Don’t Waste Your Life

Flute player, john. Don’t squander Your Life. Wheaton, Illinois: Cross Way Books:2003, Pgs 191. Since 1980, John Piper has been the minister for lecturing at Bethlehem Baptist Church in the core of Minneapolis. Motivation behind this Book and Summary The primary reason for which John Piper composed this book was to support Christians and non Christians to not squander their lives (1 Corinthians 6:19-20). John Piper needs all individuals to know the reason for which they were made and to live for it. Besides, John Piper reveals to us that we have a place with God; we don't have a place with ourselves since God got us at a price.It isn't about how to maintain a strategic distance from an injured life yet how to keep away from a squandered life. The Bible is perfectly clear: God made us for his wonder. Therefore says the Lord â€Å"Bring my children from a remote place and my little girls from the finishes of the earth, each and every individual who is called by name, whom I mad e for my glory† (Isaiah 43:6-7). Life is squandered when we don't live for the greatness of God. The Bible says that, you can part with all that you have and convey your body to be scorched and have not love (1 Corinthians: 13:3). In the event that you don’t go-to people to God for everlasting euphoria, you don’t love. You squander your live.The inverse of squandering life, is the living by a solitary God-magnifying, soul-fulfilling enthusiasm. The all around lived life must be God-lifting up and soul-fulfilling in light of the fact that that is the reason God made us (Isaiah 43:7; Psalm 90:14). Gracious, what number of lives are squandered by individuals who accept that the Christian live methods just maintaining a strategic distance from disagreeableness and accommodating family. Thus, there is no infidelity, no taking, no killing, no theft, no extortion, just heaps of difficult work during the day, and bunches of TV and recordings, and loads of fun stuff towar d the end of the week, woven around chapel (mostly).This is life front a great many individuals. Squandered life. We are made for increasingly, undeniably more If we want that there be no gloating aside from in the cross, at that point we should live approach the cross, for sure we should live on the cross (Gal 6:14). Bragging in the cross happens when you are on the cross (Gal 2:19-20). â€Å"I have been killed with Christ, it is no longer I who live yet Christ who lives in me. What's more, the life and now live in the tissue I live by confidence in the Son of God, who cherished me and gave himself for me. † Living amplify Christ is exorbitant. This isn't unexpected. He was crucified.He calls us to tail him. †If anybody will come after me, let him deny himself and take up his cross and follow me† (Mark 8:34). A real existence dedicated to making a big deal about Christ is exorbitant. On the off chance that our single, comprehensive energy is to make a big deal ab out Christ throughout everyday life and demise, and if the existence that amplifies him more than anything else is the life of expensive love, at that point life is hazard, and hazard is correct. To run from it is to squander your life. Significant Themes Some of the subjects examined in this book: flaunting just on the cross, the blasting focal point of the wonder God, preferred to lose your life over to squander it.John Piper introduced these subjects delightfully under enrapturing sub subjects in the book; every one of which heats up the heart and furthermore challenges not to squander their life. There is actually no story line from my perspective, yet that change the way that the topics have been treated through efficient musings. Assessment Don’t Waste Your Life to me is exemplary. I state so on the grounds that, when you read each page, you have a feeling that you are not satisfying hope, it like you are not doing as much as you should be doing.The book is so motivatin g to such an extent that it gives another test, and revives a withering enthusiasm. The book causes one to feel like one needs to rededicate his life to Christ and start once again. John Piper causes one to feel if another opportunity to brought into the world again truly so as to compensate for the squandered years, one would dither to get a handle on that opportunity. The book doesn't leave anybody unconcerned, regardless of whether devotees or unbelievers. The book tends to each general public and culture, that is, it applies across cultures.The logic in the presentation of part five that says: If our single widely inclusive energy is to make a big deal about Christ throughout everyday life and passing and if the existence that amplifies Him more than anything else is the life of expensive love, at that point chance is correct. To run from it is to squander your life. This logic appears to me to be the center of John’s thought in this book. The individuals who feel that Ch ristianity is walk in the park can get from this book with scriptural sponsorships that there likewise the parts of enduring in it. Application This book resembled a suggestion to me, from now, I realize that I should be responsible with regards to how I utilize or spend my time.I have come to understand that there are thing s one might be doing feeling that they are significant thinks in the side of God, just to acknowledge after that it was an all out exercise in futility. For instance, the various church programs that we have that don't promptly go-to people to Christ, rather, some even debilitate individuals from following Christ. I won't squander my life. I prescribe this book to all Christians paying little heed to their situations in Church. This book will be of help to non-Christians too.

The Impact of the Terrorist Attacks on New York City free essay sample

A top to bottom examination of the consequence of the September 11 assaults, after one year. This paper talks about the consequences for people groups practices and on the economy in New York City one year after the September 11, 2001 assaults. It recognizes the harm made on that heartbreaking day by taking a gander at different parts identified with the movement and the travel industry. It sets up which organizations, assuming any, have been totally destroyed, thusly demolishing the business. It assesses people groups conduct changes and whether they accept that day will affect a mind-blowing remainder lastly analyzes how business misfortune and stoppage has influenced the worldwide economy. List of chapters Presentation Writing Review Shopper Behavior and Risk Psychological oppression and Consumerism in the Melting Pot How has September 11 Impacted Americans Monetary Impact of fear mongering Standpoint for the New York Economy Method of reasoning for Study Approach Assessment of the Effects on Business Recapturing Consumer Confidence Inspecting Procedures Study Construction Part 4: Survey results Part 5: Analysis Part 6: Conclusion Part 7: Recommendations for Further Studies Book index Informative supplements Informative supplement I Survey of Consumer Patterns After The September 11 assaults on the World Trade Towers Informative supplement II Survey Results introduced Graphically Informative supplement III Store Owner Interviews

MIT Festival of Learning Lightning Round

MIT Festival of Learning Lightning Round The Festival of Learning is an annual event organized by the MIT Office of Digital Learning around the idea that we need to bring technology and pedagogy together for effective learning. I blogged an overview of the first Festival here. This post is the third of a series of three posts about this years Festival. It features summaries of six short talks by eminent faculty on the latest educational developments in MIT classrooms.  Read the first FoL post about Woodie Flowers Nerd Epistemology here (Prof. Flowers is the co-founder of the FIRST Robotics Competition and MIT Professor of Mechanical Engineering). Read about the FoL Expo, showcasing fascinating educational developments at MIT and beyond, here.   Note: this post was originally published on the MIT Office of Digital Learning blog here. This years Festival of Learning featured a Lightning Round of six eminent MIT faculty sharing their experiences leveraging and exploring new technologies toward the goal of innovating teaching and learning at MIT. What follows are summaries of each presentation. But first, short previews and links to videos of the talks: Anette “Peko” Hosoi  (Course 2 Mechanical Engineering) introduced the amazing NEET (New Engineering Educational Transformation) program for MIT undergraduates, which is a new venture to encourage students to learn about new machines, engage in different modes of thinking, and practice problem solving by completing real engineering projects, such as building a gut on a chip. Shigeru Miyagawa (Course 24 Linguistics Course 21G Global Studies and Languages) demonstrated his fascinating approach of studying Japanese history through visual materials and discussed the impact and process of creating an online course for  21G.027 Visualizing Japan in the Modern World. Ian Waitz (Vice Chancellor, Course 16 Aerospace Engineering) updated us on the Institute-wide efforts to reshape the first-year undergraduate experience at MIT, which include leading a for-credit project-based design course open to all students, 2.S991 Designing the First Year at MIT. Barton Zwiebach  (Course 8 Physics) talked about reshaping the undergraduate quantum mechanics course sequence using the latest online tools. Jeff Grossman  (Course 3 Materials Science and Engineering) shared his experience using take-home mini-experiments, or goodie bags, in 3.091 Introduction to Solid-State Chemistry, a Chemistry GIR (General Institute Requirement), as inspired by a 6-year olds birthday party. Thomas Kochan  (MIT Sloan School of Management) shared his favorite thing at MIT, which is 15.662 Shaping the Future of Work, a blended  online and on-campus course that allows Sloan MBAs to negotiate a new social contract for the workforce with workers from around the world. Anette “Peko” Hosoi NEET: the Answer to “Is Engineering Education Obsolete?” One and a half years ago, Anette “Peko” Hosoi, Ed Crawley, and Babi Mitraâ€"along with MIT faculty, students, alumni, employers, and consultantsâ€"began thinking about the future of engineering education. They were most inspired by words from Sugata Mitra’s TED Talk: the format of our education system lecture went obsolete with the invention of the printing press. Here’s an example of why that’s true at MIT. Below are two planes from different times in history. For the machine on the left, the shape is dictated by aerodynamics. It has a gas turbine engine and requires a pilot. The machine on the right is stealthyâ€"its shape dictated by electromagnetismâ€"and is the first autonomously driven and refueled Navy drone. Students in the undergraduate Aerospace Engineering program at MIT are only prepared to build one of those planes by the time they graduate, and it is not the most recently designed. This is unfortunately true for engineering students of all disciplines. So how do we prepare students to build new machines rather than the machines of the 1950s? This is the motivating question for the NEET (New Engineering Educational Transformation) program for MIT undergraduates. There are three main purposes behind the NEET curriculum: learning about new machines, engaging in different modes of thinking (e.g. collaborative, critical, leader etc), and practical problem solving (or Mens et Manus, MIT’s slogan). NEET students enroll in the program in their sophomore year and immediately get started on their first project, such as, for example, building a gut on a chipâ€"a living machine. Along with their group project work, students engage in increasingly complex humanistic arguments and explore classes across disciplines, building up a strong academic and critical thinking foundation for their capstone senior year NEET project. Along the way, students also get to engage with local experts in the industry and with facultyâ€"discussing career and research options, class recommendations, and major selection. Students will often UROP with some of the faculty as well. At the end of their journey, NEET students receive certificates for completing the program, along with their regular undergraduate degree. But even more importantly, they reap the advantages of having an informed choice of major, practical experience in their field of choice, and connections with leaders in that field. For more questions about NEET, visit neet.mit.edu. Shigeru Miyagawa Visualizing Japan: an online course jointly produced by Harvard University and MIT Years ago, Professors Shigeru Miyagawa and John Dower set out to study history by looking at visual materials. Their first case study was a well-known event in Japanese history: the arrival of U.S. Naval Commodore Matthew Perry in Japan in 1853 with the purpose of “opening up” Japan to the world. The two professors collected images from museums in the U.S. and Japan and found surprising, never-before-studied results. Consider for example the three images below. On the right is a photograph of Commodore Perry taken by a U.S. photographer, which exudes power and authority. On the left is a woodblock print from the Nagasaki Museum, a seemingly comical image. Upon closer examination, you can see that the image also actually reveals power and authority, but through a mistake by the artist! Commodore Perry’s eyes are blue, but they are blue in the wrong location, which shows that the artist had heard that westerners had blue eyes, but never actually saw Perry. Turns out, the Commodore made himself inaccessible during his Japan visit to project power and authority. As a result, the Japanese image is actually quite respectful, though the same is not true for a later image (below) of Perry, which was created after the United States’ real motivations for visiting Japan were revealed. So much about the two countries’ perceptions of the event through time can be gleanedgl from just three images! Consider also the contrast between the two images of U.S. ships going to Japan below. The image on the left, from the Chicago Historical Society, is a sombre depiction of “manifest destiny,” with U.S. ships going “from enlightenment into darkness.” On the right, the woodblock print from Japan depicts the same ship, but makes it look more demonic than enlightenedâ€"you can see that the artist understood Perry’s dark mission. Notice also how the American ship is traveling from left to right, while the Japanese is going from right to left. This has to do with the differences in the two countries’ writing systems, with the traditional Japanese system going from right to left, and the English system going the other way. Professors Miyagawa and Dower have now collected visual materials for 50 historical units. They have made agreements with over 200 museums and private collections from around the world to provide images for the project, many of which were previously inaccessible to the public. Thanks to the Visualising Japan project, you can now view and use thousands of relevant historical images, available through Creative Commons  online here. In 2014, Professor Miyagawa set out to create an online edX course  on Visualizing Japan, along with John Dower, Gennifer Weisenfeld of Duke, and Andy Gordon of Harvardâ€"four eminent scholars from three major institutions teaching together, all thanks to the online platform. Prof. Miyagawa also asked the prominent University of Tokyo sociologist Professor Yoshimi Shunya to do a sequel course, which resulted in two additional online courses on post-war Tokyo. Next steps for the edX resource now include setting up an AI system to allow online learners to ask questions about the course content and Japan in general. The prototype is now being implemented with the help of Boris Katz from CSAIL. Most surprising, however, has been the impact of the Visualizing Japan online platform  on residential MIT education. After teaching the course at MIT in its traditional format for many years, Professor Miyagawa installed the online content as primary educational material for the class in 2014, and the move has completely changed the way he teaches the class. In the traditional format, the instructor spoke for 80% of the class, and students for 20% (as timed by a student). Now the split is 50/50! And not just that, but the course attendance has been nearly a 100%, a testament to how much students appreciate the new flipped format. Ian Waitz Creating a Movement: an update on efforts to improve the first-year experience at MIT The most recent major structural change to the first-year MIT undergraduate experience happened in 1964â€"the year Dean Ian Waitz was born! Since then, the world has changed, but not for MIT freshmen. Now the Institute is finally taking steps to address student and faculty concerns in our changed society. In a broad effort, Dean Waitz and colleagues have interviewed multiple stakeholders on the first-year experience. Students, alumni, faculty, and industry leaders all contributed unique perspectives, with some emergent themes around student needs: more flexibility, ability for intellectual exploration (especially for choosing a major), improved advising, and desire to feel inspired by a topic or love of learning in general. These four ideals are currently poorly represented in the first yearâ€"most students take GIRs (General Institute Requirements), which often do not align with students’ interests and hinder exploration of their field of interest. Besides talking to stakeholders, Dean Waitz and his team are also taking steps to implement the ideas they hear. Although there is a variety of needs and no consensus on objectives, the Institute is committed to addressing the issues in some form. And now the project has been formalized into a semester-long course, 2.S991 Designing the First Year at MIT, open to members of the MIT community. 2.S991 is an educational journey that starts with students learning design and different approaches to education. Students then apply what they learned in the hopes of actual institutional change. It’s the kind of work that cannot happen in a simple faculty committee. And the MIT community has thoroughly embraced the challenge. The instructors had hoped for 20 students in the course, booked a classroom for 55, and are now anticipating close to a 100 participants! The high enrollment shows the students’ passion for leaving MIT a better place and their willingness to take on complex, interdisciplinary design challenges. The course has already begun, but Dean Waitz still invites interested members of the community to join! If you are a participant, mentor, subject matter expert, or just someone who has thoughts to share, you can engage with the class by going to this link: ovc.mit.edu/fye_course/. The more people are involved, the better outcomes we can expect for future MIT freshmen. Barton Zwiebach On-campus Experiments with Online Learning Using the Quantum Mechanics Sequence MIT is one of the few schools that offers three quantum mechanics courses at the undergraduate level. The first in the series is 8.04 Quantum Mechanics I, offered twice every year. 8.05 and 8.06, Quantum Mechanics II and III, respectively, are only offered once per year, which has caused enough student scheduling issues that the department decided to try something new to address the concern. Now, 8.05 will be offered twice a year: once in its original but enhanced form with new online tools, and the other time in the form of 8.051â€"a fully online blended learning course, which has just approved by the Committee on Curriculum to become a permanent staple in the department. 8.051 will be run simultaneously worldwide through edX, so instructors will get insight into the class performance of many different populations. So how is 8.051 (previously 8.S05) different from its traditional counterpart? The blended version keeps recitations and paper exams, but adopts online tools for lecture and homework. Lecture videos are enhanced with checkpoint exercises, and problem sets are computer-graded to provide instant feedback. Automatic grading is not only helpful to students, but is a great tool for instructors trying to improve the courseâ€"they get data on the performance of students in the online course from across the world! From that, the instructors can judge the difficulty and effectiveness of each exercise, as well as see how the probability of getting the answer right increases along with the ability of each student. Online computer-graded exercises aren’t the only benefit of the blended format of 8.051. Students appreciate the flexibility in their lecture viewing scheduleâ€"many report watching videos in bed, often multiple times to better understand the concepts. They also appreciate the ability to prepare for recitation better with the checkpoint exercises, which also come with immediate feedback. Students have also praised the flexibility of the online toolsâ€"the software will now recognize the correct answer to the problem even when written in multiple different ways. Students also report drawbacks to the online tools. For example, the automatic grader does not provide much feedback on incorrect solutions, nor does it provide partial credit. These tools are still in development. The instructors of the Quantum Mechanics sequence are still working on optimizing the 8.051 Quantum Mechanics II experience, as well as working on making 8.041, the online blended version of 8.04 Quantum Mechanics I, a permanent part of the Course 8 Physics curriculum. Work on the online version of 8.06 Quantum Mechanics III will be completed in spring 2019, at which point the whole quantum mechanics series project will be reevaluated for an even better undergraduate experience. Prof Zwiebachs work was helped by Saif Rayyan and Jolyon Bloomfield. Jeff Grossman Goodie Bags in 3.091: Hands-on chemistry learning through take-home mini-experiments What’s more important in introductory chemistry: lecture or lab? The answer is, of course, both. Unfortunately, regular labs are infeasible in a large class like 3.091 Introduction to Solid State Chemistry, which satisfies the Chemistry GIR (General Institute Requirement). So how can the lecture be complemented without trips to the lab? How can students be encouraged to keep exploring and thinking about the material? The answer for Prof. Grossman was in “goodie bags”â€"hands-on mini-experiments for students to try at home, to “touch and feel” the chemistry learned in lecture. The unexpected inspiration for this learning aid came after Prof. Grossman attended a birthday party with his 6-year old daughter, where she received her own cheap candy and toy bag. What if the goodie bags contained basic chemistry materials instead? The goodie bags are now a popular staple of 3.091, which Prof. Grossman took over in 2015. One of the bags, for example, is “discovering metals,” which allows people to experience differentiating elements in the manner of early chemistsâ€"by smashing, burning, breaking, and mixing materials. The bag includes some simple supplies: vinegar, a ruler, and a set of metal strips, which the students are asked to distinguish. Sometimes, the students even continue the process of exploration beyond the given set of stripsâ€"Prof. Grossman has seen pictures of students dropping vinegar on various metal items in the Infinite Corridor. Another popular goodie bag explores electronic transitions using the Bohr model. It lets the students go beyond the theoretical model and actually see the transitions: when they happen and when they don’t. The bag includes a spectrometer and various LEDs. It also includes a problem sheet, which is part of the week’s homework.   After three iterations of Prof. Grossman’s 3.091, goodie bags are starting to come up in student course evaluations as reasons they chose the course over other Chemistry GIR options. The mini-experiments have now been closely integrated with lecture. For example, students were asked to bring their spectrometers into class after completing the electronic transitions assignment for a quiz. During the quiz, they were asked to observe a different source of light, learning why fluorescent lights are horrible. The exercise accomplished the job of complementing lecture with lab at low cost and effort, and gave students a better understanding of how the Bohr model shows up in real life. Thomas Kochan Blending online and campus courses: 15.662x Shaping the Future of Work 15.662 Managing Sustainable Businesses for People Profits Thomas Kochan’s favorite thing at MIT is the blended online course 15.662x Shaping the Future of Work. This course is a way for MIT MBA students to learn about the next generation of the workforce from the workforce itself. Here’s how it works: MBA students take the course on campus, concurrently with students online on edX, who are workers with a median age of 32 (and the maximum age of 83), so the MBAs get the opportunity to engage with and learn from the workforce directly. Professor Kochan is highly invested in the project, even though he receives no credit for it at the MIT Sloan School. So why does 15.662x exist? The course is important today especially because of current societal pressures, such as income inequality, social tensions around immigration, concerns about globalization, and worries over technological advances. The course is important because the old social contract in the workforce is not working anymore, and we need to renegotiate it for a better world. As you can see in the graph below, workers’ wages have been growing disproportionately slowly compared to the level of inflation, creating the giant wage gap we see in the United States today. The online course is aimed at getting MBA students to think about what they can do to shape the future. At the core of the course is the idea of choice, for both business leaders and their employees. 15.662x brings the two sides together to build a new social contract for the workers (online students) and future leaders (Sloan MBAs). The contract is the major assignment the whole class leads up toâ€"it is the combination of weeks of research, negotiation, and discussion. Some students even go past the class to continue research and pen op-eds about their experience. And those who cannot take the class can experience its condensed version at the week-long Sloan Innovation Period. 15.662x is a rich way of linking on-campus work with the outside workforce. Thee online course is a tool for engagement, and it is working. Professor Kochan’s favorite student course evaluation stated, “They don’t think the way we do!”â€"the key point of the course. It is now more important than ever to consider such workplace issues as insurance coverage, technological development, communication tools, and harassment and discrimination. Professor Kochan invites everyone to join the online course starting March 20 on edX: https://www.edx.org/course/shaping-the-future-of-work. Post Tagged #3.091 Introduction to Solid-State Chemistry #GIRs #MIT Festival of Learning #MIT Office of Digital Learning

The Effects Of Fetal Alcohol Syndrome On Infants - 3388 Words

Professor Sandmire Bio 440 30 April 2015 The Effects of Fetal Alcohol Syndrome on Infants Abstract Fetal alcohol syndrome is caused when women during their pregnancy drink alcohol and cause developmental problems that can affect the fetus and infant for the rest of his or her life. Fetal alcohol syndrome can cause facial abnormalities, mental retardation, and a significant decrease in overall growth of the fetus.1 There are numerous studies about prevalence of fetal alcohol syndrome, and its effects on physical, neurological, and socioemotional functions of children. Many studies highlight that the risk of fetal alcohol increases by the amount of alcohol a woman drinks during her pregnancy. Many studies also support the idea that the more alcohol that is consumed during pregnancy, the greater the severity of the associated abnormalities that are found in the child. Because there is no cure for fetal alcohol syndrome, researchers have tried to achieve successful prevention plans by studying several options that could be implemented. The work that has been done to try and help child ren who have fetal alcohol syndrome is extensive but allows for further research.2 Introduction Fetal alcohol syndrome (FAS) is a disorder that develops in a child when a woman drinks alcohol during a pregnancy.2 It is usually characterized by many abnormalities like deficient growth, cognitive dysfunction that usually causes behavioral and mental issues, and a very specific set of facialShow MoreRelatedThe Effects Of Fetal Alcohol Syndrome On The Children850 Words   |  4 Pagescare for their infant inside and outside of the womb. The nurse will need to educate parents on lifestyle changes that will promote optimal health in their infant. 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The drug use of a pregnant woman has aRead MoreFetal Alcohol Syndrome Essay1522 Words   |  7 PagesFetal Alcohol Syndrome (FAS) is a disorder that can happen to children whose mothers drank sufficient amounts of alcohol sometime throughout their pregnancy. Fetal Alcohol Syndrome is a condition classified in a group called Fetal Alcohol Spectrum Disorders, and is the most known and severe of the group. FAS, depending on the factors such as location, population and race studied is considered one of the leading known causes of mental retardation and birth defects, with 0.2 – 1.5 out of every 1Read MoreIn Today’S Society Healthcare Is Changing Rapidly, Mainly1099 Words   |  5 Pagesthat should be addressed is Fetal Alcohol Syndrome (FAS). The valuable information found within so many resources allows for better prevention of FAS, patient centered care, and quality of care for not only the mother, but for the fetus as well. 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Fetal AlcoholRead MoreThe Effects Of Air Pollution On Reproductive Health1376 Words   |  6 PagesAny agent that disrupts embryo development or fetal development is known as Teratogens. Teratogens can stop the pregnancy outright, or in cases of full term pregnancies, cause birth defects to the child. Some categories of teratogens are environmental and subjective teratogens. Environmental teratogens relate to environmental factors that cause birth defects or termination of a pregnancy. Subjective teratogens are substances in which the mother consumes that cause defects to the child or also terminationRead MoreHumanity Has Always Yielded To The Pressure Of Different1128 Words   |  5 Pagesdamage obtained was the next step. It seems that only now, when the number of the diseases caused by different substances has reached its peak, people have finally understood that the best â€Å"Cure† is the prevention of any forms of substance abuse. 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The Causation And Consumer Reaction At A Fox News...

In the news this August a Fox News reporter, Cody Derespina, described the causation and consumer reaction to â€Å"Target Going Gender Neutral in Some Sections†. After receiving some complaints from customers the retailer felt the need to address the amount of gendered language in the children sections and the colors being used to categorize certain toys. For example, one mother sent a tweet to Target with a picture of a sign saying â€Å"Building Sets† and below it reading â€Å"Girls’ Building Sets†. She stated that Target should not be being doing this and her tweet went viral with around 3,000 retweets. Target responded saying that â€Å"We’ve made sure to share this with the right teams for further review†. The article stressed there is another side to this argument where some consumers believed that Target should not being changing these gendered practices because this is how consumers have always been accustomed to shopping. â€Å"Le ading up to that moment there’s been a broader conversation about gender and signs and using gender indicators, especially as it relates to kids,† Target spokesperson Molly Snyder told Fox News (Derespina 2015). This debate over gendering toys and other objects at Target brings attention to the cultural scripts used in American culture that aid in the creation of gender segregation and discrimination, and shed light on what many feminists are striving for in new identity politics. Chad Goldberg (2015) further explains the socialization of gender by stating that

The Apprenticeship of Duddy Kravitz Free Essays

John McPherson, which resulted in his wife getting out of bed and unfortunately causing her death. The next day at school, Mr. John McPherson shows up under the influence of alcohol, completely drunk and starts to insult the Jews and making extremely racist comments. We will write a custom essay sample on The Apprenticeship of Duddy Kravitz or any similar topic only for you Order Now This is Just a small example of Anti-Semitism during Duddys childhood. Another idea I found important in the text was selfishness as well as ambition and greed. Even though Duddy was making more money than a 17 year old should, he always wanted more. Nothing was more important to him than making money. When he heard that the last piece of land in Lac St. Pierre was up for sale, he took all the money he had, but still came up short. Duddy decides to forge a cheque from Virgil’s chequebook. Virgil was a man who Duddy met in New York and helped him make money illegally by smuggling pinball machines. After Virgil and Yvette found out about what Duddy had done to them, they never spoke to him again. Discuss the author’s style. Describe 2 iterary elements the author uses successfully and give a clear example of each. The author used a few techniques to deepen our understanding of the story. One of the techniques was using a teenager as the main character of the novel. I think this showed us the ambition of the young man because all teenagers want to make money and dream about becoming rich one day, but it’s not all 17 year olds that want it as bad as Duddy Kravitz. Another technique used by the author was making the main character a Jew. As we all know, Jews have a reputation for wanting money so ad and I think that the fact that Duddy is Jewish makes the whole story about a young man chasing money more meaningful. Did you enjoy the book? Why or why not? I enjoyed this novel a lot and recommend it to everyone living in Montreal and who likes a story that may have many things in common with their own personal lives. I think it is an important part of Montreal history in our generation. I also think it’s good for Jewish people to read this novel because we also see how racism has stronger racism against Jews was in the 1940s How to cite The Apprenticeship of Duddy Kravitz, Papers

Quality Management Theory and Practice

Question: Discuss about the Quality Management Theory and Practice. Answer: Introduction Organizations over the centuries have been shaped and reshaped, and a lot has been written about how to make organizations competent and effectual. Management theories concerns proper management practices and strategies. These theories started emerging in the early twentieth century and have evolved through ages to present the modern management theories. The objectives of forming these theories are to present with a stable direction in understanding the experiences and determine relevancy. They also assist in communicating efficiently and learning about the world (Huarng Ribeiro-Soriano, 2014). Evolution and Evaluation Organizations and management are results of the ancient times and societies. Management theory is the evolution of peoples relationship struggles throughout history and from that, one can understand how to steer the future of formal organizations. Frederick W. Taylors Scientific Management: Frederick Taylor proposed scientific management as a process that employs the scientific method principles to management functions to determine the best ways to execute tasks and share the benefits. He opined that removal of unnecessary responsibilities from the job roles of employees would provide productive outcomes (Witzel Warner, 2015). His philosophy was based on four principles: Development of a proper scientific method for management of task execution Scientific selection of employees to determine who is best for what Scientific education and advancement of employees Cooperation and collaboration among management and labor force (Shafritz, Ott Jang, 2015). McDonalds can be taken as an example of an organization that effectively employs scientific management in its production department. In all branches of McDonalds, uniformity could be seen in their food preparation, maintenance, staff appraisals and other operational functions. Due to its ability to serve effectively standard food and services all across the world, McDonalds has been able to become one of the biggest restaurant chains. McDonalds business operations include a reward and promotion system for employees who meet goals and are recognized by management for their contribution. McDonalds very own Hamburger University is the perfect example for supporting staff trainings in organizations. At that University employees are provided with management training, operations advancement knowledge, equipment handling training and communication skills development courses. At McDonalds, every employee perform their individual job, what they are best at, and the system is uniform in all ou tlets to ensure high quality level everywhere. Uniformity can be seen in their equipments, ingredients and even customer interaction. However, the workers also fear that layoffs might happen due to exhaustion of available tasks because of improved work execution. In addition, sometimes employees feel the pressure of overload. Abraham Maslows Hierarchy of Human Needs: Abraham Maslow proposed the human needs theories with the aim of capturing human behavior complexity adequately. He believed human actions and reactions exist in the direction of goal achievement. His Hierarchy of Needs is a representative hierarchical pyramid of five stages. The idea is to satisfy lower level needs prior to higher-level ones. He argued that motivation for humans comes from these five fundamental needs (Maslow, 2013). The different levels of the pyramid are as follows: Self actualization consisting of integrity, ingenuity, autonomy, problem solving and so on Esteem consisting of poise, self-respect, attainment, admiration, perks and so on Belongingness consisting of affection, friendship, familiarity, cooperativeness and so on Safety consisting of environmental security, service, assets, welfare, property and so on Physiological consisting of air, water, food, sleep, physical intimacy, stability and so on (Kremer Hammond, 2013) Tesco is a good example of an organization that follows the hierarchy needs and motivational theory of Maslow. They aim to motivate their employees and pays attention to their safety and hygiene. They encourage timely communication, delegate responsibilities and involve staffs in decision-making. There are separate forums for staff for discussions and practices rewards and recognition system. The staff has the authority to influence the menus, and has the freedom to make choices that can help improve the productivity of their organization. It also provides opportunities to its employees to contribute to their employment and take interest to improve it. Reviews display abilities and achievement of every employee, enabling identification of potential. Tesco is benefitted by assurance of better customer service along with advancing career progression for its employees. William Demings Total Quality Management: Demings is credited with the popularization of the total quality management concept, a concept that deals with implementation of total quality management and is an assortment of management practices that are used by organizations to improve their quality and productivity. It consists of 14 points on management philosophy that organizations follow for quality transformation (Gimenez-Espin, Jimnez-Jimnez Martnez-Costa, 2013). They are as follows: Create a constant reason towards improvement of merchandise and offerings Adopt the brand new philosophy Stop relying on inspections for first-class Use a single provider for any individual object for rate minimization Enhance consistently and ceaselessly in every approach Use training on the job Implement leadership Do away with worry Damage down barriers between departments Get rid of unclear slogans, exhortation and objectives Get rid of management by objectives Cast off limitations to satisfaction of workmanship Put in force schooling and self-development applications Make "transformation" all people's purpose (Luburi?, 2014) Toyota Motors is known worldwide for directly addressing Total Quality Management (TQM) and has received many prestigious awards for quality management. Toyota prioritizes customers while following the concept of TQM, facilitating involvement and contribution of all employees of the organization. They have implemented systems to back and motivate employees into making significant contributions towards the development of the organization (Mitra, 2016). They have a separate quality control group that ensures society-based projects and environmental initiatives, calling it kaizen. All these practices in Toyotas production department have ensured superior quality products and services for the company, along with improvement in all departments, both individual and service. They strive always to remove waste, over production and encourage employee participation. Their bureaucratic system helps employees contribute ideas for improvements, especially long-term ones. Conclusion Management theories are carried out to aid expand organizational productivity and service first-class. Now not many managers use a novel theory or thought when implementing systems within the workplace: They most likely use a combo of a quantity of theories, depending on the office, reason and body of workers. Nevertheless, the aim of all the organization remains the same develop and enhance productivity. References Gimenez-Espin, J. A., Jimnez-Jimnez, D., Martnez-Costa, M. (2013). Organizational culture for total quality management.Total Quality Management Business Excellence,24(5-6), 678-692. Huarng, K. H., Ribeiro-Soriano, D. E. (2014). Developmental management: Theories, methods, and applications in entrepreneurship, innovation, and sensemaking.Journal of Business Research,67(5), 657-662. Kremer, W. K., Hammond, C. (2013). Abraham Maslow and the pyramid that beguiled business.BBC news magazine. Luburi?, R. (2014). Total quality management as a paradigm of business success.Journal of Central Banking Theory and Practice,3(1), 59-80. Maslow, A. H. (2013).A theory of human motivation. Start Publishing LLC. Mitra, A. (2016).Fundamentals of quality control and improvement. John Wiley Sons. Shafritz, J. M., Ott, J. S., Jang, Y. S. (2015).Classics of organization theory. Cengage Learning. Witzel, M., Warner, M. (2015). Taylorism revisited: Culture, management theory and paradigm-shift.Cambridge Judge Business SchoolWorking paper number 01/2015.