Testament Studies (Lanham: University Press of America, 2008), 101. [ 23 ]. A. C.Perriman, â€Å"What Eve Did, What Women Shouldn’t Do: The Meaning of Auqentew in 1 Timothy 2:12,† TynBul 44. 1 (1993): 138. [ 24 ]. Timothy J. Harris, â€Å"Why Did Paul Mention Eve's Deception? A Critique of P. W Bameit's ‘Interpretation of 1 Timothy 2,’† EQ 62 (Apr-Jun 1990): 342. [ 25 ]. Leland E. Wilshire, â€Å"1 Timothy 2:12 Revisited: A Reply to Paul W. Barnett and Timothy J. Harris,† EQ 65. 1 (Jan. -Mar 1993): 48. [ 26 ]. Aida Dina Besancon Spencer, â€Å"Eve at Ephesus: Should Women Be Ordained as Pastors According to the First Letter to Timothy 2:11-15? † JETS 17, no. 4 (Fall 1974): 219.

Full Day Kindergarten Essay

Full day kindergarten should be mandatory and of no extra cost for all of the elementary schools. This will boost the children’s academic achievement. The children that are exposed to full day kindergarten will learn more in literacy and mathematics than those in half-day kindergarten. The students that are in a full day program get to spend more time on their math, writing, and reading activities. The full day students also get the advantage of being able to participate in gym, art, and music classes. The half-day students do not get to experience gym, art, or music class. I have seen results first hand because I chose to put my son in a full day kindergarten versus the half-day. I chose to bring my son to a school that is located in Fridley so that he could receive the benefits of the full day kindergarten. The half-day program that Blaine offers has a very undesirable schedule for parents who work. The half-day schedule for Blaine elementary school is full days Mondays, Wednesdays, and every other Friday. I think that the earlier the educational intervention begins the higher the impact and the more likely the effects will be retained. Other than the health of a child, I think that nothing should be more important than their education. Giving children the opportunity to be in a full day kindergarten program gives them opportunities that the half-day students do not receive. One of the opportunities is being able to spend more time on reading, writing, and math. The teachers also have more time to sit one on one with each student one or in small groups and work on these skills. They also have a different theme for each month that they focus on. Some examples of the themes are the solar system, U. S.  presidents, maps, and the celebrations around the world. Children also absorb things more easily when they are younger. Being a mother of a full day kindergarten student, I see the results of the extra reading, writing, and math that the teacher does with him. My son is one of the youngest in his class and he is reading at a first grade level. As for his writing, he attempt to write big words using phonics. For example, I came home one day a few months ago and he had written on his dry erase board â€Å"I see a red ladebug†. He also brought home a worksheet that he had written about his favorite fruits. On this worksheet, he had written â€Å"watrmlon†. As far as his math goes, he is always measuring things in the house with a kid’s yard ruler. The themes that they work on each month give the students the ability to know what is going on in the world around them. My son came home from school one day and told me that there was a planet that was not considered a planet anymore. I did not know this and I was in complete awe. According to Debra Ackerman, â€Å"Children in full day kindergarten programs score higher on their achievement test than those in half-day programs. Full-day kindergarten advocates suggest that a longer school day provides educational support that ensures a productive beginning school experience and increases the chances of future school success. In both full-day and half-day programs, kindergartners spend most of their class time working on reading, language arts, and math activities, but the total number of minutes teachers devote to specific subjects differs. For example, 80 percent of full day but only about 50 percent of half-day programs devote more than 30 minutes each day to mathematics instruction. Sixty-eight percent of full day but only 37 percent of half-day classrooms dedicate at least 60 minutes to reading instruction each day. Perhaps most striking, 79 percent of full-day teachers read aloud to their students every day, compared to 62 percent of half-day teachers. Reading aloud is a critical activity in helping to develop children’s reading skills. Additional research shows children’s literacy learning is enhanced in full-day programs, as the full-day schedule provides a more intensive, ongoing, enriched language and literacy experience for the young child. † (Ackerman) Children in full day kindergarten programs score higher on their achievement test than those in half-day programs. I asked my son’s kindergarten teacher, Ms. Janssen, what the average for reading was for her class. Ms. Janssen stated that the majority of her students are already in the first grade reading level as of the end of the second trimester. As said by the Indiana Association of Public School Super Intendants, â€Å"Full day kindergarten programs are associated with greater reading achievement gains during the kindergarten year than half day programs†. (Plucker, 6) The students are graded on their writing and math abilities as well. According to the Kalamazoo Public Schools reports, â€Å"The group of kindergartners advanced in 2010 to first grade at Kalamazoo Public School, where 60 percent tested at or above the 50th percentile in reading on the Iowa Test of Basic Skills last April. That’s a 7-point increase compared to Kalamazoo Public School first-graders tested in April 2009, Rice said. On the Iowa Test Basic Skills math test, 52 percent of first-graders tested at or above the 50th percentile last spring, a 12-point jump over spring 2009. The Iowa Test of Basic Skills are administered in schools nationwide and is a norm-referenced test, which means scores are based on how students perform compared to other test-takers. The Kalamazoo Public School results show that 60 percent of Kalamazoo students are in the top half of first-graders nationwide in reading and 52 percent are in the top half in math. † (Mack) Children who are in full day kindergarten have better social and behavioral effects than those who are in half-day kindergarten. When children are in school for the full day they have more time to get to know the other students. They get more time to interact together socially and they are learning while they are interacting. The students also get to go to specialists and they go with their classmates. Some of the specialists that Hayes Elementary offers are music, art, Spanish, and gym. Going to the specialist is something that the full day kindergarteners get to do and the half-day kindergarteners do not get to do. These students also get to spend more time with the teacher. This means that they will be less hesitant to approach their teacher. According to Clark, â€Å"Some researchers have examined social and behavioral effects. According to researchers, a clear relationship emerged between the kindergarten schedule and children’s behavior. Teachers rated children in all-day kindergarten programs higher on 9 of the 14 dimensions; there were no significant differences on the other 5 dimensions. Other researchers who have studied social and behavioral outcomes found that children in all-day kindergarten programs were engaged in more child-to-child interactions and they made significantly greater progress in learning social skills†. (Clark) In the kindergarten classrooms of Hayes Elementary, the students get into groups called centers. During this center time, the teacher takes a group of five students to a table to do independent reading and the rest of the students go to a center. The centers are groups of three or four students and the students get to interact socially while doing something educational. Some examples of the centers are writing center, listening center, leapster center, and art center. The writing center is where the students can write freely. The listening center is where the students put on headphones, listen to directions, and write down what they hear. The leapster center is where the students get to play a handheld learning game that integrates math, reading, and spelling in the games. Finally, the art center is where the students get to draw and color what they want. When the time is up the students clean up as groups. A full day of learning offers many social and emotional benefits to kindergarteners. As stated by NEA, â€Å"They have more time to focus and reflect on activities, and they have more time to transition between activities. When children are taught by qualified teachers, using age-appropriate curricula in small classes they can take full advantage of the additional learning time—social, emotional, and intellectual— that a full day allows. Further, research finds that children adjust well to the full-day format. † (NEA) The full day kindergarten teachers plan and use the extra time in class well. The time in class is spent differently in both the full day kindergarten and the half-day kindergarten. According to the research that the Indiana Association of Public School Superintendents, â€Å"The research provides evidence that time in full day kindergarten programs is different both quantitatively and qualitatively from how time is used in half day programs† (Plucker, ii). Full day kindergarten offers benefits to teachers. Teachers prefer the full day program to the half-day program. If there is a child that is struggling with something, the teacher has the ability to find time to help that student. There is also more time to finish activities. According to Ms. Janssen, â€Å"With the full day program I am able to get through four reading groups versus two reading groups in one day. With the full day program we are able to go more in depth on our unit that we focus on in class. † (Janssen) According to the NEA, â€Å"Switching to full-day kindergarten gave teachers more time to plan the curriculum, incorporate a greater number of thematic units into the school year, and offer more in-depth coverage of each unit. † (NEA) In the half-day programs there is less time for multiple activities. According to Dr. Martinez, â€Å"Many kindergarten teachers favor full day kindergarten because they find it difficult to balance cognitive activities and affective social activities in the short kindergarten day. † (Martinez, 2) Teachers also prefer full day kindergarten because there is more instructional time than that of a half-day kindergarten program. As stated by the Indiana Association of Public School Superintendents, â€Å" Across all of the schools in the Indiana sample, the proportion of instructional time is similar across program types, resulting in much greater instructional time in full day programs, representing approximately 40-50% more instruction in full day programs than half-day programs†. (Plucker, ii) Teachers also have the benefit of getting to know the students and their parents better. According to Dr. Martinez, â€Å"Teachers state that they have a chance to know children and parents better, to do more individualization of instruction, and to expand the curriculum horizontally. † (Dr. Martinez) There are so many benefits for the children. A very important benefit is that the full day kindergarteners have the opportunity to an easier transition into the first grade because they are already used to the full day schedule. The time that the students get to spend with the teacher is a great benefit as well. The extra time that is spent with the teacher is as much beneficial for the teacher as it is for the students. According to the research from Dr. Martinez, â€Å"Teachers thought children developed closer relationships and were more relaxed in the full-day program and felt more a part of the school. Teachers indicated they were able to give more individual attention to students and that children had more time to develop both academic and socialization skills. Teachers noted they could work more on the continuing development of each child and felt children showed more advancement. Teachers indicated they felt closer to the children and that they got to know both child and family better. Some indicated in the full day they felt more flexible, were more relaxed and spontaneous, and felt better prepared to meet with parents. † (Dr. Martinez, 6) The time that the students get to spend on activities is another great benefit. According to NEA, â€Å"in a study evaluating teachers’ views on full-day kindergarten, teachers reported a number of benefits for themselves as well as children and parents. Participating in full day eased the transition to first grade, helping children adapt to the demand of a six-hour day. Having more time available in the school day offered more flexibility and more time to do activities during free choice times. Having more time actually made the kindergarten program less stressful and frustrating for children because they had time to fully develop an interest in activities. Participating in  the full-day schedule allows more appropriate academic challenges for children at all developmental levels. Children with developmental delays or those at risk for school problems benefited from having more time to complete projects and more time for needed socialization with peers and teachers. † (NEA) Full day kindergarten offers more benefits to the students that are at risk and children that come from educational and economical disadvantaged homes. If the full day kindergarten programs cost money, as most do, they cost around 3000 dollars per child for the year. The 3000 dollars is charged to the parents of the child. The children that come from the educationally and economically disadvantaged homes would not be able to attend because of the cost. These children are the ones that benefit from the program the most. According to the Indiana Superintendents, â€Å"Students at or below the poverty level enrolled in full day kindergarten scored statistically significantly higher in math and reading than their half day counterparts. Poor children enrolled in full day kindergarten programs tested statistically significantly above half day pupils on reading, spatial, and verbal skills, naming colors and letters, and identifying numerals. †(Plucker, 6) Parents prefer full day kindergarten as well. I as a mother prefer the full day kindergarten program to the half-day program. One of the advantages is that I do not have to figure out childcare and who would bring my son to the childcare. Trying to figure out childcare and school between my job schedule would be undesirable. As said by Dr. Martinez, â€Å"Full-day kindergarten saves parents day-care problems, while providing children a comprehensive, developmentally-appropriate program. Parents said that children often feel more stress when they have to go from a school situation to a day-care environment, where different rules and philosophies apply. Therefore, parents favor a full-day program, which reduces the number of transitions kindergartners experience in a typical day. † (Dr. Martinez) Full day kindergarten also takes a huge cost out of many parents’ monthly budget including mine. Even though some people would be against this and say, â€Å"Why would I have to pay for your childcare? † I would say that many parents including myself pay taxes too. Their parents wanted them to have the best education that they could have gotten. Most importantly, I know that my son and many other children are getting the best out of their day while they are in school. They are having fun while they are learning. My son enjoys being in school. If he had a choice, he would go on Saturdays and Sundays. Children attending full day kindergarten spend the day learning instead of watching television or playing video games. Full-day kindergarten provides parents with better support for their children. According to NEA, â€Å"For parents who work outside the home, full-day kindergarten means that children do not have to be shuffled between home, school, and childcare. For all parents, there is more continuity and less disruption in the child’s day and more time for focused and independent learning. One study of parent attitudes found that after the second year of a full-day kindergarten program, 100 percent of full-day parents, and 72 percent of half-day parents noted that, if given the opportunity again, they would have chosen full-day kindergarten for their child†. (NEA). In conclusion, having full day kindergarten should be mandatory. There are many benefits of the full day kindergarten program. The benefits are not limited to the students. Teachers and parents also get great benefits out of the full day program. According to MaryBeth, â€Å"Research has shown that it is important to begin learning early in life. School systems that have implemented the academically based full day kindergarten are finding it to be successful. † (Calvin) If I had to choose again if a child of mine was going to go to full day or half-day kindergarten, I would not even have to think twice. A child’s education should be one of the most important things to think about. These children will be the future and they need a great education to get there. * Works Cited Calvin, MaryBeth. Expectations for Kindergarten in 2010. 3 February 2010. 3 March 2011. Clark, Patricia. Recent Research on All Day Kindergarten. 2004. 4 March 2011. Debra J Ackerman, W. S. Making the Most of Kindergarten. March 2005. 4 March 2011. Janssen.

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