Exegesis of John 13-117 Free Essay Example, 3000 words

The research method done in this study was qualitative research; whereby collection, analysis, and interpretation of the data collected was done. This research method fell under the sub classification of a case study. This is because John 13- 1:17 is an exploratory and open-ended case. I also used biblical interpretation from various theological professionals in relation to this scripture so that I could gain a comprehensive picture of the data. The main literature used was the Bible. Interpretation from theological professionals and bible scholars was not limited. The intention of making this research exploratory was to gain more information. First and foremost, the section to be analyzed required professional assistance; being a historical case. Interpretation of the scripture is inclusive of expertise assistance. This is because the bible contains various literary techniques. Interpreting the literature without assistance from a knowledgeable person would only lead to the surface rather than in-depth information (Hayes et al, 28). The primary themes of John 13- 1:17 include humility, betrayal, forgiveness, departure, denial, self- sacrificing love, devotion, equity, and return to the father. These themes are evident from the actions of Jesus; the theme of humility was evident when he washed the feet of his disciples. We will write a custom essay sample on Exegesis of John 13-1:17 or any topic specifically for you Only $17.96 $11.86/page This writing serves as encouraging affirmative words to the readers. Symbolism, figurative language, and metaphors are used in this work. John 13- 1:17 present an underlying theme essential to the present period. Washing of the feet of his disciples is the central area under scrutiny. This paper will critically evaluate the following questions: Why prompted Jesus to wash the feet of his disciples? Why did Simon Peter at first reject the service? According to the behavior and actions of Jesus, what can be learned? From this scripture, what can we amplify in our day to lives? Exegesis The book of John is considered a philosophical and theological Prologue, as well as a sensible Epilogue.

The Wage Gap Between Men And Women - 1689 Words

Introduction In the beginning of the semester, during the first day of class we were asked what were some social problems that bothered us, interested us, or something we wanted to learn more about. The first thing I thought of was equal pay between men and women. With the ratification of the 19th amendment, women became legally equal to men. Then in 1963, the Equal Pay Act was passed yet. Yet today, the wage gap between men and women still exists. According to the White House’s official website, women working full time are only earning around 77% of what their male coworkers are earning. This problem is even worse with the factor of race involved. I feel as if this is an overlooked and forgotten issue. I don’t want to pay the same amount of tuition as a fellow male student, receive the same years of education, and end up having the same position as him making less money. Current Press on the Problem An article written by, Eileen Patten, was just posted by the Pew Research Center. April 14th was deemed Equal Pay Day. This name means that in order for a women to receive the same earnings has her male coworker as last year (365 days) she would have to work until today. This means a woman would have to work 469 days to make as much as a man would in 365 days. This article also cites the White House’s website, adding on that both women and men notice this inequality. 77% of women and 63% of men believe that this is an issue that needs to change. Patten also provides aShow MoreRelatedThe Wage Gap Between Men And Women1552 Words   |  7 Pagesearned by men, which means a wage gap of twenty-two percent. Women are nearly half of the labor pool and are equal if not main, jobholder s in four out of ten households. Not to mention, women receive more college and graduate degrees than men. Women still coninue to bring in less than men. On average, women earn less than men in basically every profession that there is adequate income data for both women and men to estimate an earnings percentage (IWPR, 2014). The Institution for Women s PolicyRead MoreThe Wage Gap Between Men And Women Essay1507 Words   |  7 Pages It is a known fact that women faced inequality in the past, however, it is arguable whether they still face inequality today. When bringing statistics to the table, there is a wage gap between men and women. This is caused by many things. For one, women have tended to exceed men when it comes to education. However, men still tend to receive better jobs with higher pay. This is because gender inequality. There is also inequality inside of the work place. Men tend to receive more promotional opportunitiesRead MoreThe Wage Gap Between Men And Women1337 Words   |  6 PagesMen and women. Even the name of the female gender is derived from the male species. For years, women have been discriminated against in an array of areas such as politics, at home, and in the workplace. The most debated area of gender discrimination is the wage gap between men and women. After reviewing the following facts, it is obvious women are essentially just as valuable as men, and therefore should be treated equally in the workplace. The pay gap between males and females has been a topic thatRead MoreThe Wage Gap Between Men And Women2628 Words   |  11 Pagesissue of the wage gap between men and women in the labor market is currently dealt with in the course of a number of scientific debates, is the subject of public discussion in the broad political and social bodies of the world and different countries have their proposed solutions. There are also historical conditions of social and emotional ground that appointment and further determine the role models for women and men - now called traditional. The difference in pay between men and women is a trendRead MoreWage Gap Between Men And Women1270 Words   |  6 PagesNow seeing me as a women today being only looked at as the equivalent of a slave is ludicrous (Spiegel, pg. 16). According to Spiegel there are three different explanations of why there was a wage gap between men and women. The three explanations are the women are concentrated in jobs that require less education or skills than men, women might receive lower pay than me for identical work, or women might be doing different work than men, but work that is comparable in term of the training requiredRead MoreThe Wage Gap Between Women And Men2336 Words   |  10 Pagesa look at the wage gap between women and men. It has always been known that men make more money than women. Many acts of legislation have been passed to address the disparities. But as time has progressed this topic is not one that grasps the attention of society. Society feels that there are other more important topics to focus on. The inequities amongst men and women pay has been in effect from the early 1800s and continues on in the new millennium despite, the gains women have made. AndRead MoreThe Wage Gap Between Men And Women1979 Words   |  8 Pagesprevent/discourage discrimination in the workplace. Section 2 The Congress hereby finds and declares the wage gap in America between men and women is a problem that needs to be addressed and remedied. Should people be paid the same amount and treated the same way as others like them with the same experience and skills? The obvious answer is yes, but a wage gap and an unequal treatment of women in the workplace persist in the United States. As John F. Kennedy believed, the Equal Pay Act he passed inRead MoreReducing The Wage Gap Between Men And Women1213 Words   |  5 Pagesthe gender wage gap. Firstly, this organization firmly believes that raising the minimum wage will positively affect the wage gap between men and women. Averages illustrate that differentiation s among men and women s job selections could be considered for virtually half of the gender pay gap. Increasing the minimum wage will benefit those dedicated women laborers by helping support their families. Two third of mothers are sole providers within their households and these sa me women are the onesRead MoreThe Gender Wage Gap Between Men And Women986 Words   |  4 PagesThe gender wage gap. This is an issue that has been kept largely quiet and does not get even half the attention it deserves. The wage gap is simply the deviation in salaries between men and women. This gap in pay is an issue that spans the globe, and effects many people, from struggling single mothers to hard working corporate women. In W.E. Jacob and Laura Finley’s article â€Å"Differences in Pay Rates Between Men and Women do not Prove the Existence of Gender Inequality† attempts to debunk the discriminatoryRead MoreThe Pay Gap Between The Wages Of Men And Women Essay978 Words   |  4 Pagespopular belief, the pay gap between the wages of men and women still exists. According to the Cambridge Business English Dictionary, the wage gap is â€Å"the difference between the ​amounts of ​money ​paid to women and men, often for doing the same ​wor k† (â€Å"gender pay gap†). The fact that we are still discussing it, especially during the current presidential campaign, proves that fact. The gap has decreased as time passes due to the relentless advocacy of feminists, but the wage gap does still exist. Considering

Booker T Washington Fighter for the Black Man Free Essays

Booker T. Washington was a man beyond words. His perseverance and will to work were well known throughout the United States. We will write a custom essay sample on Booker T Washington: Fighter for the Black Man or any similar topic only for you Order Now He rose from slavery, delivering speech after speech expressing his views on how to uplift America’s view of the Negro. He felt that knowledge was power, not just knowledge of â€Å"books†, but knowledge of agricultural and industrial trades. He felt that the Negro would rise to be an equal in American society through hard work. Washington founded a school on these principles, and it became the world’s leader in agricultural and industrial education for the Negro. As the world watched him put his heart and soul into his school, Tuskegee Institute, he gained great respect from both the white and black communities. Many of the country’s white leaders agreed with his principals, and so he had a great deal of support. Booker T. Washington was a great man. He put his own needs aside in order to build the reputation of an entire race. He didn’t do it by accusing and putting blame on others, but instead through hard work. Booker T. Washington cleared the way for the black community to fully enter the American society. Washington was born into slavery on April 5, 1856, in Franklin County, Virginia, on a small tobacco plantation. His only true relative was his mother, Jane, who was the plantation’s cook. His father was probably the white son of one of the neighbors, though it is not known for sure. Washington spent his childhood years on the plantation, but since he was so young he never had to do the heavy work. He did the small jobs, such as carrying water to the field hands and taking corn to the local mill for grinding. This hard work at an early age instilled in him the values he would teach for the rest of his life. When the Civil War ended in April of 1863, Washington and his mom were set free. Unlike most of the other slaves, Washington had somewhere to go. His step-father had escaped earlier, and had gotten a job in Malden, West Virginia, at a salt furnace. When the war ended, he sent for Washington and his mom. Life was tough in Malden. â€Å"Drinking, gambling, quarrels, fights, and shockingly immoral practices were frequent.† Washington himself got a job in the salt furnace and often had to go to work at four in the morning. Washington longed for an education. A school for Negro’s opened in Malden, but his step-father would not let him leave work to attend. Washington was so determined to get an education that he arranged with the teachers to give him classes at night. He was later allowed to attend in the morning, but would then work all afternoon and into the evening. Booker did not have a last name until he went to school. â€Å"When he realized that all of the other children at the school had a ‘second’ name, and the teacher asked him his, he invented the name Washington.† A great influence on Washington was Viola Ruffner, the wife of the owner of the salt furnace. Washington became her house boy, where he learned the importance of cleanness and hard work, and pride in a job well done. He would use these principles for the rest of his life. â€Å"The lessons I learned in the home of Mrs. Ruffner were as valuable to me as any education I have ever gotten anywhere since,† he later commented. Booker heard of a big school for Negro’s in Hampton, Virginia, and he decided to go there. In 1872, at the age of sixteen, he set out on the 400 mile journey to Hampton, traveling most of the way by foot. When he finally arrived, he was so ragged and dirty that he almost wasn’t admitted, but he was so persistent that they finally caved in, and he was allowed to attend. He studied there for three years, working as a janitor to pay his board. At Hampton, Washington participated in the debating society, which helped him develop a talent for public speaking. He used this talent many times throughout the rest of his life. In 1875, he graduated with honors and returned to Malden, where he taught elementary school. Two years later he went to Wayland Seminary, in Washington, DC, where he studied for eight months. He then was asked to come back to Hampton to be an instructor. In May, 1881, the principal of Hampton received a letter from a group in Tuskegee, Alabama, asking for help in starting a school for Negro’s there. They were expecting a white man, but when they got Washington, they were quite pleased with him. On July 4, 1881, at the age of twenty-five, Washington founded The Tuskegee Normal and Industrial Institute. The State of Alabama had sent $2,000 for the teachers’ salaries, but had sent no money for land, buildings, or equipment. The school opened with 30 students. Most of them had some prior education, but they did not appreciate household cleanness, which was so valued by Washington. He wanted on-campus dormitories so he could supervise and improve the students’ living habits. The school found an abandoned farm nearby, but it had no buildings fit for living or teaching in. Washington and his students raised enough money for construction, and they built the first brick building. They also built a kiln to make bricks for future projects as well as to manufacture and sell to others. Tuskegee Institute and its facilities grew, and so did its courses in agricultural and engineering subjects. The Institute survived its early years only through the perseverance of Washington. In the second month of the school’s first year, Olivia Davidson joined Washington as his assistant. She was also a graduate of Hampton and of a Massachusetts normal school. She was not only Washington’s assistant but also a teacher at the school. She would later marry Washington. â€Å"No single individual did more toward laying the foundations of Tuskegee Institute so as to insure the successful work that has been done there than Olivia A. Davidson.† Washington believed in the â€Å"dignity of labor.† He emphasized the teaching of â€Å"practical skills,† like brickmaking, carpentry and dairying for the boys, and cooking and sewing for the girls. He believed thatNegro’s must make economic progress, and learn how to make a living first. In order to raise funds for the school, Washington traveled all over the country, giving hundreds of speeches expressing his ideas and explaining his program at the school. He became known nationally because of these speeches, which led to many contributors such as Andrew Carnagie, John Rockefellar, and Collis Huntington. As for Tuskegee Institute, its success was beyond Washington’s wildest dreams. At the time of Washington’s death, 34 years after its founding, the school property included 2,345 acres and 107 buildings, with nearly 200 faculty members and more than 1,500 students. Tuskegee Institute had become the world’s leader in agricultural and industrial education for the Negro. Booker’s spirit and name live on long after his death. He is remembered and admired for his struggle for the black man. Tuskegee Institute still exists today and is quite well off, with over 3,250 students, about 5,000 acres, and an annual budget of $75 million. Booker T. Washington is a wonderful example that even if you came from nothing, you can accomplish great things if you try hard enough and are willing to make the sacrifice. How to cite Booker T Washington: Fighter for the Black Man, Papers

Cemetery free essay sample

I dont understand the concept of visiting someone who is dead; perhaps that is why I have never been comfortable in cemeteries. A loved one never dies inside the living; there are always memories, so why then do we feel obligated to visit a plot in the ground? I do not want to be here in the first place and now I am completely lost, driving around in circles, searching for something that I dont want to find. I am afraid to face you; I wonder if you will be angry that it has taken me two years to confront my fears and come here. Perhaps now that I am here, I will be able to bury the past and finally find internal peace. I turn the wheel to the left and at last begin to recognize the landscape. Driving up the long, windy road I pull over at the top of your hill and turn the key, silencing the intrusive motor. We will write a custom essay sample on Cemetery or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I open the door and my foot crunches on the cold, gray gravel. Closing my eyes and taking a long, deep breath, I pull myself from the safety of my car. Forcing my eyes to open, I am shocked at what I see. I am surrounded by beauty in a place that I imagined to be ugly from death and grief, full of evil ghosts and dark storm clouds. Around me everything is filled with light. Life declares itself in the singing of the birds, in the breeze that plays with my hair, and in the leaves on the trees that are turning gold and orange, as bright as the sunset. The trees are the most majestic I have ever seen, standing high and proud. Like stately, mute guards, they lend an air of respect to this place, filling me with a sense of power. Now, I realize why our mother wanted you here; it is the most beautiful place on earth. My heartbeat is returning to normal and my tense body has begun to relax amidst the serenity of my surroundings. Tip-toeing over to visit you, I am careful to walk around your neighbors, not wanting to show them disrespect by stepping over them. My presence in this haven seems like an intruder; I am afraid to make a sound for I do not want to disturb the delicate balance. I whisper when I speak, concerned that I will wake sleeping souls. I look at the tree that stands at your head and catch myself before the laughter escapes my tight lips. It is sickly, tied to two poles for support. Its trunk is thin, its branches weak, and its leaves few. Even now it is impossible for you to escape your illness. The irony hits me hard. It does not seem fair that a person as admirable as you should have had to suffer and live the life that you were forced to live. I am not even sure if it can be called a life, not to be able to talk, or dress yourself, or walk. An entire day sitting in a wheelchair staring at the walls or lying in a crib staring at the ceiling, what kind of life is that? I am wrong; you were forced to exist, not live. I am amazed at how you were able to influence so many people, to make them love you. I recall the countless hours that nurses spent with you, as if you were their own child. Your smile lit up everyones day and gave them the hope and strength they desperately needed. At this moment I realize that you have made a stronger impression on me than I have let myself believe. You have made me strong and compassionate and from you I have learned that there is always hope, no matter how bad life may seem. You have been more than a sister to me, you have been a teacher and a mentor. From you I have learned lifes important lesson. You have shown the world how precious, and yet how fragile, life is. Life should not be taken for granted. I have become so caught up in mine that I havent taken the time to appreciate it; to realize that I have been given a beautiful gift; and, that I need to share this gift with the world. You have taught me more than I could have ever learned in any classroom. I am thanking you now, since I never did when I had the chance. Even now that your body is gone, your lesson has been planted in me and all who knew you. I can teach my children and they will teach theirs and you will never die; you will have completed your purpose. As I turn to leave, I look back at the tree and smile. I know that it is thin and sickly now; but, over time, it will grow into a beautiful and powerful tree, just as your memory will grow stronger inside of me and give me strength.

Beowulf questions review over book Flashcard

Beowulf questions: review over book

US Fish and Wildlife Service essays

US Fish and Wildlife Service essays At the beginning of the twentieth century, the population of white-tailed deer in the United States had fallen to 500,000, and at the same time, with only 100,000 elk surviving. There were only 30,000 wild turkeys left in 1930 and barely 12,000 pronghorn antelope roaming the US. Thankfully, today, the white-tailed deer population has risen up to 25 million and there are now over 1 million elk, 5.6 million wild turkeys, and one million pronghorn antelope (Field and Stream). These species of wildlife that used to be threatened by extinction now are multiplying and, in some parts, even becoming overcrowded. The growth of these animals is largely due to the work done by the U.S. Fish and Wildlife Service. The forefather to the U.S. Fish and Wildlife Service, the U.S. Commission on Fish and Fisheries, was started in 1871 by Congress. This Commission was used to fertilize and ship salmon eggs from California to the east coast. In 1885, another organization, the Division of Economic Ornithology and Mammalogy, was created to focus on the positive effects of birds on agricultural insects and pests. The Division was later expanded and renamed the Bureau of Biological Survey. The Lacey Act, founded in 1901, was the first Federal law that protected game, prohibiting the interstate shipment of illegally caught wildlife and the importation of animals. Pelican Island was made into the first National Wildlife Reservation in 1903. Pelican Island was picked because so many people were interested in selling the feathers of pelicans that the pelicans were becoming endangered. In 1918, the Migratory Bird Treaty Act was passed, for the United States and the land that Britain owned in Canada, for the protection of migratory birds. This Act was a milestone in legislation, because it was the first to provide regulation to migratory bird hunting (Stamp). The Migratory Bird Hunting Stamp Act, or the Duck Stamp Act, was passed in ...

Personal Development as a Manager and Leader Assignment

Personal Development as a Manager and Leader - Assignment Example Self-development will facilitate employability and enhance the quality of life (Rughani, 2001). Self-development includes formal and informal activities that help an individual perform future roles as a manager or leader. At my individual level, self-development will assist me in improving self-knowledge and building my self-identity (Rughani, 2001). Accordingly, the personal development will enhance my employability as a casual staff manager. The knowledge and skills will assist me in managing casual labour in order to meet the changing requirements of the business enterprise (James, 2003). I will be capable of supervising the staff in the planting, husbandry and dispatch of the organic crops adequately. 1.2 Current abilities and strengths I believe that I am charismatic since I can influence the efforts of my subordinates. I respect other people differences and their contribution towards attainment of a common mission. In addition, I am committed to my self-development and service to other people. I can display creativity and innovation in problem solving and dealing with conflicts within a group. Accordingly, I am capable of implementing change within an organisation since I can adequately assign jobs and ensure that subordinates have the required skills and competencies in meeting the outcomes of their work (Rughani, 2001). However, I need to improve my communication skills so that I can effectively send messages and listen to the needs of my peers in the workplace. I need to learn behavioural aspects of relying messages so that I can be able to demonstrate respect and humility while communication with my subordinates in the workplace. I have self-confidence that will enable me speak out about the tasks and ensure the subordinates focus on attaining their performance goals (Rughani, 2001). The mission of the organisation is to provide the best quality products and services to its clients. The organisation aims at keeping the business profitable, sustainable and ethical in all the business activities. In order to keep the business profitable, I will be required to manage the staff and implement budgets that aim at cutting the costs of operations and increasing the revenues. The company aims at cutting down the costs in order to improve the efficiency of the working processes and maintain highly qualified workforce. In this case, I will aim at meeting this objective through learning new information technology skills that are essential in budgeting and minimising the operational costs in the company. I will also learn budgeting skills that are essential in ensuring the organisational resources are effectively utilized in meeting the objectives of the business. These two set of skills will be essential in managing and directing staff in the organisation (Rughani, 2001). Accordingly, the organisation aims at providing high quality products to the customers. The organisational objective is to attain a competitive edge through providing the best products and services to the customers. In order to effectively accomplish this objective, I will develop my quality circles skills and customer relationship management skills that ensure customer retention and loyalty (Rughani, 2001). I will be capable of identifying all the areas that the organisation can improve quality in the final products and reduce the wastage of the raw materials (Armstrong, 2003). The organisation also aims at sustainability of the operations. In this regard, the objective is to

European Integration and Sovereignty Essay Example | Topics and Well Written Essays - 2500 words

European Integration and Sovereignty - Essay Example This essay stresses that integration has effects on member states over time. It can also dictate how such member states can go ahead and restrain the actions of the member states who designed them. Path dependency is a key feature of institutionalism. Here, decisions made about the member states in the past have a significant impact on future outcomes and vice versa. The paper has looked at the need for European integration and why this need superseded sovereignty of the various states making up European integration. The European Union is used as the most distinctive, and perhaps, most successful union in history. In a span of 50 years, or so, sovereignty and authority has shifted from national European national governments, not to supranational levels with European Union, but also to sub national ranks such as local authorities and regional assemblies. Policy-making is even and fairly constant. Perhaps the main reasons for European integration include peaceful co-existence among members states, improved bilateral states, a more unified way of doing business, need for political stability, and most importantly aversion of further wars. Even since the creation of integrated bodies such as EU, Europe has enjoyed considerable peace. Trade has improved and member states have co-operated mutually without worries of losing part of their sovereignty. If anything, the EU, for instance has well stipulated and articulated laws that define members rights, provisions and sovereignty rights. Such bodies only act as an umbrella and a unifying factor.

Banning the sale of violent video games to minors Essay

Banning the sale of violent video games to minors - Essay Example Besides, Sony’s Sixais and DualShock, which are motion controlled, have further revolutionized the gaming experience. Video Games often contain violence or sex or a combination of both, which may be inappropriate to children. With so much of entertainment, violence and carnage have found their place in new generation gaming. This paradigm has resulted in encouraging aggressive behavior in children apart from decreasing their involvement in social and other creative activities. Media blames modern day video games as the causative element in triggering violence in children, which is a major concern for today’s youth (Cumberpatch, 2000). An analysis of over 130 studies, selected from 130000 subjects, reveals that violent video gaming leaves lasting impression of aggression in the players (Ferguson&Â  Kilburn, 2010). California State law department has filed a case in the US Supreme Court for banning violent video games in the state. Justice Antinin Scalia along with major ity of jury, however, has rejected the request on the premise that it amounts to restricting young people rights. Thus, the responsibility of protection has shifted over to guardians, who may need to screen the content of video games being played by their children. The case, finally received a ruling in favor of video game programmers, thus leaving the onus on parents. More interestingly, the applicant for imposing sensor ship on violent video game has been Governor Arnold Schwarzenegger, who once portrayed a violent character in the movie trilogy, Terminator. However, the Americans cannot simple ignore the episodes of violence occurring in the country such as the Long Island incident, where six teenagers were apprehended for violet attack, car looting and breaking into private property. During the interrogation, they have admitted that they were attempting to imitate Niko Belic, a character in Grand Theft Auto IV, a popular video game. There is no need to emphasize the negative con sequences this event can have on the future of these teenagers at a very tender and crucial stage of their lives. Even violent movies can leave indelible marks on the psych of teenagers, who may be lacking in the faculty of rational thinking and informed decision making. Therefore, violent video gaming, which facilitates interaction and control over the outcomes, is more likely to instigate violent behavior in children and cause them more harm. Another major impact of video game on teenagers becomes evident from the fact that it may cause them to remain idle, playing games without engaging in other activities and thus result in unhealthy physique. Most of the games involve more mental activity and less physical exertion and, therefore, it can promote obesity in children. In the present scenario, where lifestyle has become rather sedentary and comfortable, with parents allowing children to eat junk food, the lack of physical activities can be all the more damaging if teenagers contin ue playing video games by ignoring games that require physical exertion. Oliver (2000) contends that 30 years of studies in this regard confirms the linkage between violence in media and problems in children (Olivier, 2000). The American Psychology Association and the American Academy of Pediatrics have categorized children into five groups according to their age. These are: toddlers, preschool children, school-aged children, and preteens and teenagers. They also describe the

Dealing With Challenging Behaviour Education Essay

Dealing With Challenging Behaviour Education Essay The Case of Boy A Boys A, along with his friends fight inside and outside of school, and are involved in binge drinking and other nuisance behaviour within the community. He migrates between his two separated parents. He is not given adequate boundaries or supervision. The mother has stated to the school and local community support officers that she is unable to control him. His form teacher believes that other agencies should be involved. Other teachers are threatening not to teach him. He is described as a disruptive child with behavioural problems that affect the rest of the class. His grades are below average and his attendance poor. The police are aware of him, although no charges have been brought. Residents have campaigned to have his family evicted due to his anti-social behaviour. 1.2 Introduction The local council has commissioned this report and its aim is to explore a range of strategies to better deal with challenging behaviour of the type exhibited by Boy A. Initially the report shall seek a definition of the term challenging behaviour. Then shall endeavour to meet its aims through an analysis of a range of existing efforts employed by various agencies, whilst discussing how they might be relevant to our case study, and by extension to challenging behaviour in the wider context. 1.3 Challenging Behaviour: A Definition Emerson (2001:3) has defined the term thus: Culturally abnormal behaviour of suchà ¢Ã¢â€š ¬Ã‚ ¦that the physical safety of the person or others  is likely to be placed in serious jeopardy, or behaviour which  is likely to seriously limit use of, or result in the person  being denied access to, ordinary community facilities Whilst this would perhaps serve to define the behaviour of Boy A, it cannot help us explain its causes. This report shall explore the aspects of his life that may cause this behaviour, and the strategies that can challenge that behaviour. 2.1 Challenging Behaviour in a School Setting The 2005 Ofsted report, Managing Challenging Behaviour analysed anà ¢Ã¢â€š ¬Ã‚ ¦account of behaviour in schools based on national evidence (Ofsted, 2005:3), the main type of which was the à ¢Ã¢â€š ¬Ã‚ ¦persistent, low level disruption of lessons thatà ¢Ã¢â€š ¬Ã‚ ¦ interrupts learning (Ofsted, 2005:4). Acts of verbal or physical abuse aimed at peers were found in the majority of schools, whilst abuse aimed at teachers was less common. Acts of extreme violence were very rare and mostly directed at fellow pupils. The average percentage of primary schools, where behaviour is rated as good or better stands at 85.3% for primary schools, but only 73.3% for secondary schools. A reason for this is given by Emerson, (2001:24) who states that the à ¢Ã¢â€š ¬Ã‚ ¦prevalence of challenging behaviour appears to increase during childhood, reaching a peak during the age range 15-34. Exclusions from all schools dropped from 11,181 in 93/94, to 9,290 by 2002/03, showing perhaps that schools are dealing with challenging behaviour in more proactive ways. However, studies have shown that some schools operate a policy of backdoor exclusions, whereby a disruptive childs parents are offered the chance to transfer that child to another school, hence keeping the schools exclusion rate artificially low (Wright Weekes, 2000). Arguably, this policy is growing in popularity, warping the figures. Boys are more likely to be disruptive than girls all through education. Often disruptive pupils joined the school late in a school year and struggle to form relationships with pupils and staff. Many are in care or from troubled families. Significant numbers have irregular attendance causing disruption to learning and the development of relationships. A third of pupils with behavioural difficulties in secondary schools have special educational needs. 2.2 Effective Strategies That Challenge Behaviour The Ofsted report highlights strategies taken by schools to tackle challenging behaviour. Behavioural policies that set out expectations consistently and fairly are more effective at challenging behaviour. McNamara Moreton (2001) further this by advocating the use of pupil devised classroom charters. These are seen by the authors to be especially beneficial to pupils with behavioural difficulties such as Boy A, arguably because they have the effect of encouraging good behaviour through peer pressure. The reinforcement of good behaviour. Behaviourists suggest that teachers should à ¢Ã¢â€š ¬Ã‚ ¦identify positive behaviourà ¢Ã¢â€š ¬Ã‚ ¦by the pupil and reward this behaviour (McNamara Moreton, 2001:31). This may be beneficial to pupils like Boy A, who can perhaps feel victimised by staff who constantly highlight their negative behaviour. Multi-agency approaches, involving educational welfare officers, social workers, psychologists and others if required (General Teaching Council for England, 2007) are essential. This can be achieved through Behaviour and Educational Support Teams (BESTs), where teams of professionals are given a mandate in a school to tackle challenging behaviour. A recent government report found that for schools participating with BESTs there was an increase in attendance and a decrease in fixed time exclusions (DfES, 2005). However according to the Ofsted (2005:21)report there appears to be a reluctance by schools and/or LEAs to use this multi-agency model, with only half of schools having a satisfactory relationship with key agencies such as social and health services. 3.1 Boy A: Effective Strategies Learning mentors work within schools to coordinate activities to support students with behaviourial problems (General Teaching Council For England 2007). This could arguably give Boy A the degree of supervision in his education missing from his disjointed home life, whilst improving his irregular attendance (absenteeism being within their remit). Family therapy sessions and parenting courses can equip parents with skills for improving the behaviour of their child (ibid, 2007). Boy As mother has stated that she is unable to control him, so help such as this could be an step towards challenging his behaviour through improved parenting. Taking pupils like Boy A out of the school environment and placing them into a centre where less emphasis is put on academic achievement could arguably help those such as Boy A. It could also be a way of avoiding excluding pupils, which may only serve to further label them as unmanageable. These centres, whilst still teaching the core of the curriculum, also have lessons on alcohol/drug awareness and citizenship, as well as a provision for training programmes (ibid, 2007). 4.1 The CJS Approach to Challenging or Offending Behaviour Crime and Disorder Act 1998 (CDA 1998) Established the Youth Justice Board (YJB) and Youth Offending Teams (YOTs), and measures aimed at curbing youth offending such as anti-social behaviour orders (ASBOs), parenting orders and curfew orders for the under 10s. Youth Justice and Criminal Evidence Act 1999 (YJCEA 1999) Established the referral order, whereby offenders aged 10-17 who plead guilty to a first time offence are referred to a YOT. Criminal Justice and Police Act 2001 (CJPA 2001) Further extended the remit of curfew orders to apply to under 16s, or to a specific area rather than any individual. (Crawford Newburn, 2003) These acts of legislation form the basis of the new youth justice reforms of the then Labour government, whose aim were to shift resources away from processing young offenders, to preventing them from offending in the first place (Crawford Newburn, 2003). The advent of YOTs, which a youth can be referred to if they plead guilty to a first time offence, has come in for general praise from most quarters (NACRO, 2002). Their aim is to divert youths away from the formal CJS and into a setting more focussed on behavioural intervention than punishment. Offenders are expected to participate in a program of rehabilitation featuring a strong element of reparation, that also deals with the causal risk factors of further potential offending. Other behavioural strategies such as ASBOs have been widely criticised for à ¢Ã¢â€š ¬Ã‚ ¦contributing to a policy of social exclusion that disregards the rights ofà ¢Ã¢â€š ¬Ã‚ ¦young people (Burnett Appleton, 2004:49). 4.2 Youth Offending Strategies within the CJS This section shall discuss the options that are theoretically open to the CJS in dealing with behaviour such as Boy As. Parenting orders can be given if a child truants, offends or is subject to an ASBO. Parents are required by law to attend guidance sessions, and fulfill any conditions attached to an order, such as attending meetings with teachers or ensuring that their child is properly supervised (Youth Justice Board, nd). This intervention could arguably help Boy A and others in his position given that he receives no meaningful supervision from his parents. Such guidance, although forced onto his parents, could potentially help them resolve the parenting problems that potentially affect their sons behaviour. These orders have been criticised by authors such as Arthur (2005), who believes that resources should be allocated earlier in lives such as Boy As to prevent them engaging in challenging/offending behaviour in the first place. Curfew orders give the authorities the power to impose a time at which under 16s should be home. Their aim is to defend communities from anti-social behaviour and to protect children (BBC online, 2001). Arguably this may help Boy A and others, if only by keeping them off the streets at inappropriate times. However it is possible that attempting to block the childs goal of going out, would only serve to frustrate him/her into further expressing challenging behaviour aimed at those around them. This would be in line with the psychologically derived drive theory (Dollard Miller et al, 1939). ASBOSs carry a civil burden of proof, and are designed to protect against à ¢Ã¢â€š ¬Ã‚ ¦any aggressive, intimidating or destructive activity that damagesà ¢Ã¢â€š ¬Ã‚ ¦ another persons quality of life (Home Office, 2010). If breached they can become a criminal matter worthy of up to five years imprisonment. They have been criticised as an unacceptable blurring of legal lines, which only serve to criminalise children for non-criminal behaviour (The Guardian website, 2009). 5.1 Theoretical Explanations of Youth Offending Behaviour It is known that Boy A migrates between his separated parents, depending on who he has fallen out with. Some theorists have concluded that conflicts such as this between parent and child contribute to the risk of offending by the affected child. Healy Bronner (1936), working under the psychoanalytical umbrella, applied the idea of sublimation (the channelling of unacceptable impulses) to offending behaviour. This is where a child suffers dissatisfaction from a failure to experience strong emotional ties with a parent, which then manifests itself in delinquency such as Boy As. Labelling theory would argue it is those who hold positions of social power (such as teachers and arguably neighbours), that determine who is labelled as nuisance/anti-social/criminal (Hollin, 1989). Gove (1975, cited in Hollin, 1989) contests a consequence of labelling is that of stigmatisation, where the public attitude of condemnation creating social exclusion of the individual. This may in turn create a modification of self-image, where a person starts to believe societys condemnation and modifies their self-image so as to match the label, thus creating further risk of offending. This may apply to those in the same position as Boy A, who when surrounded by condemnation by those in apparently superior social positions (teachers/neighbours), merely become the label. Conclusion It is this reports view that proactive behavioural strategies, that have the welfare of the child at heart offer the best chance to challenge the types of behaviour shown by those such as Boy A. Reactive policies such as ASBOs are not concerned with why a child is acting anti-socially, only that the behaviour should end. This may inevitably lead to a breach of an order and potential criminal sanctions (with all the problems such as future employability this has), as surely there is no hope for an end until the factors that lead to the ASB (Boy As tumultuous home life) are dealt with. S.2.1 shows that a childs behavioural difficulties increase the further they advance into their teenage years. It would therefore be easy to say that the majority of resources should be targeted at this age group. However it is this reports view that intervention strategies should be targeted at children as young as possible, as surely this increase in challenging behaviour exhibited by older children can be put down to a behavioural snowball effect, caused by it not being challenged early enough. This report believes that behavioural strategies that work on a broader school level (s.2.2), are desirable to the more individualistic strategies(3.1) discussed. This is because they attach no stigma to any individual child, and in some cases, such as with classroom charters can even be self-policed through the exertion of peer pressure. It is obvious that in a few cases a childs behaviour (arguably Boy As) is such, that it should be dealt with in isolation of the others. This should be done in as sensitive a manner as possible, so as to minimise both the feeling of the child being picked on by staff, or for his peers, the feeling that he is receiving extra attention. For Boy A and others, an escalation in behavioural problems would lead them into the realm of the Youth Justice System, dealt with in s.4.12. Overall, the new youth justice reforms of the previous government have had a positive impact on dealing with challenging/offending behaviour. Due to their welfarist approach to troubled youths, YOTs are particularly welcomed by this report, and may offer those like Boy A a final opportunity to reform before being passed to the more formal CJS.

Maturity: Being Considerate :: Psychology Essays

Maturity: Being Considerate According to Webster's dictionary, maturity is due care or consideration. There are many different kinds of maturity depending on what a person places their emphasis on. One type of maturity, intellectual, is caring about your personal well being. The level of one's intellectual maturity shows their ability to handle certain tasks set before them. A person who is considerate of others shows signs of social maturity. The ability to interact with others is necessary in order to function as part of this society. Different types of maturity can be independent of each other; you can have a high level of intellectual maturity and a low level of social maturity or vise versa. As you will see from e-mails of former students, levels vary greatly from one person to the next. Maturity is not only how you interact with others, but also how you manage your own responsibilities and affairs. An intellectually mature person demonstrates certain characteristics. The ability to follow instructions shows that you are willing to do things correctly in order to learn from the experience. To illustrate this point, say a student had difficulties using a particular program for an assignment. Even though this person disliked using the program that was required for the assignment, he understood the importance of doing his work correctly and he finished it despite the inconvenience. An example of a student who follows directions poorly is that of the student who just pasted in random responses for his log entry instead of doing the assignment as instructed. Another quality that a person must possess is open-mindedness. Being willing to explore new ideas and ways of doing things enriches a person's life. A Christian who is willing to learn the theory of evolution in order to broaden his mind set and to secure his beliefs is a good example of this characteristic. However, one student in particular believes that he does not need to use the library as a source in research because he believes that his information is better and more relative to his subject, which demonstrates his close mindedness because he is not willing to use other sources for information. A person's ability to understand their weaknesses and utilizing their abilities to the maximum shows their intellectual maturity. Take Timothy for example, he cannot grasp the concept of mathematics, so instead of failing the course, he takes the initiative to hire a tutor in order to assure that he will pass the class.