Young children learn problem solving though playing

Peoples frequently think that drama is merely drama. Children merely drama and they will non larn anything when they play. The existent fact is that kids are larning when they are playing. Children merely know what drama is as this is a self-generated act. Children do non necessitate to learn how to play but they must be guided when they play in order to accomplish the acquisition nonsubjective. Most surveies have portrayed drama as an activity, which has a important positive impact on kids ‘s development such as ( Bruner 1990 ) . Garvey ( 1977 ) gave a utile description of drama for instructors when she described drama as unique to the kids and grownup should non transfuse their constructs into it and seek to direct the drama activity. Play should be child initiated with the facilitation from the grownup to widen and spread out. Play, both directed and adrift, is a critical in the development of larning for immature kids. Harmonizing to Bloom ( 1964 ) , play influences rational development ( Isenberg & A ; Jalongo 1997 ) . And drama helps kids to larn new constructs, to advance, promote kids ‘s problem-solving accomplishments in a natural, fun manner. Many early childhood pedagogues have recognised the fact that drama is the most effectual and powerful ways for immature kids to larn. Dewey ( 1916, 1938 ) believed that kids learn about themselves and their universe through drama ( citied in Joan P. Isenberg & A ; Mary Renck Jalongo, 1997 ) . With concrete stuffs, chances, meaningful first manus experiences would let kids to derive new understanding during drama. As drama is a cosmopolitan activity, kids know how to play and they do non necessitate to be taught. It is drama that influences kids ‘s acquisition and their development. Play aid kids to develop physically, cognitively, emotionally every bit good as societal accomplishments which they will necessitate in their later in life in order to populate independently. We all know that kids ‘s â€Å" occupation † is to play, as kids play, they learn about themselves and others around the universe, intensifying their apprehension and edifice on their familiar cogn ition. Both theory and research supports such a relationship ( Erikson, 1963 ; Fromberg, 1998, 2002 ; Frost et al. , 2001 ; Johnson et al. , 1999 ; Monighan-Nourot & A ; Van Hoorn, 1991 ; Piaget, 1962 ) . Isaacs ‘ ( 1933 ) claimed that, â€Å" Play is a kid ‘s life and the agencies by which he comes to understand the universe he lives in. † ( citied in Macintyre 2001, p. 3 ) .How does Play Impact Learning and Development in Young Children?Play contributes to school success in many ways ; research has showed that every competence of import to school success is enhanced by drama ( Isenberg & A ; Quisenberry, 2002 ; Singer, 2006 ) . In the research literature ( Singer et al. , 2006 ; Smilansky, 1990 ; Van Hoorn, Nourot, Scales & A ; Alward, 2007 ) , it has documented that there are connexions between the complexness of kids ‘s make-believe drama, early literacy, mathematical thought and job resolution. When kids are playing they have the chances to utilize their mental representations of the universe to associate to new objects, people and state of affairss which is the cardinal ability for the future academic acquisition. Physical, societal, emotional, rational, and linguistic communication development are all integrate in kids ‘s drama. Children have a natural motive to larn when they are engaged in the things they are interested ( Shonkoff & A ; Phillips, 2000 ) . Children will be able to develop constructs and skills together as they are integrated in the context of meaningful and playful experiences. For illustration, a four-year-old kid learns to compose the letters in her name, making so, she is besides larning the construct that each missive represents a sound, and she will be extremely motivated by the significance which is her ain name. Skills have limited value without constructs. Example, a kid who is able to number to five by rote, she will non hold the construct of five, unless she understands the measure represented ( 5 = five blocks ) . Children are more likely to retain the accomplishments and constructs they have learned in meaningful contexts. Concepts are developed through activities that occur of course during drama, such as numeration, screening, sequencing, foretelling, hypothesizing, and measuring. Learning through drama is an of import and natural procedure. Learning through drama introduces and Teachs new accomplishments with a happy, comfy and fun attack says Gale Kelleher, manager of Rainbow Nursery School in New York. Meghan McGinley Crowe, Executive Director of Literacy for Little Sprouts, explains that presenting new acquisition processes through playful activities in which kids are per se interested are of import. They keep kids ‘s attending and let them to easy perpetrate larning to long term memory. â€Å" Hands-on, playful larning experiences non merely construct involvement in the topic, but set off a kindergartners experiences in larning as positive, joy filled 1s which they will desire to go on for old ages to come † ( Crowe, 2009 ) . During playing, the kid will research their senses that help them in work outing jobs. For illustration, when a kid tries to suit a unit of ammunition block to the square hole but could n't suit it in. This will let the kid to believe and motivate the kid to happen another hole that can suit the unit of ammunition block. Once the kid found it, they will cognize that merely round hole can suit a unit of ammunition block. Not merely that, when playing, the kid can get all right and gross motor accomplishments. It will besides assist them concentrate, heighten their imaginativeness, and socialise with other kids.The Problem-solving ProcedureProblem resolution is to supply kids with a mechanism for doing good pick about how to react or move and respond in assorted state of affairss. When come to job resolution, it required clip, forbearance, energy and accomplishments. Once kids have get job work outing accomplishments, they become more confident and will be responsible in covering with day-to-day state of affairss. Harmonizing to Doescher ( 1995 ) and Loh ( 2002 ) the job work outing procedure aid kids to work out jobs and do better determination. They suggested parents, pedagogue and instructors to steer kids through the undermentioned stairss: Measure 1: To work out the job, foremost to allow kids cognize what a job is and how they can understand it. Adults may detect and garner information about the state of affairs in order to cognize their kids ‘s problem-solving abilities and to see whether kids are able to work out the job. Questions should be asked: â€Å" What is go oning? † and â€Å" What precisely do we necessitate to make? † Measure 2: Children need to place and specify the job or state of affairs in order to acquire good solution for the job. Once the job is clarified, promote kids to bring forth options, come out with possible solutions thoughts, inquiries and statements, illustration, â€Å" What can we make otherwise? † â€Å" Let ‘s see how many thoughts we can come up with? † and â€Å" Are at that place still more solutions we can believe of? † Measure 3: Discus with the kids the solutions to the job. Talk about the options suggestions and asked kids to notice on them. As this is a critical measure of learning job resolution, grownup can supply some simple solutions or different ways of work outing jobs. When kids reexamining the solutions to the job, they will be able to cognize and measure different solutions to different job. However, grownup must non make the kids ‘s work, allow the kids do it. From the kids ‘s suggestions and seeking their thoughts will be able to let kids to develop their concluding power apart from larning to work out the jobs? Measure 4: Aid kids to make up one's mind on a solution, let kids to test, adapt and research different solutions to the job. Childs have to take the solution which is agreeable to all. Therefore, it is besides appropriate to inquire proposal from each kid. â€Å" What do you believe of the suggestion? † â€Å" If we choose this thought, what do you believe will go on? † When seeking a solution, kids are taking charge of the job and kids need to expect the test solution may be feasible or non, and it can be changed if necessary. By researching and work outing job, it will assist kids to streamline their encephalon in a simple and wise mode. Measure 5: Aid kids to seek a different solution when needed. Sometimes kids need to discourse their job farther and this is the clip for grownup to measure the state of affairs and to come out with another solution. Adult can inquire inquiries ; explore solutions by inquiring thoughts from the kids. â€Å" How can you work out the job? † â€Å" What do you believe? † Children may do a batch of errors while larning to work out jobs and grownup should learn kids how to manage errors and most common bloopers. â€Å" Mistakes and bloopers are the foundation stones that will let kids work out jobs that they encounter in their life † ( Loh. 2002 ) . Therefore, grownup should promote kids to maintain seeking and finally they will be able to happen solution for the job. In Piaget ‘s theory, he has identified that kids move through four wide phases of development by which kids progress through them, each of which is characterized by a qualitatively distinguishable manner of thought. In detector motor phase, cognitive development begins with the babe ‘s usage of the senses and motions to research the universe. These action patterns evolve into the symbolic but unlogical thought of the kindergartners in the preoperational phase. Then knowledge is transformed into the more organized logical thinking of the school age kids in the concrete operational phase. Finally, in the formal operational phase, thought becomes the complex, abstract concluding system of the stripling and grownup. Harmonizing to Piaget, the development of the kids ‘s cognitive abilities will merely reflected in the growing of their powers of perceptual experience, linguistic communication, concluding and problem-solving abilities. If we observed closely at a really immature yearlings faces a job, they frequently merely shout ground being they do non cognize what else to make except shouting. By the age of two, kids will utilize memory as job work outing tool, kids will believe about the job, retrieve what he saw and so copy it. By three old ages old, kids will utilize their imaginativenesss when jobs arise, illustration if there is no helmet in the dramatic corner, the 3s will utilize a bowl and have on it inverted. The four old ages old are the adventuresome and they need some aid in concentrating the job. They are more patient and able to seek out different solutions by utilizing more vocabularies and besides ready to negociate with their equals ( Miller, 1996 ) . Children thrive on complex constructive undertakings that produce identifiable merchandises. Five and six twelvemonth olds peculiarly enjoy constructive drama with higher degrees of societal coaction.How does Play Enhance Cognitive Development?â₠¬Å" Children construct these exposures to new constructs through drama. Each playful experience builds the cognitive development of larning a new fact and perpetrating it to long term memory, † says Crowe ( 2009 ) . Cognitive development focuses on developing maps of the encephalon such as thought, acquisition, consciousness, judgement, and treating information. Harmonizing to developmental psychologist Jean Piaget, kids go through several phases of cognitive development and acquisition activities for yearlings and kids should match to the appropriate developmental ( Snuggs, 2008 ) . In footings of cognitive development, Piaget ‘s ( 1896-1980 ) believed that kids construct their ain apprehension through interacting with their environment and learned to accommodate to the universe. Adaptation which involves through the two procedures that normally happen at the same time, they are assimilation and adjustment. He defined assimilation which means the kid ‘s return in new things from the outside universe and tantrum into the already existing construction. The new rational stuffs which include thoughts, constructs, and points of position to suit into the bing constructions of our heads, in order for these new thoughts finally incorporated into our ain universe positions. Adjustment on the other manus, is the adjusting of the construction in reaction to the freshly incorporated stuff. Therefore, cognitive development involves an interaction between absorbing new facts to old cognition and suiting old cognition to new facts and the care of structural equilib ration ( Halford 1989 ) . Piaget further explained that without the pattern in drama context, the accomplishments that kids have would be loss. In order for kids to absorb information and explored the environment into their heads and assist kids to do sense of it is through drama. Play enable kids to larn work outing job, it help kids able to associate with their old acquisition and obtain new accomplishments, new constructs, able to happen ways to derive more cognition. Children act in an environment by manipulate with different stuffs, equipment-increased kids ‘s cognition. In Piaget ‘s theory, he has recognized that kids move through four wide phases of development, each of which is characterized by a qualitatively distinguishable manner of thought. In detector motor phase, cognitive development begins with the babe ‘s usage of the senses and motions to research the universe. These action patterns evolve into the symbolic but unlogical thought of the kindergartners in the preoperational phase. Then knowledge is transformed into the more organized logical thinking of the school age kids in the concrete operational phase. Finally, in the formal operational phase, thought becomes the complex, abstract concluding system of the stripling and grownup. Harmonizing to Piaget, the development of the kids ‘s cognitive abilities will merely reflected in the growing of their powers of perceptual experience, linguistic communication, co ncluding and problem-solving abilities. Piaget ( 1962 ) believed that kids are active scholars ; kids learn best from the activities they plan, carry out and reflect. Children would be after the activities they are interested in order to prosecute, derive direct experience and use logical believing to their job work outing accomplishments. Harmonizing to Piaget when kids are actively utilizing their head to seek for possible reply, work outing job is a critical facet because kids are mentally building assorted possibilities. In order for effectual acquisition to happen, active engagement is needed to let kids to pull strings stuffs during their acquisition so that they can research ‘what happens if.. ? ‘ Children will be chew overing over higher cognitive-level inquiries, which result them to dispute their thought and coerce them to use, analyze, synthesis or measure what they have learned. Active acquisition besides encourages kids to happen application and illustrations of the freshly learned constructs and brainstorming solutions to jobs ( Mclnerney & A ; Mclnerney 2008 ) . Researcher have besides conclude that kids who participate activity in dramatic drama which besides know as make-believe drama during the preschool old ages has a higher mark on the degrees of imaginativeness and creativeness and this enhance the ability of believing inventively ( Freyberg, 1973, Pepler & A ; Ross, 1981 ) . When kids engaged in dramatic drama or feign drama, they transform the object and actions symbolically. Bergen ‘s survey says that in make-believe drama, kids are practising dialogue, function pickings and job resolution. Vygotsky ‘s theory besides supported that when kids constructed new cognition through their drama, whether they are practising what they have learned in other scenes or they are building new cognition, it is clear that drama has a valuable function in the early childhood schoolroom. Jerome Bruner ( 1972 ) and Brian Sutton Smith ( 1967 ) both maintained that drama provides a comfy and relaxed ambiance in which kids can larn to work out a assortment of jobs. Subsequently, when kids are confronted with the more complex jobs of the existent universe, â€Å" the acquisition that took topographic point during drama is of great benefit to them. † ( Hughes, 2010 p.27 )DecisionThe term of job resolution is used in different signifiers in the literature and job work outing screens a assortment of countries which range from seting mystifiers together, to work out simple scientific discipline and arithmetic jobs, and besides â€Å" to the solution of mental, logical, societal, and mechanical jobs. † ( Bullock, 2000, p.24 ) . Research has found that when a kid is given a peculiar job to work out, the kid has to find the conditions, see the process and stairss taken to work out the job. Gagne ( 1970 ) considers that when a individual ‘s is work outing job, it involves the highest cognitive abilities of which 1 is capable. Young kids learn job work outing accomplishments largely through drama and job resolution is the foundation of a immature kid ‘s acquisition. Educator should value, promote and supply job work outing chances in the early childhood schoolroom. As job work outing occurs in the mundane context of a kid ‘s life, it is the best chances for kids to near jobs in different ways in order to work out them.

Evaluate the claim that personal identity is self- defined Essay

Your identity is what makes you who you are and what makes you unique as an individual and different from other people. Identities are not static but dynamic and constantly changing. A personal identity is made up of several different aspects, and can be defined by culture (nationality, religion and gender) as well as family and career. Your identity is defined by how you see yourself and also by how you are seen by others. It is part given and part taken and also can be something we are born with. In some instances an identity may be something you are given and may not be through choice. I am going to look at what makes a personal identity and is it self-defined and made without the assistance of anyone else. I am also going to compare the opinion of the theorists Erik Erikson and Sigmund Freud and I will be using the case findings of the research project into becoming a mother for the first time and more importantly the case of Silma and her experiences, this was a research program me which included detailed interviews as well as observational research. There are numerous ways in which our Identity can change, for example our bodies change and how we look alters as we get older but our appearance and our bodies can also be changed by choice for example hair colour, cosmetic surgery etc. (chapter 4, Exploring Social Lives) Our identities also change through practices and when there is an upset to our normal routines and we need to establish new ones or learn new skills, this also has an impact on our identity. This is the case when practices turn into routines and we no longer need to think about doing them as they become second nature. Finally we also experience relationship changes where our views on who we think we are is influenced by the opinions of other people and how they see us. We become who we are and modify ourselves through the way others treat us and respond to us. This is witnessed when a woman becomes a mother, she may be treated differently by her parents as a result of moving to parenthood herself. This was the claim for theorist Erik Erikson who studied that our identity changes are influenced by past experiences, the moment-by-moment activities and relationships we have daily. This is spanned over a lifetime and although can happen at any time, Erikson defined 8 stages in which identity is transformed in unique ways, as transition was not a smooth process, these stages he called â€Å"identity crises†. These stages were seen as times when conflict was introduced, conflict is contending with happenings in everyday life that stops life running as smoothly as before. Conflict is being faced with choices, feeling confused and although he uses the example of passing from adolescence into adulthood it could also mean becoming middle aged, old or moving into parenthood. (chapter 4, Exploring Social Lives) Everyone experiences conflicts and in turn experiencing conflicts make us who we are and give us an identity One way our identity can change is through identification, which is what it is called when we â€Å"try on† someone else’s persona. We try on other people’s identity and see life through their eyes and empathise with how they felt at a certain time, for example when you become a mother you can empathise and understand how other mothers feel. This was the case with Liyanna, she used to look at pictures of her mother with her sister and the mother daughter relationship meant nothing to her, however now she is a mother herself she looks at the photo differently and can identify with the love and the emotion her mother was feeling when the photo was taken. She says that now she looks at the photo and â€Å"she knows exactly what her mum was feeling†, she sees her mother in a new light and because of her own experiences can now put herself in her mother’s shoes. She is now identifying with her mother. The theorist Billig looks at identification and associates it with groups of people and how they are connected by the common quality or interest that they share. Sigmund Freud also claims that identification is the expression of an emotional tie with another person, an identity can be borrowed from someone else. The theory suggests that there are two kinds of identification, projection which is the message we give off and introjection which is the messages we take in. Both are done unintentionally and unconsciously to furnish ones identity. (chapter 4, Exploring Social Lives). All these theories can be backed up by the case study completed on first time mothers and in particular Silma’s case. Silma’s identity begins to change with practices, she has had to learn a whole new routine which will need to adapt as her baby grows. She also has a new relationship to establish as mother and daughter with her new baby, the relationship with her husband and family will also change. Silma has also to deal with the conflict of becoming a new mother, this conflict between being the â€Å"indulged eldest daughter† to motherhood and also between pleasing yourself and having to put your baby first are all aspects of defining her new identity. Silma is also seen differently not only by her neighbours but also by her family and in particular her aunts and her sister. Silma feels she is treated with more respect by her aunts and is now welcomed into their group as a mother. This is a generational shift for Silma and where she once thought of her aunts as boring who only talked about babies she now finds this interesting and likes to stay around them and can actually relate to them and now sees herself more like them. Silma also starts to behave differently and sees herself differently because people are treating her differently. Silma admits that she has left her wild days behind and become more mature and motherly and spends more time with her family. This has also had an effect on her choice of clothes and prior to becoming a mother Silma preferred to wear jeans but now she is a mother her choice of clothing is now the traditional salwaar kameez, she refers to these clothes as â€Å"normal† and now feels less comfortable in jeans. Silma received several gifts of salwaar kameez for her birthday after becoming a mother which may have encouraged her decision. Silma’s new identity has also caused conflict with her sister who now sees her as becoming like her aunts and gives Silma a hard time for being boring and because she prefers the aunts company. Silma has also taken on the identity as a mother and this is implemented in her concern for her younger sister and the way she behaves, she worries that by staying out late she may get hurt but in actual fact this was the same way Silma used to behave prior  to becoming a mother. Silma’s sister makes reference to the fact that Silma â€Å"used to be worse than me† but Silma puts this down to her having changed. Silma talks about meeting up with old friends at McDonalds and although we cannot assume that she would wear the salwaar kameez this is a clear distinction of how Silma has changed and her new identity as a mother is the dominant one. We have looked at various theories on what makes up personal identity and it is clear that self- definition on its own is not sufficient. Personal identity is made up through interacting with others and through projection and introjection, it’s a two way thing people see you differently so you behave differently. When we use identification it can only be done through another person to allow you to identify, this is not self-defined as you need another person to be able to do it. You need to put yourself in someone else’s shoes and yourself definition shifts when you look at someone else. Also some identities are already defined by others and you are moved into this social category without choice, as was the case for Silma when she became a mother, this identity is social and it is defined by how a mother should behave. If we require others to create our identity then our personal identity cannot be self-defined.

A Review of Family to Family: Leaving a Lasting Legacy by Dr Jerry Pipes and Victor Lee Essay

Having two children of his own, Paige and Josh, Dr. Jerry Pipes has written several books dedicated to families and their connection to Christ. These include Building a Successful Family, Becoming Complete and the book being reviewed, Family to Family. Pipes received his B. S. at Texas A & M University, followed by his M. A. at Southwestern and then his D. Min. at Luther Rice Seminary. He is the President of Jerry Pipes Productions, which seeks to â€Å"impact people through cutting edge resources and events† (jerrypipesproductions. com). Pipes has written instructional booklets and training processes that have exceeded 18 million copies. His teachings have spread internationally through his involvement in assemblies, crusades and conferences. According to his website, Pipes most recent trip to the Northcrest Baptist Church in Meridian, MS resulted in over 445 decisions for Christ. Co-author Victor Lee entered full-time ministry in 1995 and is currently the Minister of Single Adults and Evangelism at First Baptist Concord in Knoxville, TN. He has contributed and edited several Christian publications, including special event evangelism material. Lee and his wife, Judy, reside in Wake Forest, NC. Content Summary  The cover of Family to Family shares instantly the book’s purpose: a way for hurried parents to leave a lasting legacy with their children and find true significance in the process. Pipes and Lee have constructed a guide aimed at growing as a family in Christ and sharing that relationship with one’s relatives, community and acquaintances. The introduction explains that the book is not a quick fix but a helpful tool for becoming a healthy, on-mission family. The books definition of family is â€Å"persons related to one another by marriage, blood, or adoption† (p. 9). The first chapter discusses how to become a healthy family in Christ. Sharing shocking statistics concerning the lack of family engagement with one another, the authors instruct one to first examine one’s family. They teach that a healthy family should mirror one that spends quantity and quality time together; one that expresses commitment to one another and to the family as a whole; one that has both parents equally involved in raising the children; one that finds significance in Christ; one that passing the baton of faith to the next generation; one that spends God centered time together (p. 2-15). In order to have a reflection of a healthy family, the authors suggest six spiritual growth principles which include: quiet time, lordship, development of a powerful prayer life, personalization of God’s word, Christian friendships and accountability and development of a ministry (p. 13). Living out God’s purpose of the Great Commission is the framework of a healthy and growing family unit (p. 15). Chapter two focuses on developing a family mission statement. The mission statement serves as a centerline that intentionally submits to the ways of Christ. God’s priorities become the family’s priorities. The mission statement begins with the parents and is passed down to the children. When constructing a family mission statement, the family should consider the mission of Jesus (p. 27). The authors provide several Scriptural references to this mission. They also provide five foundational elements in considering a mission statement: (1) the authority of Jesus; (2) making disciples; (3) comprehensive nature of the call to teach â€Å"all nations;† (4) baptize new believers; (5) the eternal presence of God (p. 28-29). The process of developing a mission statement must be fun and inclusive of all members. The family should consider their goals, take a family inventory and conceptualize and personalize the statement. The authors provide many examples of family mission statements. Since nine in ten people come to Christ before reaching age 25, the authors dedicate chapter three to passing on the baton to the next generation. This requires trust, communication, involvement and discussion. Raising children to become mature in Christ begins with the parents and is fed by the church, not the opposite. The seven key elements to mentoring to children include: modeling, presence, affirmation, praying with and for, transparency, doing things with them and not for them and making one’s actions reflect the Word of God (p. 52-57). The authors give advice on family devotion and family worship (p. 60-63). Chapter four focuses on sharing one’s faith outside of the home. This takes the form of lifestyle evangelism. One is taught how to minister to one’s immediate family, relatives, friends, community, acquaintances and person X (p. 73). Person X is anyone who one will never (most likely) have further contact with. There is also guidance on ministering to special needs children. The authors provide several evangelism ideas for each type of relationship. They discuss ministry evangelism (including the key methods of look, listen and linger), lifestyle evangelism and family evangelism. Chapter five is closely linked to chapter four as it teaches one to go into the church. The authors share that an on-mission, healthy family will make it their effort to spread the Word of God by integrating ministry and the church (p. 7). The book gives an example of how to connect with the community while ministering through the church. It suggests a family block party that has the qualities of being inclusive, intimate, intentional, informal, interesting and imaginative. Pipes and Lee also instruct one to engage in family mission trips at least once every two years. It labels the Jesus Video as an effective and non-confrontational way to share Christ while in the mission field. Chapter six concludes the book as it teaches one to share the message. It stresses the importance of prayer and implements the heart  acronym in association with praying for the lost (H= heart is receptive to gospel, E= spiritual eyes and ears are open to message, A= attitude toward sin matches God’s attitude, R= God releases them to believe, T= trust in Christ to live a transforming life) (p. 105). The authors provide guidance on ministering to individuals where they are in life. They teach that receptivity will come in varying levels. Most importantly chapter six teaches that one is not alone in the mission of sharing the gospel. It also gives many methods to successfully sharing which in turn raises the family to follow the ways of Christ. The conclusion is simplified into one page, challenging the family to step out and respond to the call of evangelism and to be an on-mission family. Evaluation Jerry Pipes and Victor Lee have constructed a book that convinces the reader to mature as a family in the direction of Christ. It’s chapters overflow with logical and structural guidance to reaching this goal. Every section is presented in a categorized manner that is easy to follow. Along with this, the chapters include appropriate and practical examples for the particular lesson being discussed. The most interesting example provided in the book is in chapter six describing how to share the message of Christ. In this example the authors are explaining that one is not alone in the mission of spreading the gospel: After prayer, a man named Chris feels the deep need to be vulnerable and sensitive while sharing his faith. While Chris is on a plane he begins a conversation with a married couple. The couple asks Chris of his profession and he replies that he is involved in a ara-church ministry. In disgust the couple asks why he would do that. He replies in a heart-breaking manner that he, his brother and his best friend were all very depressed. The depression resulted in Chris finding Christ and the brother and best friend committed suicide. The couple is quickly moved to tears because they are on the way to bury their son who has recently committed suicide. This is a powerful story and one full of God’s presence. The authors used the story to show how greatly involved the Holy Spirit is in teaching, guiding and using his followers for the advancement of the Kingdom. The inclusion of examples is a strong point found in Family to Family. The authors also include biblical support throughout the book, stressing the Scriptural references to the Great Commission. Any instruction given is accompanied by biblical command. For example, the authors teach that discovering real purpose in life involves making choices about â€Å"who you are and what you stand for† and reference Joshua 24:15 which states, â€Å"And if it seems evil to you to serve the Lord, choose for yourselves this day whom you will serve . . . But as for me and my house, we will serve the Lord. The author’s main presupposition, that many families do not spend adequate time with one another sharing the Word of God and the love of Christ, is supported with statistical data (i. e. 88 percent of the children who grow up in churches leave the church and never return) (p. 50). Pipes and Lee conclude that by following the suggested guide given in Family to Family, the family unit will be more prepared to have meaningful Christ-filled relationships within and outside of the family, respond to the call of Christ and pass the baton of faith to future generations. It is difficult to point out many flaws within the book. For the purpose of this critique, the only suggestion for improvement would be to tie in the theme of family in a more distinct manner throughout the chapters. At times it seemed that it was geared more toward evangelism rather than the books stated theme of leaving a lasting legacy with children and finding significance along the way. Nonetheless, Family to Family is an appropriate guide for growing in Christ (both individually and as a family). Implementation of its strategies and suggestions may prove to be a beneficial tool to parents and singles. Dr. Pipes has shared his book internationally and has continued to win souls to Christ. Family is an important aspect of life and when molded in the way of the Lord, the family, as a unit, can share the love and knowledge of Christ with the world around them. Salvation becomes a domino effect: family to family.

The Case of the Rewired Supply Chain Coursework Example | Topics and Well Written Essays - 750 words

The Case of the Rewired Supply Chain - Coursework Example Organization lacks a linkage between their various arms. These problems are discussed below with appropriate solutions. Problems The problems in the company can be classified in two categories i.e. strategic and operational. Both of them are discussed below: Strategic ORUN have become very independent in its local procedures. Communication is present in the plant but not in local headquarters. Due to this problem of communication, results of various transactions are not reaching to the headquarters on time. All plants are so independent that they have their own metrics and measurement systems. This is resulting in confused staffing reports. There is no agreement in the companies that which products are profitable and which are not. Company is not working on the value contribution in its products. Supply chain procedure of the company is quite traditional and long. It should revise its supply chain management system. The overall cost of the company in conducting business is high. Ther e is a lack of proper planning, organizing and forecasting. Operational Inventory management in the company from production to final delivery has become quite costly, because all operations are performed by its own departments. This involves more workers, raw material management, pay scales etc. Due to lack of proper management systems there is excess in raw materials and finished goods inventories. There is not a balance between supply and demand of products. There is a problem in its manufacturing operation systems. Contribution of suppliers is unknown by the company. There is an absence of supplier management program. This analysis shows that company is facing many issues on both strategic and operational level. It is imperative to control the present condition of the entity in order to be competitive in future. 1.2 Using the facts of the case, as well as theories and best practices that you have learned in the PROC 5820, Operations Management course, prepare a short description as to what you intend to do to address each of the 5 goals above Many methodologies can be used for operations management such as SCOR, it is a supply chain management model proposed by Supply Chain Council. Another model which is frequently used for management of operations is SCM which is proposed by global supply chain forum. These five goals of the company can be achieved by using SCM model. Supply chain management system SCM will help the company to change management functions of individuals and will help to integrate all the activities in the supply chain process. It will result in efficient communication among all departments and will reduce the excess inventory. For instance, the purchasing department places an order with all known information. Marketing department will be able to respond to the customer demand. It will enable to communicate with suppliers in order to fulfill customers demand. This kind of information shared among various supply partners will promote integra tion in the whole system. This will promote standardization among suppliers and will lead to improvement in the overall supply chain management system. Procurement Company should consider bulk shipments, through this supplier will reduce the transportation cost on imported raw materials and one will be able to receive more credit by suppliers. This can be done only through implementing effective information technology systems, so that the communication gap between different plants can be reduced. This should not

Discuss the strengths and weaknesses of qualitative and quantitative Essay

Discuss the strengths and weaknesses of qualitative and quantitative research methodologies; identify the major characteristics of both methodologies - Essay Example A research method that includes the collection of words and illustration through the text comes under the research methodology called as qualitative research method. It does not include the numerical values for elaboration of the research approach (Miles and Huberman, 1994). The investigation of real-time study of scenario is the best way to understand the related positive and negative aspects (Cresswell, 2009). The qualitative research methodology presents a huge related textual material regarding the concerned matter. The views and beliefs of different authors from the literature are presented in quantitative research method. Also the actual field study results and views are generated and compared to other practitioners that leads towards the final wording about the underlying challenges. The real world scenarios are studied under this method and presented in a theoretical form. In the qualitative research method, less number of respondents are found, because each of them has to pay his/her time for conducting the survey prepared by the qualitative research analyst. It consumes time of another person for gathering the information. Without having the knowledge of field persons, only literature is not enough to understand the phenomena that cannot produce the exact outcome of the concerned matter. The selected individuals have to answer the open ended questions, which take much time as compared to close ended queries. The qualitative analysis uses different kinds of techniques for the collection of data (Cresswell, 2009). The assessment of data through the numerical values comes under the definition of quantitative research methodology. The results generation procedure is composed of tables, graphical presentation, and statistical analysis (BSBA, 2012). The quantitative research methodology requires proper procedure for sampling. All collected results regarding a single question is measured numerically and statistical analysis is performed for

Incentives, training, and education in promoting innovation in an Essay

Incentives, training, and education in promoting innovation in an organization - Essay Example One prime example of this is the link of incentives with innovation. The theory of extrinsic motivation teaches that an individual can be motivated to improve their efficiency and productivity at a task if they are rewarded with extrinsic rewards such as bonuses and promotions. However, as research proves, this does not apply in every case. When the task requires innovation and creativity, performance incentives can dampen the level of creativity (Ariely, 2010). This is because the employee starts to focus on the reward and is not able to give the task the due attention. Such incentives are only successful in boosting performance when the task is mechanical and does not require flexible and creative thinking. However, the innovative process requires creativity and flexibility. Thus, incentives do not play a significant role in the process of innovation. Vocational training, however, plays a large role in the process of innovation. A study conducted in 2007 gathered data from several firms, which provided training to their employees and had measurable performance. A thorough analysis of the correlation between these two factors revealed that innovation increases amongst employees who have received vocational training. The reason for this may be that the training gives the employee a firmer grasp on the nature of their work, and a deeper understanding about what their work means (Gallie and Legros, 2007). Thus, the individual is not confined to any boundaries in terms of knowledge or experience, and is thus able to employee creativity while working. This leads to training having a significant role in innovation. Similarly, education also proves to increase innovation levels in an organization significantly. Nelson and Phelps (1966) researched this correlation thoroughly, with the reasoning that â€Å"education enhances the ability to receive, decode, and understand information†. They studied the role of education for employees involved in the process of in novation and were able to prove that there is indeed a positive correlation between an employee having a high school or university education, and increases in the level of productivity and innovation. This correlation is empirically verifiable and visible in workplaces worldwide (Nelson & Phelps, 1966). Another important force that drives the innovative process, through its creation, management, and sustenance, is leadership. A recent study found organizational climate to act as an intervening variable between leadership behavior and innovation. They went on to claim that leadership has an important role to play in the establishment of an innovative climate in the work environment. The researchers found this correlation to be pertinent on both, work-unit level and organizational level. Research goes on to outline several leadership behaviors that can either stifle or encourage productivity. An example of a behavior that stifles innovation is to concentrate only on short-term goals a nd visible results. This can increase the pressure on the employees, which acts as a barrier for the innovative thinking process. In contrast, to encourage innovative thinking, the leader can arrange the work environment in a manner that allows for flexible thinking processes and creativity. This includes forming work teams and allowing the employees to interact with each other and discuss their ideas freely. For example, one can consider a

Speech Essay Example | Topics and Well Written Essays - 4250 words

Speech - Essay Example The three of you spend the first several minutes discussing what you did over the weekend. You all laugh over the exploits of classmate #1, who spent all night Friday and Saturday at several nightclubs. You and classmate #2 take your work out and place it on the table. Classmate #1 does not have any work completed and explains that with finals and the beginning of a head-cold, there just was not enough time. You get angry and frustrated; after all, you spent all weekend in your dorm working on this project. You look across the table at classmate #1 who is sitting with arms crossed, glaring at you. I want Classmate #1 to understand that he has not been fair, having spent the weekend nights at clubs while I and Classmate #2 had to forego a lot of things just to be able to work on the group project. After all, the project is supposed to be the result of all our efforts. The three of us would be getting equal credit based on the overall quality of the project that we will submit. I will convey my displeasure by knocking some sense into his head. I will not be affected by his defiant stance and I will go ahead to tell him that he has no right to glare at me with his arms crossed for he is the one who has wronged me and Classmate #2. I will talk in a calm but firm manner, and will unflinchingly look at Classmate #1 straight in the eye. This way, I will show him that I am not intimidated by his purported stance. I will further drive home the point that he has to shape up and make up for his lack of output so far by having the biggest share of work to be done before Wednesday. B. Using the example above, describe each component of the Speech Communication Process. a. The speaker is a college student who is enrolled in a speech class. Filled with anger and frustration about the receiver's irresponsible ways, the speaker earnestly tries to make the receiver comprehend the message that he wants to bring across. b. The receiver is one of the speaker's classmates in the speech class. Together with yet another classmate, the three of them formed a group for the completion of a certain project due in class. The receiver is the co-member who seemed to have no intention of contributing anything to their group project. Instead of being apologetic, this receiver takes on a defiant stance when he sees the speaker's reaction to his having done no part of his individual work during the weekend. c. The message is centered on their urgent need to finish their group project before the deadline. It pertains to the prevailing situation of the three-member group. The speaker means to convey the importance of fairness and of getting credit only when deserved. d. The channels include the speaker's initially angry and frustrated reaction, and his calm and firm manners of the speaker. It also covers the clarity of the speaker's message. 2. How can you control you