Evaluation of a Childs Toy in Relation to the Theories of...

This essay will evaluate how a child’s toy can specifically help them develop with relation to specific theories. The theories of play that will be referred to are Jean Piaget’s, Lev Vygotsky’s and George Herbert Mead’s theories. The Toy that will be assessed is; PlushPups, family bigmouth hand puppets. The puppet set has a suggested age range of three and over. This is a conventional puppet set which contains 6 characters; mum, dad, daughter, son and grandparents. An advantage of this toy is that there are no specific ways to play with it; it can be used in any way the child wants to play. Traditionally the puppets would be used by children to act out scenarios, particularly family scenarios. The puppets also allow children to imagine†¦show more content†¦Applying Piaget’s theory of play, to play with puppets, shows that this type of play can have a positive impact on a child’s development. However, there are theories that contrast with that of Piaget, which argue children develop in different ways. Lev Vygotsky’s theory suggests that there is a zone of proximal development (ZPD), in which a child can act above their actual age. This will help the child develop psychological tools such as conversation skills, and also understand other people’s behaviours. â€Å"Play creates a zone of proximal development (ZPD) of the child. In play child always behaves beyond his average age, above his daily behaviour; in play it is as though he were a head taller than himself. As in the focus of a magnifying glass, play contains all developmental tendencies in a condensed form and itself a major source of development.† (Vygotsky, 1978, p102 in Faulkner 1995). Vygotsky saw children’s interactions in play, as creating zone in which their play is more advance then their actual development level. The ZPD is thought of as a social space, where children can encounter new information through interaction. Vygotsky claimed that children will be introduced to different perspec tives on knowledge they know, and also gain new information through conversations with other children and adults. This new knowledge then becomes an internalized part of a child’s mental representations. The theory alsoShow MoreRelatedGender Development in Children Essay998 Words   |  4 PagesThere have been many theories and studies in support of the development of gender identity and gender roles. One major theory was the one put forward by Bandura and his social learning theory. Banduras social learning theory states that gender is learnt through direct and indirect reinforcement. The direct reinforcement is influenced by parents and according to the social learning theory gender identity is also reinforced through the beliefs and attitudes that the parents implement within theirRead MoreGender Socialization And Social Control1508 Words   |  7 PagesBy and large, gender socialization is a major contributor to identity and self- concept. Gender therefore becomes a characteristic that defines other’s perceptions and evaluations of us. People come to manage gender along with aspects of other aspects of the self by making sure that we are acting in gender-appropriate way (Goffman, 1959, Libby). In itself, the self is a product of social forces and it emerges through socialization. Being that gender is a major function of one’s identity, stereotypesRead MoreSocial Construction Of Gender And Free Flow Play9588 Words   |  39 PagesThe research i nvestigated gender differences in free-flow play in a day care setting. 6 participants (age range: 3-4) participated in a drawing activity group interview. The aims and objective explored the children’s chosen type of play during free-flow play and their perception on why they had chosen that type of play. The data was then compared and contrasted to identify any differences the types of play. Data was analysed through thematic analysis for both the group interview and the drawingsRead MoreThe Autism Spectrum Disorder ( Autism )1025 Words   |  5 Pagesof people with autism has quickly increased. The increase is such a difference that it makes people worry and be more curious to what causes autism. In the 1970s and 1980s, about one out of every 2,000 children had autism (Doheny, n.d.). Today, a child diagnosed with autism is 1 out of 68 in the United States (Falco, 2014). Scientists still don’t know what causes autism. So, they are still doing many tests on what causes autism. Most scientists think that autism comes from a strong genetic componentRead MoreDiagnostic And Statistical Manual Of Mental Disorders1520 Words   |  7 Pagesaffected worldwide, professional psychologists, neurologists, and researchers have found ways to diagnose symptoms related to Autism. For example, doctors and psychologists diagnose Autism through developmental screening and comprehensive diagnostic evaluations. In addition, Psychologists study Autism as described in Cengage’s Discovering Psychology because â€Å" Most psychologists today define their field as â€Å"the scientific study of behavior and mental processes†Ã¢â‚¬â€that is, the scientific study of mind.† (CengageRead MoreProgram Planning in Early Childhood Education Essay1553 Words   |  7 Pagesto the document of desirable of objectives (DOPs), Te Whariki and the licensing criter ia which provide by the government. Planning in ECE cycle has no beginning and no end; it is a continued cycle day after day, week after week and year after year. Play is basic element to learn and develop in child’s life. The purpose of programme planning is to improve the ways that we work with children in the diverse early childhood areas. To plan is to set goals and provide quality programmes to help childrenRead MoreCognitive And Developmental Issues: Developmental Assessment of an 18-Month Old Child2389 Words   |  10 Pagesassessment as well as a good understanding of family dynamics and function are necessary. A holistic approach requires establishing a good relationship between the nurse, child and parents or caregivers. When Derby and her parents present for evaluation at 18 months, their expectations may be receiving validation that their child is developing normally. They may be looking for tangible information and reassurance about developmental milestones. This includes cognitive, physical, motor, and socialRead MoreEssay on Gender Bias in the Classroom1589 Words   |  7 PagesGender Bias in the Classroom RESEARCH IN CHILD DEVELOPMENT AND THEORIES OF LEARNING Gender inequity is not only learned and accepted in the socialization process that starts at home, but is also present in the school environment form the very early years. Parents and teachers consciously or unconsciously reinforce sex stereotypes. In 1992 Olivares and Rosenthals research findings examined three areas: Read MoreExploring How Psychologists Study the Role of Play in Child Development2367 Words   |  10 PagesExploring How Psychologists Study the Role of Play in Child Development Longman Dictionary of Contemporary English, New Edition, 1995 defines â€Å"play† as: â€Å"[Children] when children play, they do things that they enjoy, often together or with toys.† Play is one of the most powerful vehicles children have for trying out and mastering new social skills, concepts and experiences. Psychologists, such as Faulkner (1995), present evidence that play is seen as a mean of developing social Read MoreGender Stereotypes In Disney1523 Words   |  7 Pagesand Jacoby performed research regarding how preschool girls interpret the gendered stereotypes shown through Disney Princess media, through both the young girls’ pretend play behaviors and the discussion of the princesses. Golden and Jacoby performed this research project in order to examine the perception of young girls in relation to princesses and awareness of gender-role stereotypes, a different research study found that girls who lived and accepted gendered stereotypes, in believing that women

Inequality For All By A Documentary Presented And Narrated...

In â€Å"inequality for all†, a documentary presented and narrated by Robert Reich, Reich discusses what is happening in terms of the distribution of income and wealth in the US, why it is happening, and is it a problem. â€Å"Inequality for all† is directed by Jacob Kornbluth, it premiered in 2013, and it runs for 90 minutes. Reich studied at the University of Oxford in during the late 1960’s, where he befriended future president Bill Clinton. Subsequently, they kept in touch, and in 1993, when Clinton was elected president, he reached out to Reich, to be secretary of labor. Reich was in office for the following four years, and today he is a professor at the University of California, Berkeley. For about three decades now, Reich announced that out of all developed countries, the US has the most unequal distribution of wealth, and that inequality is getting even greater in the US. In the documentary, the most compelling topics covered by Reich, are the changes tha t started happening in the late 1970’s, the fact that 42 percent of Americans born into poverty stay poor, and that nowadays, money controls politics. In 1978, the economy started suffering in the US, because the middle class was getting weaker, and inequality started increasing. According to Reich, the middle class is directly associated with the economy, because 70 percent of the economy is summoned up of consumer spending. The middle class is the foundation of consumer spending. In the late 1970’s and early 1980’s, wagesShow MoreRelatedWhat Does Inequality Mean?888 Words   |  4 Pagesor may not give some special privileges over others. However what does inequality really means to our society? The dictionary define it as the difference in size, degree, circumstances, etc. Sociology define it as the existence of unequal opportunities and rewards for different social positions or statuses within a group or society. May be there is even much more definitions t hat we can give, that perhaps is why inequality is not well known to everyone, even do there is a small percent of knowledgeRead MoreContemporary Issues in Management Accounting211377 Words   |  846 Pagesin certain other countries Published in the United States by Oxford University Press Inc., New York ß Oxford University Press 2006 The moral rights of the author have been asserted Database right Oxford University Press (maker) First published 2006 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, or under

Tesco Retail Logistics Mgt Free Essays

The business world nowadays is very different from the past. It is fast changing, challenging and full of opportunities. In order to sustain the business, the companies need to minimize costs, maximize profits and make the business environmentally sustainable. We will write a custom essay sample on Tesco : Retail Logistics Mgt or any similar topic only for you Order Now The management of the organization achieve these goals through supply chain management has recently focused (Fawcett, et al. , 2007). Tesco is one of the World’s leading retailer with operations in United Kingdom, Korea, Poland, Czech Republic and Slovakia, Hungary, Malaysia, Japan, China and the United States. She became increasingly significant on the international stage. The supply chain transformation has underpinned to this retail success story. Tesco adopted a common operating model across its worldwide business, admitting it to spread and support key supply chain and replenishment applications when it expanded into new countries. Tesco leveraged a common model across multiple countries and strong willingness to accept local market without losing its core identity, this allowed Tesco think globally and act locally (Smith and Sparks 1993 and Gustafsson et al 2006). There were four main improving stages in distribution and supply chain strategies in Tesco that could be demonstrated; Direct to store delivery, centralization, composite distribution and vertical collaboration and ‘lean’ supply chains (Fernie Sparks, 2009). Direct to store delivery (DSD): This process operated in mid-1970s. The direct delivery by the manufacturers and suppliers to the retail shops whenever they wanted. Shop manages operated in own interest. These made central control and standardization more difficult. A requirement of alternative in approach to supply and distribution occurred as the new corporate business strategy took hold (Fernie Sparks, 2009). Centralization: This process was applied to move away from DSD in 1980. The introduction of centralization compelled suppliers to meet Tesco’s operational demands and gave control over the supply of products to stores within a lead time of maximum of 48 hours. Suppliers were forced to deliver into the distribution centers of the supply network. This allowed faster stock turn, better lead time and reduced inventory cost. Moreover, the organized network of centralized distribution centers was linked by computer to stores and head offices. Buffer stock level and operations stock was reduced. However, this created problems of high logistic cost due to the increased delivery frequency, running of empty or un-full vehicle and increased labor cost on more frequent receiving. Nevertheless, outsourcing was the key component of the revised supply chain network. It allowed making comparison between Tesco’s operated centers and outside contractors, to measure the practices between two parties and drive efficiency (Fernie Sparks, 2009). Composite Distribution: This integrated strategy of supply was implemented in 1990, in ongoing improvement process. It enabled chilled, fresh and frozen products to be distributed by multi-temperature warehouses and vehicles through a common system. Special designed vehicles with individual temperature control compartments were used to delivery any combination of these products. According to Fernie and Sparks (2009, pg. ,151), â€Å"The move to composite led to the further centralization of more product groups , the reduction of stock holding, faster product movement along the channel, better information sharing, the reduction of order lead times and stronger code control for critical products. This composite structure became the backbone of the supply network. † Tesco international business growth and the new methods of working, the composite nature of centers became regional distribution centers (RDC) gradually. Vertical Collaboration and â€Å"Lean† Supply Chains: Jones and Clarke (2002) stated that there were lots of chances for improvement even in the best-run value streams. A famous quoted example, Tesco cola can journey (Womack and Jones 2005). The can example demonstrated the improvement process undertaken by Tesco. Firstly, map of the traditional value stream. Secondly, value stream flow was designed. Finally, Tesco turn up from flow principle and began to look at synchronization and aspects of lean manufacturing and upply (Fernie Sparks, 2009). â€Å"Tesco moved to a lean supply system using the flow system multiple daily orders were send to suppliers allowing for multiple deliveries, reducing stock holding through cross-docking and varying availabilities and quality (Fernie and Sparks 2009, pg. , 155). Tesco initialed to change the supply chain pattern to fit in various countries. The success infrastructure and the processes of supply chain were embedded in new enter countr ies. For example, Hungary, Ireland, Korea, Poland and Czech Republic, major RDC was built in these countries. The composite model had been effectively implemented, even with the same logistics service partners (Child, 2002). However, in some occasion, Tesco needed to rethink the supply system and adopting advanced information technology as the springboard to step forward. For example, Oracle Retail Warehouse Management System was deployed in Korea in 2004. Successful implementations transplanted to other countries. Oracle Corporation, 2012) Similarly, Micro Focus was selected to upgrade the supply chain management systems (Continuous Replenishment Application) to create a common model across all countries and support to move into US market in 2007 (Micro Focus, 2011). Summarizing the above, the outcome of an informed supply chain and the development of advanced IT infrastructure enable seamless information sharing on a common platform with internet-based network. It enhanced the effective ness and efficiency of the supply chain. According to Harrison and Hoek (2008), Information sharing technology enables collaborative partners working together from product design, manufacturing, logistic flow, demand forecasting, replenishment planning and work closely to align their organization strategy in order to achieve competitive advantage. Kotler (1988) claimed that a company going abroad must study and understanding each foreign market carefully, being sensitive to its culture and economics, and apply adjustment in its products and communication to suit local needs. With support of the above authors, Tesco had made a remarkable supply chain operation in international expansion. Question 2: Different aspects concerning Tesco’s International experience are included in the indicated case study from page 30. You are required to select and evaluate three of these experiences. Various dimensions of Tesco’s international experience are illustrated in the case study. The following experiences are selected to be evaluated, they are entry mode experiences, marketing and communications and human capital experience. Entry mode experience: Expansion into foreign markets can be carried out via the four mechanisms; direct investment, acquisition, licensing and joint venture (Foley, 1999). The entry mode that Tesco chose to adopt when entering foreign market was acquisition (Yoruk Radoservic, 2000). (Fig. 1) Compared to other large retail companies such as Wal-Mart who lean to focus on larger market, Tesco tended to take a more conservative entry strategy. Tesco entered the central European market through store-by-store mode. It allowed testing on the market with comparatively lower startup cost. The human and financial capital was also minimized. On the other hand, the cost of failure or replacing them by larger hypermarket was also lower. After a testing period of these acquisitions, Tesco started to expand through Greenfield investments. It constructed new hypermarkets in outskirt (Beckmann, 1999). This was a very aspiring change for Tesco since this was totally new. This approach allowed to have a experience on the expand which is completely apart from current domestic supermarket format and extend the international retail store operations. Marketing and communication: Tesco learned from accumulated experiences in approaching new markets, compared to the failure experience in entering the Ireland and French markets, Tesco made success in entering Czech Republic because of its vigorous initiative to adopt the local market without drooping its core identity which were offered low prices, high quality product and services. With global strategies and adapt customization in each local market, like McDonalds operates, with a global development plan, but adapting locally, has become known as ‘glocalisation’. Tiplady (2003) defined that the way in which ideas and structures that circulate globally and adapted and changed by local realities. Tesco adopted this as the core strategy to enter different foreign markets continuously. In recognizing and understanding the local needs, which included the needs of customers, competitors and the macro environment. Global sourcing and supply chain experience: As mentioned previously, Tesco think globally and act locally. It’s chosen to create a long term relationship with local producer in individual countries. For example, in considering the high level of national identity existing in Czech Republic, Tesco worked with the local food processors and farmers to develop its own label products at a lower cost. In UK, almost cover 40% of own brand products (Yoruk Radoservic, 2000). In Ireland, Tesco also supported local Irish products and producers. It purchased goods worth ? 900 million annually from Irish companies in 2002. Tesco also worked together with the Irish companies to produce Tesco brand products for both domestic and international market which increased the production volume (Anon, 2000). In 2010, Irish exported more than ? 700 million of goods to worldwide Tesco. This also set up a corporate social responsibility image which create as a high corporate reputation and a positive image to the customers too. The remarkable supply chain operation in international expansion was adapted in changing mode to fit different countries. The successful implementation would become the back bone of the supply chain and embedded to other location with adjustment. The initiative in adopting new information technology infrastructure to enable information sharing which improved the supplier’s relationships. Question 3: Select a global retail company of your choice and discuss how globalization impacted on their strategy approach. Globalization is the concept of how global companies seeking to grow its business by extending its markets whilst at the same time seeking cost reduction through economic of scale in areas such as purchasing, production and focused manufacturing and or assembly operations (Christopher, 2005). IKEA is one of the world’s largest furniture retailers. It perceives itself as the leader within the global market of home furniture. In 2010, it has 280 stores in 26 countries worldwide. The core business idea of IKEA is to offer a wide range of well-designed, functional home furnishing products at low prices that most of the people can afford. Its main business strategy is â€Å"one-design-suits-all† that is aligning the design of products so as to enjoy economies of scale, efficiency as well as lower cost. Therefore, IKEA designs the product that suit as many markets as possible. The flat packaging system for packing its furniture to optimize carrier space, lower down the utilization of warehouse space and minimizing the types of pallets used to store is extraordinary. It helps to cut down the costs compared to other competitors. Moreover, IKEA has a wide supplier base all over the world. Most of them located in low-cost nations, for example, China and East Europe. IKEA maintains a good and long-term relationship with its suppliers. It supports its suppliers in the form of leased equipment, credit facilities or even extending guarantees for supplier’s bank loan. With strong alliance and partnership with suppliers, in return, improved relationship with the suppliers, hence IKEA could be certain on the supply, standardization of products at high quality with the optimum low price. Furthermore, IKEA also benefits from the scale of its global business. All of the suppliers need to comply with IKEA’s IWAY requirement. The IWAY is a recognized standard and a quality assurance selling point to both the current and potential new customer. Organizations have attempted to expand into new markets with the target to enjoy the benefits through globalization. A new demand in logistical activities in supply chain is increased (Skjott-Larsen, et al. , 2007). IKEA’s global supply chain involves more than 1380 suppliers, 41 trading service offices, 31 distribution centers (DC) and 11 customer DCs across the world. IKEA provides its suppliers with support in logistics and IT. The transport manager finds the optimal mode of transportation, delivery lead time and cost involved. IKEA preferred to build its DCs closer to seaports in order to use more ocean transport and less of road and rail transport. Products are either delivered directly to the stores or the DCs whichever is closer. For those slow moving items, they are delivered to those centralized DCs which can cover for a large region (Trent Monczka, 2002) . In addition, standardization helped IKEA to manage pilot projects at a DC and embedded in worldwide DCs if found successful. It enables IKEA to benchmark the performances of various DCs as all worked on identical procedures. The flat packaging is all designed to fit the highest possible products into the containers minimize logistic cost. This meliorates the efficiency and lower the overall landed costs of products (Agndal, 2006). Moreover, IKEA applies the same design, technology, and operations at all of its facilities thus the processes are standardize across the supply chain. The employees could move from any one location around the world that actually opens the opportunities for staff to widen their career experience and learn other cultures (Kling Goteman, 2003). Globalization is an ongoing development processes. These are not purely concern on the geographical spread of economic activities across national boundaries. It also includes the functional integration of globally scattered activities. The enterprises convert into a unit that is linked to the world at large instead of a domestic unit (Dicken, 2003). Bibliography Agndal, H. , 2006. The purchasing market entry process – A study of 10 Swedish insudtrial small and medium-sized enterprise. Journal of Purchasing Supply Management, 12(4), pp. 182-196. Andersen, M. Skjoett-Larsen, T. , 2009. Corporate social responsibilty in global supply chains. Supply Chain Management: An International Journal, 14(2), pp. 75-89. Anon, 2000. An entry strategy for the Irish market, Ireland: The Irish Times. Beckmann, A. , 1999. Dysfunctional Decision-Making -The Battle for Prague’s Future. Central Europe Review, 1(21). Bowersox, D. , Closs, D. Copper, M. , 2003. Supply Chain Logistic Management. New York: McGraw-Hill Education. Brut, S. L. Sparks, L. , 2003. Power and competition in the UK retail grocery market. British Journal of Management, Volume 14, pp. 237-254. Child, P. N. , 2002. Taking Tesco Global. Mckinsey Quarterly, Volume 3, pp. 135-144. Christopher, M. , 2005. Logister and Supply Chain Management: Creating Value-Adding Networks. 3rd ed. London: Pearson Education Publications. Dicken, P. , 2003. Global Shift: Resharping The Global Economic Map in The 21th Century. 4th ed. London: Sage Publication. Fawcett, S. , Ellram, L. Ogden, J. 2007. Supply Chain Management : From Vision to Implementation. London: Pearson. Fernie, J. Sparks, L. , 2009. Logistics Retail Management: Emerging issues and new challengers in the retail supply chain. 3rd ed. London: Kogan Page Limited. Foley, F. J. , 1999. The Global Enterpreneur : Taking Your Business International. Chicago: Dearborn Financial Publishing Inc.. Gustafsson, K. , Jonson, G. , Smit h, D. Sparks, L. , 2006. Retailing Logistics abd Fresh Food Packaging. London: Kogan Page. Handfiled, R. B. Nichols, E. L. , 2004. Key issues in global supply base management. Industrial Marketing Mangement, 33(1), pp. 29-35. Harrison, A. Hoek, R. V. , 2008. Logistic Managment and Strategy : Competing through the supply chain. 3rd ed. London: Pearson. Hugos, M. , Hunt, T. Philips, T. , 2007. Scoring Points: How Tesco continues to win customer loyalty. 2nd ed. London: Kogan Page Ltd. Jones, D. T. Clarke, P. , 2002. Creating a customer driven supply chain. ECR Journal, 2(2), pp. 28-37. Kirkwood, D. A. , 1984. How Tesco manages the distribution function. Retail and Distribution Management, 12(5), pp. 61-65. Kling, K. Goteman, I. , 2003. IKEA CEO Anders Dahlvig on international growth and IKEA’s unique corporate culture and brand identity. Academy of Management Executive, 17(1), pp. 31-37. Kotler, P. , 1988. Marketing Management – Analysis, Planning, Implementation and Control. 6th ed. New Jersey: Prentice-Hall International. Mangan, J. , Lalwani, C. , Butcher, T. Javadpour, R. , 2012. Global Logistics Supply Chain Management. 2nd ed. Chichester: John Wiley Sons Ltd. Mohorovice, D. , 2000. Minding the store Tesco Commercial Director Paul House on customer service, supplier relations, and what milk and home mortages have in common. Budapest Business Journal, p. 9. Monczka, R. M. Trent, R. J. , 1991. Global sourcing: A development approach. International Journal of Purchasing and Material Management, 27(2), pp. 2-8. Palmer, M. , 2004. International restructure and divestment: The experience of Tesco. Journal of Marketing Management, Volume 20, pp. 1075-1105. Palmer, M. , 2005. Retail multinational learning: a case study of Tesco. International of Retail Distribution Management, 33(1), pp. 23-48. Powell, D. , 1991. Counter Revolution: The Tesco Story. London: Grafton Books. Riera, J. , 2000. Tesco sourcing teams to drive down global costs. The Retail Week, 17 March, p. 1. Seonng, M. S. , 2005. Fairness and Relationship Quality Perceived by Local Suppliers. Journal of Global Marketing, Issue 18, pp. 1-2, 5-19. Skjott-Larsen, T. , Schary, B. P. , Mikkola, J. H. Kotzab, H. , 2007. Managing The Global Supply Chain. 3rd ed. Copenhagen: Copenhagen Business School Press. Smith, D. L. G. Sparks, L. , 1993. The transformation of physical distribution in retailing: the example of Tesco Plc. The International Review of Retail, Distribution and Consumer Research, 3(1), pp. 35-64. Tiplady, R. 2003. One World or Many: The impact of globalisation on mission. Pasadena: William Carey Library. Trent, R. J. Monczka, R. M. , 2002. Pursuing competitive advantage through integrated global sourcing. Academy of Management Executive, 16(2), pp. 66-80. Vivek, S. , 2011. Supply Chain as Strategy Asset : The Key to Reaching Busines Goals. Hoboken: John Wiley Sons, Inc.. Womack, J. P. Jones, D. T. , 2005. Lean Solutions. London: Simon and Schuster. Yoruk, D. Radoservic, S. , 2000. International Expansion and Buyer-Driven Commodity Chain: The Case of Tesco. [Art] (University College London). How to cite Tesco : Retail Logistics Mgt, Papers

Hungry games free essay sample

When we all got our new semester schedules, my friends and I couldn’t wait to see what off hours we had together. I was so angry when we discovered I was the only one that had fourth hour lunch! I was not going to let that keep me away from my friends though; I had already mastered my ditching skills.I did not go to my sixth hour for over a quarter, and my friends would take turns ditching their fourth hour to come to lunch with me. We didn’t care at all; we never got caught, so we were all good. Then, one Monday morning I received a letter that if I did not attend to my sixth hour I was going to have to go to Saturday school. So I sucked it up, went to class that day and missed out on all the fun. I went to my sixth hour class every day from that day on. We will write a custom essay sample on Hungry games or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page One horrible day, the most unpredictable thing happened. I got in a really bad fight with one of my friends during sixth hour lunch. I was too mad to go to my seventh hour class, and I had my 8th hour off, so I decided to go to the â€Å"pana† the â€Å"ditching spot†, until it was time for my mom to pick me up. My best friend came with me and she automatically cheered me up and convinced me to go make up with my friend. We waited for her outside of her class, we only had 20 minutes left of school. We were messing around in the hall, and then I started playing with the fire alarm. I was only taking the dust off of the fire alarm, when out of no where the fire alarm started going off!My friend and I ran out the doors and I called my mom to pick me up. I told her everything that had happened and she wanted me to go tell the office that it had been an accident, but I was too scared and I told her I just wanted to go home.The next day I arrived to school, hands sweaty, shaky and cold. I was so nervous. Right away, I was sent to the office. When I got there my friend was already there. We told the principal everything in detail. She was happy we confessed right away, but we were still suspended for four days and had to pay 50 dollars.When my mom came to the office to pick me up, she was angry. A nice man named Mr. Sena tried to convince my mom that I was a really good student, but little did he know. When we walked into his office, I was terrified. He went to his computer, â€Å"Mire senora†¦Ã¢â‚¬  he paused, â€Å"oh no, here it comes!† I thought as I tried to shrink into the chair and disappear. â€Å"Oh, oh, aqui tenemos algo malo. † Mr. Sena said and pointed at his screen and my mom and him read. They saw all my missing classes, my horrible attendance and my bad grades.My mom didn’t say a word to me until we got to the car. I was so scared and I started to regret all the bad decisions I had made. She yelled and told me how disappointed she was in many different ways. I got home crying to my room. That afternoon my parents talked to me, very serious, very calmly. They told I was moving to a different school for my sophomore year, and that I needed to find something to do over the summer because I wasn’t going to stay home, or go out with my friends all the time.That summer I volunteered at the North Suburban Hospital. I was the sunshine cart girl, meaning I pushed this cart full of free goodies and offered them to the patients. I loved it, it was very fun and I got to cheer patients up. The elderly people were the nicest; they would tell me all sorts of stories from when they were young or how they got to the hospital. Many of them told me how much they appreciated young people like me. They made me feel so good about what I was doing, that I always looked forward to going to the hospital.When the summer ended I started my sophomore year at a completely new school, a very strict, small school, York International. It was all so different to me, I had to wear a uniform, we all had the same lunch and it was completely pointless to ditch. I missed my friends, and my old school and I cried every day after school, but I knew that it was what was best for me.I made great friends and my grades started to get a lot better. I stilled missed my other friends, but I got to see them every other weekend so I was doing better. Getting used to the school took pretty much the whole year, but I continue attending York International. My family is always supporting me, my parents corrected me when I was wrong, and they did it with love. My older sister always tells me to do well in school and get a scholarship. My goal is to own my own catering business, but first I want to attend to Johnson and Whales college. Now, after going through all that, I’ve learned that even when you hit the bottom, you can still rise up and keep going.

Flame spectrascopy free essay sample

Answer the following questions about the results of this activity. Record your answers in the boxes. Send your completed lab report to your instructor. Don’t forget to save your lab report to your computer! Lab Activity 1 Sample Number of Bands Colors Present Cesium Calibration Standard Violet, Green, Yellow, Orange, Red Cesium Spectrum from Chart 13 Violet, Green, Yellow, Orange, Red 1. Is the flame spectrum from the Cesium Calibration Standard similar to or different from the spectrum from the Sample Metals Spectrum Chart? 2. What color would you expect cesium to be, based on the spectral data? What would you have to know to determine this? Lab Activity 2 Record the number and color of the flame spectra bands for each water sample. Use the Flame Spectra Chart and Symbol table below to identify the elements (metals) in the different water samples.

Emission Reduction Essay examples

Emission Reduction Essay examples Emission Reduction Essay examples | Emission Reduction | ECON220-1301A-06 | | Ashley Baker | 3/10/2013 | | The two policies that I chose that could be used to reduce the total amount of emissions are Cap and Trade, and a Carbon Tax. They both â€Å"create incentives for businesses and households to conserve energy, improve energy efficiency, and adopt clean-energy technologies† (Policy Basics, 2013). â€Å"The Cap and Trade policy specifies the amount of allowable emissions† (Policy Basics, 2013). â€Å"A Carbon Tax is the obverse of Cap and Trade: rather than fixing the amount of allowable emissions, it specifies their price† (Policy Basics, 2013). I believe that the Cap and Trade policy would work not only because it creates incentives for businesses and households, but it also gives you a certain amount that is allowed. I also think that a Carbon Tax would work because if you were to go over the price that was given you would be charged extra, and no one wants to pay more than what they use. A Carbon Tax also creates incentives for businesses and households. Ther e are many benefits for each of the policies, but I am going to share two for each of them because I feel that they are the most important ones. The two benefits for the Cap and Trade policy are that it â€Å"provides a cost-effective way for the U.S. to adjust to a more sustainable use of energy† (Earl, 2009), and that â€Å"it motivates other countries to join the emission reduction commitments† (Earl, 2009). The benefits of a Carbon Tax are that it â€Å"replaces command-and-control regulations and expensive subsidies with transparent and powerful market-based incentives† (Morris, 2013), and that it â€Å"promotes economic activity through reduced regulatory burden and lower marginal tax rates† (Morris, 2013). There will be no cost for either the Cap and Trade or a Carbon Tax. â€Å"Jim Sims says that the question of how much will it cost is absolutely imperative for policymakers to answer† (Carey, 2010). We think that everything has a cost but in reality not everything does, a policymaker cannot make you pay for one of their

Business Environment Essay Example | Topics and Well Written Essays - 4000 words

Business Environment - Essay Example That is on a rough estimate from 2.1 to 3.1 million tones. At the same time world production of green tea is expected to grow at a faster rate of around 4.5 percent on an annual basis for the next ten years. During this time FAO expects that tea production would outstrip the consumption part (Agritrade, 2009). Tea is basically grown in thirty six tropical and semitropical nations. Twenty one of these are from the ACP region. The first six biggest producer countries include; China, India, Kenya, Sri Lanka, Indonesia and turkey in that respect. This group accounts for eighty percent of the global output. However, it is only less than half of the production which is exported. This is because China and India are major consumers of their own productions. Since the period of 1993-95, global tea production has grown by around two percent. At the same time, consumption in Western states has less than matched this growth by only increasing by a one percentage upward move. In the year 2007, the world tea consumption was on a virtual stagnation point. The increase was quite minimal rising from 3.649 to 3.668 million tones on the basis of the year before. However, in a number of developing countries, the production pace has matched the consumption rate or in other states. In other cases it has fallen short of consumption demands. In this period, China’s consumption overtook that of India as a result of a thirteen point six percentage increase. It is also worthy mentioning that the United Kingdom purchases roughly half of the consumption of the European segment (Agritrade, 2009). The global production of tea witnessed a 2.3 percent growth rate in the year 2007 which saw production levels hit the 3.7 million tones level. It is the Chinese production that accounted for thirty point six percent of the total production, closely followed

Safety Elements in Aircraft Performance Essay Example | Topics and Well Written Essays - 500 words

Safety Elements in Aircraft Performance - Essay Example The objective of this exercise is to investigate why, if at all, and by how much, if so, each safety element within the overall aircraft performance criteria affects such safety. 6. the take-off thrust performance data is based on take-off thrust setting instructions as per Diamond 1A, General, 2005. These have been left out because they are not considered germane to this paper's purpose. (Diamond 1A, General, 2005) The paper shall now also include the basis on which the operational factors that have been considered for inclusion of the Diamond 1A, 2005, aircraft performance data, the last having been utilized for the purpose of this paper. The decision speed - the speed (IAS), after engine failure or any other cause, at which the pilot may elect to stop or takeoff - varies with weight, temperature, altitude, wind, runway gradient, takeoff flap setting, anti-skid availability, and takeoff speed schedule. (Diamond 1A, p. 6.8, 2005) The IAS at which airplane rotation is initiated assuming a continued takeoff after engine failure . When it is assumed that, under these conditions, the airplane is rotated at nose up body altitude at it will reach a speed of before a height of 35ft is attained the rotation speed will vary with weight, altitude, temperature, takeoff flap setting, and takeoff speed schedule. (Diamond 1A, p. 6.8, 2005) This is the actual speed attained at 35ft above runway surface with engine failure at and

Micro Economics Essay Example | Topics and Well Written Essays - 1000 words

Micro Economics - Essay Example Profit is the difference between the total revenue obtained from sales and the total cost incurred by the firm. In the long-run the decisions taken would be only exit decisions. Exit decisions are decisions taken by a firm to leave the market. They are not called as Shut-down decisions. Shut-down is only in the short-run. Long run equilibrium plays a crucial role in deciding the existence of the firm. In the long run there are enough time periods for the firm to cover its losses and earn normal profits. This is because in the long run, all inputs are variable and the firm can have the most profitable level of output i.e. the profit maximization level of output. (B) In the recent years, the business travel market has seen a tremendous change with respect to the airline industry. Changes in demand for leisure travel include more short term breaks and more independent holidays where passengers book flights, car and accommodation by themselves. The reason for the decline in business class travel is the supply led high business fares which stretched the so called "inelastic business class segment" and also he expansion of low cost airlines. 2. Price Discrimination can be defined as the method of charging different prices for essentially the same good to different buyers. There are three types of Price discrimination. They are, first, second and third degree discrimination. First-degree discrimination - This is the most extreme form of discrimination in which each consumer is charged the maximum price he would be willing to pay for each individual unit consumed. This kind of discrimination can be noticed in the healthcare industry where doctors charge different fees from different patients. Second-degree price discrimination - This is a more practical form of price discrimination. Here firms charge a different price for each set of units sold. Different prices are charged for different blocks or portions of consumption. This kind of price discrimination is followed in the power and telecom industry. The reason behind this is the prices are based on the quantities of output purchased by individual consumers. By doing so, the firms can profit as the quantities used or consumed vary from individual to individual and hence if there is a high consumption by a particular consumer, there is a chance for the firm to earn more profits. Third-degree price discrimination - This is the most common form of price discrimination. Consumers or markets are segmented on the basis of their price elasticity of demand. Often, third-degree price discrimination occurs in the markets that are geographically separated. Foe example, books published by American publishers are sold in other countries at a lower price than in the U.S. Evidently, buyers in the other countries have greater elasticity' of demand that US buyers. At the same time, the high shipping costs makes it unprofitable for firms to buy in foreign countries and resell in the United States. (B) Whenever we travel, is it a train or a flight, it is noticed that adults are charged a different price for the ticket and children are charged a different price. Other similar price discrimination in the same context is that rails some have rail cards entitling them to discounts; others do not. It is cheaper for people who book in advance. This

Disadvantaged groups in education and emergencies

Disadvantaged groups in education and emergencies This chapter first identifies groups or clusters who would be particularly vulnerable educationally in an emergency. This does not catalogue all vulnerabilities in these groups, but tries to restrict it to existing disadvantage which may be exacerbated by emergency or new vulnerabilities created by disaster. It then looks at ‘educational sites’ which are also vulnerable in themselves, or which might contribute to vulnerability. It draws attention to the intersection of multiple vulnerabilities, but also signals the notion of emergency as an opportunity. The chapter also draws attention to hidden or forgotten emergencies. 3.1.1 Gender-related disadvantage It would be commonly agreed that girls as a broad category are at greater risk during an emergency, because of traditional gender disadvantage. ‘Normal’ patriarchal cultures are strengthened during emergencies, as people seek comfort in routine relations, roles and hierarchies. If girls are routinely left without access to education, this is unlikely to change. Afghanistan, for example, is traditionally seen as a site of educational difficulties for girls (although in Kabul they currently attend schools and projects freely). The links of gender disadvantage with poverty and economic vulnerability are well documented (Mujahid-Mukhtar, 2008). Cultural barriers often cited are limited roles for girls and women, differential treatment of girls in nutrition and health, men viewed as breadwinners, a male dominated education system, gender-differentiated child-rearing practices, low status of women, lack of knowledge of the social and personal benefits of education, gender ster eotyping and threat of sexual violence (UNICEF, 2007). Specific areas related to emergency in many or all countries which have been highlighted in this study would be: Early marriage (girls are pushed into marriage because of fragile and insecure situations, increased poverty, death of bread-winning relatives, and therefore they leave school). After war, there are fewer men, so girls are pushed into polygamous marriages (as in Afghanistan), but conversely, therefore, men are forced to accept more than one wife. Older people have not adapted their norms to accept single unattached women, as in other post-conflict locations Child labour (sons recruited in conflict, the need to work, displacement causing vulnerability to be incorporated into trafficking and sex trade). Domestic labour, normally girls, is often not viewed as ‘child labour’ although this can prevent school attendance. Boys are more likely to receive kits and educational materials because of ‘normal’ male preference in and out of schools (interview data, Nepal). Protectionism/lack of independence. In the context of the tsunami, in the Maldives secondary schools do not exist on every island, and parents may be reluctant to send their daughters to neighboring islands for fear of pregnancy and also fear of sexual abuse Abuse. Sexual abuse, rape, gang rape and physical abuse all get worse in the camps and in situations of emergency with the breakdown of law and order and lack of supervision. Men experiencing loss of status are more likely to engage in domestic violence. Trafficking for prostitution increases, particularly post-emergency when police or security force protection is withdrawn (interview data, Nepal). During conflict, boys may be recruited or taken for enforced labour. Kidnapping and abduction are a threat as well as trafficking. Religious taboos and misinformation. Oxfam reported that in some cases in the tsunami the heavy and voluminous clothing worn by Muslim women and the cultural barriers that prevent girls from learning to swim contributed to the death by drowning of many women and girls. The same clothing also restricted some women from running to high places or from climbing trees. Anecdotal evidence suggests that many men survived by doing just this. There are reports from many of the tsunami-affected countries of Muslim women who perished because they were too afraid to leave their home with their head uncovered. Conversely, in some cases the waves were so strong that women were stripped of their clothing and there are reports of naked women refusing to climb into rescue boats manned by males from their villages (Pittaway et al., 2007). Marginalization of females during humanitarian and reconstruction efforts after the tsunami, with lack of consultation about needs and with response efforts almost exclusively headed by male staff. Refuges and camps often showed little regard for women’s health, safety and privacy. However, gender-related disadvantage does not always mean girls come off worst: in conflict, boys may be more likely to be recruited as child soldiers, and hence lose schooling; in economic difficulties caused by disaster, they may be taken out of school because they have greater earning power. Conversely, there is evidence from Nepal that females joining insurgent groups (e.g. Maoists) may experience higher status there and participation in decision making, and that in this sense, conflict has increased rather than decreased female status. Much depends on their role, whether combatants, supporters or dependents (Plan, 2008a). While an ex-combatant woman may enjoy a more equal status within a relationship or marriage with another ex-combatant, when an unmarried woman otherwise wants to return to her family or community she is a seen as ‘spoiled’, as she would not have been protected in the same way as non-combatants growing up in traditional or conservative cultures. 3.1.2 Internally Displaced Persons (IDPs) and refugees While these groups which can be caused by an emergency are clearly vulnerable generally, there is sometimes a difference relative to other groupings in that they are identifiable, and that they receive help. In some countries, those formally identified as IDPs may be the more fortunate ones, as they can claim assistance, including educational support. They are visible in the camps, whereas the ‘lone IDPs’ who are fleeing a personal emergency, or who do not have the political knowledge to claim official IDP status, can suffer problems of discrimination or exclusion in a new community. IDPs may not want to, or be unable to, return to their own communities, and have resettled: at what point do they cease to be IDPs, especially in normally nomadic societies where there is much seasonal migration for work? Specific issues relating to education and emergency are: Internal displacement exposes children to forced military recruitment; they may become direct targets in the conflict or be subject to unequal or biased educational service provision (Sri Lanka). Refugees suddenly become a minority, with loss of status and position; there is lack of choice, including educational choice. Afghan refugees in Pakistan complain that they are given very little choice about where to live – the camps nearer Afghanistan cannot guarantee security, and food or shelter cannot be guaranteed in Peshawar. There are the well-documented issues of language and curriculum of their new schools, as well as problems of ‘return’. Afghan refugees in Pakistan for example are now being sent back, causing a highly uncertain situation for them with all this movement. There is pressure on remaining schools after an emergency to accept more children, which means larger classes, therefore a decrease in quality and in drop-out for all children. ‘Hosting’ refugees amounts to an education emergency in affected communities, with jealousies and feelings that incomers drain resources or hold ‘our’ children back. Refugees may have services that the surrounding communities lack. Children and families may move several times before settling in one place where they could stay more than six months. If they go to school, children drop out continuously when they cannot keep up or catch up. Older children may be forced to learn with younger children, to match their perceived learning levels, which cause distress and a lack of self-esteem. Security in the camps is a problem (see above), as is health, for example with cholera in Pakistan. Relocated communities in the tsunami can suffer: in Sri Lanka, various buffer zones in the coastal areas were established to impose limits on where people could live after the tsunami, but some were far from the sea, and parents tend not to send children to school in these circumstances, as this could show acceptance of the unsatisfactory situation. Refugee and IDP children may be more subject to abuse and trafficking; children living with ‘host’ families are more likely to be abused. There can be drug and alcohol problems of parents (and children) in IDP camps. 3.1.3 Minority groups/caste/ethnicity In all countries there are pre-existing patterns of social stratification based on ethnicity, caste, tribe or clan. These are highly linked to social class and socio-economic status. Emergencies will tend to mean that low status groups are further disadvantaged or discriminated against, as power to attract resources is not evenly distributed. Conflict may be between different ethnic groups, or with a majority group and there is rarely a win–win resolution of the conflict; even if the conflict is not directly related to ethnic or other status, as in natural disasters, the lack of capacity to claim rights and resources post-conflict means more polarization. Areas under conflict may find it more difficult to respond to natural disasters, as has been reported for reconstruction after the tsunami in LTTE-controlled areas of Sri Lanka. Recommendations for action suggest projects focusing on a specific group, e.g. safe play areas for children from a specific ethnic group, or educatio n facilities for a specific religious group (Save the Children, 2008a), although there is a danger of focusing, say, on one caste which may cause attitudes to that group to harden. 3.1.4 Economically disadvantaged Poverty on its own is not always a predictor of vulnerability, and clearly combines with other axes of disadvantage. Emergencies will highlight these. While homelessness in disasters can affect families in every economic stratum, their social capital becomes crucial, as does the network of relatives and friends who can provide support. The poor are likely to have poorer quality housing, in poorer or lower lying land (or conversely in steep hills) which does not withstand floods, cyclones or earthquake; therefore they can be displaced or live in the open not near to a school. Animals too are not protected, and subject to loss. Food shortages are made worse by emergency, and may mean migration to urban areas to find work. Rural children are more likely to be out of school, particularly when poor; natural disasters may mean that distances to the nearest school become even greater. The rapid recent increase in food prices in Bangladesh and elsewhere has had an impact on school attendance, both because children have become hungry and less attentive and because parents have been less able to meet educational expenses. Parents have also been forced to cut back on the use of kerosene for night lighting thereby reducing the evening study period for students (Raihan, 2008). 3.1.5 The invisible Children without a formal identity (estimated to be 50 million globally) are never registered and there-fore deprived of access to education. In emergencies, they have no claim to resources or proof of age when relocating. It is more difficult to resist recruitment into insurgent or security forces. Children of different ethnic groups may be deprived of nationality and identity. Street children may come under the category of invisible, as they are harder to track and monitor, and also may not be in formal school. However, there is a debate as to whether they are particularly vulnerable during emergencies, as they are used to surviving, and have personal and social resources which the newly homeless do not have. The out-of-school by definition tends to be more invisible. They are more vulnerable during emergencies, since, as in Sri Lanka, most of the educational and emergency provisions utilize schools, and the out-of-school tends to be invisible among service providers. The turning away of children in Afghanistan from orphanages, schools or projects can precipitate them being involved in the sex trade, as dancers or working with truck drivers. 3.1.6 Differently affected This is a broad category of children who are differentially affected by emergency, or who have pre-existing conditions which may be exacerbated by emergency: Those with disabilities. Those with physical and mental disabilities are less likely to survive a disaster. Special facilities or education are not always prioritized during emergencies. Schools that refuse to take children with disabilities in ‘normal’ times are even less likely to accept them after an emergency. Children may have been injured by landmines, and all need landmine education. Traumatized children. Children experiencing conflict and witnessing the violent death of relatives and friends suffer a range of traumatic conditions. Children were scared of going back to schools after the tsunami, and even after four years were reported to be ‘very jumpy’ and emotionally unstable at school. Orphans, especially where there is lack of social welfare support. Absence of orphanages may be a problem, or conversely orphanages may be a site for abuse or trafficking of children. Agencies such as UNICEF and World Education may be against the institutionalization of children, including orphans, and there can be lack of integration mechanisms and support. Child-headed households. The child can be of either sex, but additional responsibilities (economic and caring) mean such children are unlikely to go to school. Child soldiers and ex-combatants. Such children have not just lost schooling, but may be traumatized as well as stigmatized on their return. They may be placed in classes inappropriate to their age. Drug users (living in badly bombed buildings in Kabul, for example). In the Maldives, there is strong social stigma against drugs and children will be expelled from school if caught with them. There are few rehabilitation centers or organizations to help them. School failures. Those who were failures before an emergency often use the crisis as an excuse to drop out of school. War children or ‘lost generation’ need to ‘catch up’ within rigid school systems which make this impossible. They may be jealous of the younger generation whose education was not disrupted, and fear the future. Children in conflict zones. There may be security checkpoints preventing access to school (also for their teachers) and/or danger of mines. Children of prisoners (criminal or political). These may suffer low esteem as well as economic hardship. Children in detention centers and prisons themselves. UNESCO runs a de-institutionalization project in Afghanistan, which also includes children in and from orphanages. Children of sex workers. Children of the HIV affected and from homes where there are diseases such as leprosy. 3.2 Educational sites and personnel Schools were destroyed. Schools (and colleges) can collapse in an earthquake and a hurricane in the worst case with students and teachers are still in them. In most of Nepal, a non- architectural and designing phase the presented seismic safety measures. National Society for Earthquake Technology (NSET) with a modification or restructuring of the school program, but can reach only a few. But in the actual school vulnerability of particular importance is the contract and the corruption of the materials used to make it easier to make the collapse of natural disasters to the schools. Do not let this corruption in Pakistan and China, is going on the list, and this sustained after a disaster or even. In Bangladesh, which has been identified (interview), build back on the poor instead of build back better. In China, the authorities have also asked the parents did not cause to complain about the building to ensure the death or injury of their children and financial incentives for them. Poor building standards of experience, but also on their return folded the school itself forms to create an emergency (Harber 2005) anxiety in the child and parents. Schools as a refuge or a takeover of the internally displaced, disrupting education. Built schools or on the ground that the social distance is an issue, renovated. If the site is in this sense are people died as a cemetery, still popular. As one respondent said: The school is a graveyard it. Children do not go to school for fear of appearing recruited into armed groups, or to go on the road. In the Maldives, an island, when the school was destroyed, and it was reported that sometimes reluctant to take on children in other islands of the school, while others welcome. Child labor and domestic workers in their own home or in someones home is difficult to adapt to the standard items or in school. Older children can be destructive, is considered cute employees. Temporary schools (even permanent) can move the missing girls and teachers sanitation special. To form an important topic in the vulnerability of certain groups, the maintenance management systems and school officials. These are usually male-dominated groups, at least moderately high caste and socio economic status. You are likely to be, during and after CIES EMERGEN the same group, it may be necessary to change the mindset so that they meet for the child or to seek an appropriate school concept. Now the question is, what incentives could make them to change this mindset. How can teacher’s high caste be persuaded to teach low caste children and interact? How can the person who convinced for the school management committee has been grant equitable distribution? One study examined community-based education system in Nepal, that the use of community based school improvement plan to bring elite processes, the process of creating incentives and equity. Strategy of education untouchables girls the opportunity to the majority of the population are less willing to tolerate a d irect attack, but would under the heading (Gardner and Subrahmanian, 2005) to agree. 3.3 Multiple vulnerabilities Although it is possible to a certain group or website, as can be seen above, two important questions are immediately clear: First, within and between the clusters they intersect in various ways, secondly , therefore it is difficult to around the disadvantaged or even draw the most vulnerable limit. It is commented on how to report in India, even if it is taken out of the equation of sex , the majority of the population is at risk. Caste is said to individual well over 50 % of the population affected , although there are exceptions, generally poor Dalits , disenfranchised , less educated , more abused . The vast majority of the population to be at risk if they are fragile along a parameter, they are more likely to have multiple vulnerabilities . Everyone has a different vulnerability so-called beam (Fluke, 2007), from a political, economic, social and ideological complex interactions. Practice of: The third complex is the time when they begin and end with emergencies (if they do), for those in danger? Vulnerable orphans temporarily take care of a family, but later at a loss and abandonment and exploitation of resources. Vulnerability often associated with children (Zelizer, 1994), perceived social value to work in practice or emergency emotionally as the context victim. This can dramatically change the changing social and economic priorities. Schools can a neutral body to maintain and improve the childs value when their environment is sensitive.

Christians And Non-christian Culture Essay -- Cultural Identity Essays

In the world today there are believers and non-believers. There are those who devote themselves whole-heartedly to God and those who choose the lukewarm approach to Christianity. Regardless, humans are all from God and God is in all of them. It is the duty of the human race to unite as one under God and rise up against the evil forces of the world. In order to do this everyone, both religious and the not religious, need to be aware of and recognize the lifestyles of each other. Non Christians should at least study the Philosophy of Christianity, as Christians should explore the philosophy of infidelity. Justin Martyr found discussion with Tryphno very stimulating because the two ended up sharing similar viewpoints on important religious philosophies. (Justin, Dialogue with Tryphno, Ch.1,2)   Ã‚  Ã‚  Ã‚  Ã‚  First of all, as in any intelligent discussion or argument, each opponent can use the knowledge of the other to put their own claim in understandable terms and analogies. (Tertullian, Apology, ch.21) By gathering facts about the non-Christian culture such as social interactions and entertainment sources, Christians can understand what kind of mind set the non-Christians are in and better explain how Christianity can improve their life. While Christians should build up relationships with other Christians, they should not limit themselves from the entire non-Christian culture because they can use it to understand the world and why God is needed. Looking into ...