This document discusses the Declaration of the Civil Society initiative presented by IFFD at the UN's 20th anniversary of the Year of the Family. It has received endorsements from 132 organizations in 58 countries. It also discusses trends impacting intergenerational relationships like increased mobility, urbanization, and non-traditional family structures posing challenges but also opportunities for support. Family bonds remain strong with family members assisting one another through challenges.
This document discusses family literacy education and its potential benefits and limitations. It explores different models of family literacy programs, including the compensatory model, the one child-one mother model, and the lack of adequate adult and interactive literacy practices. It notes pros and cons of each approach. A key concern discussed is the instability of funding for family literacy education and how this undermines its viability. The document also notes that the voices of family literacy program participants themselves have been largely absent from discussions about program development and evaluation.
Crisis in child_mental_health-joint_commision_on_mental_health-1969-46pgs-eduRareBooksnRecords
This document summarizes the key findings and recommendations of a report by the Joint Commission on Mental Health of Children regarding the mental health crisis facing American children and youth. The Commission declares that the US lacks a unified national commitment to children's well-being, does not adequately support families, and has failed to translate knowledge into action to promote healthy development. As a result, millions of children face disadvantages like poverty, racism, lack of access to healthcare and education. The Commission calls for a renewed focus on prevention and ensuring all children's basic rights to care, treatment and reaching their full potential.
This document contains the inaugural speech from a summit on parenting and nation building. The key points are:
1) Parenting is crucial for nation building because families are the basic units that make up a nation, and the quality of parenting determines the quality of citizens.
2) Parents have a responsibility to deliberately train their children and develop their character so they grow into socially fit adults that contribute positively to society.
3) A national policy is needed to promote deliberate parenting focused on character development and raising future leaders, such as allowing working mothers more time at home with young children.
This document discusses the changing nature of parenting and education in the digital age. It notes that many new parents spend a lot of time on social media and devices, which takes away from bonding with their toddlers. Older parents raised their children differently, without as much technology involvement. The document suggests parents need education on balancing social media use and bonding with their children to support the children's development and future opportunities in a globalized world.
The document discusses Catholic social teaching and principles regarding child poverty. It outlines seven principles: 1) life and dignity, 2) family and participation, 3) rights and responsibilities, 4) option for the poor, 5) dignity of work, 6) solidarity, and 7) care for God's creation. It argues that Catholic teachings call on individuals and governments to support human dignity and basic needs for all, especially children in poverty who may lack food, shelter, education and other resources through no fault of their own.
families united for education - civic change champion 100418Everyday Democracy
Families United for Education is a national model for community engagement in education, with over 400 members from 44 organizations working to improve educational equity in Albuquerque schools. They developed the first community-written school engagement policy in the US and have advocated for policies and practices that foster inclusion, such as increasing ethnic studies courses. Through persistence and training on racial equity, they aim to ensure all students have equitable opportunities for success.
Representatives from Baltimore's public schools, private schools, and Johns Hopkins University's Center for Talented Youth created a comprehensive directory called the Compass Directory to connect academically talented children, especially from low-income families, with local academic enrichment resources. The directory launched in September and lists organizations like chess clubs, debate leagues, and college prep programs that could help talented students excel. It aims to level the playing field of information for smart students in Baltimore and prevent them from dumbing themselves down due to lack of awareness of opportunities.
The document provides guidelines for SOS Children's Village's Family Strengthening Programme. The programme aims to prevent child abandonment by helping vulnerable families and empowering them to care for their children. It does this through direct support to families, including basic needs assistance, skills training, and counseling. It also aims to mobilize community support for families and build partnerships with other organizations. The selection process involves identifying families most at risk, such as those in poverty, with an ill parent, or facing discrimination. Services are tailored to each family's needs and include support for children's education, healthcare, and parents' income generation. Monitoring ensures families are progressing towards self-reliance. The overall goal is to strengthen families' ability
This document discusses family literacy education and its potential benefits and limitations. It explores different models of family literacy programs, including the compensatory model, the one child-one mother model, and the lack of adequate adult and interactive literacy practices. It notes pros and cons of each approach. A key concern discussed is the instability of funding for family literacy education and how this undermines its viability. The document also notes that the voices of family literacy program participants themselves have been largely absent from discussions about program development and evaluation.
Crisis in child_mental_health-joint_commision_on_mental_health-1969-46pgs-eduRareBooksnRecords
This document summarizes the key findings and recommendations of a report by the Joint Commission on Mental Health of Children regarding the mental health crisis facing American children and youth. The Commission declares that the US lacks a unified national commitment to children's well-being, does not adequately support families, and has failed to translate knowledge into action to promote healthy development. As a result, millions of children face disadvantages like poverty, racism, lack of access to healthcare and education. The Commission calls for a renewed focus on prevention and ensuring all children's basic rights to care, treatment and reaching their full potential.
This document contains the inaugural speech from a summit on parenting and nation building. The key points are:
1) Parenting is crucial for nation building because families are the basic units that make up a nation, and the quality of parenting determines the quality of citizens.
2) Parents have a responsibility to deliberately train their children and develop their character so they grow into socially fit adults that contribute positively to society.
3) A national policy is needed to promote deliberate parenting focused on character development and raising future leaders, such as allowing working mothers more time at home with young children.
This document discusses the changing nature of parenting and education in the digital age. It notes that many new parents spend a lot of time on social media and devices, which takes away from bonding with their toddlers. Older parents raised their children differently, without as much technology involvement. The document suggests parents need education on balancing social media use and bonding with their children to support the children's development and future opportunities in a globalized world.
The document discusses Catholic social teaching and principles regarding child poverty. It outlines seven principles: 1) life and dignity, 2) family and participation, 3) rights and responsibilities, 4) option for the poor, 5) dignity of work, 6) solidarity, and 7) care for God's creation. It argues that Catholic teachings call on individuals and governments to support human dignity and basic needs for all, especially children in poverty who may lack food, shelter, education and other resources through no fault of their own.
families united for education - civic change champion 100418Everyday Democracy
Families United for Education is a national model for community engagement in education, with over 400 members from 44 organizations working to improve educational equity in Albuquerque schools. They developed the first community-written school engagement policy in the US and have advocated for policies and practices that foster inclusion, such as increasing ethnic studies courses. Through persistence and training on racial equity, they aim to ensure all students have equitable opportunities for success.
Representatives from Baltimore's public schools, private schools, and Johns Hopkins University's Center for Talented Youth created a comprehensive directory called the Compass Directory to connect academically talented children, especially from low-income families, with local academic enrichment resources. The directory launched in September and lists organizations like chess clubs, debate leagues, and college prep programs that could help talented students excel. It aims to level the playing field of information for smart students in Baltimore and prevent them from dumbing themselves down due to lack of awareness of opportunities.
The document provides guidelines for SOS Children's Village's Family Strengthening Programme. The programme aims to prevent child abandonment by helping vulnerable families and empowering them to care for their children. It does this through direct support to families, including basic needs assistance, skills training, and counseling. It also aims to mobilize community support for families and build partnerships with other organizations. The selection process involves identifying families most at risk, such as those in poverty, with an ill parent, or facing discrimination. Services are tailored to each family's needs and include support for children's education, healthcare, and parents' income generation. Monitoring ensures families are progressing towards self-reliance. The overall goal is to strengthen families' ability
CBOs analyze child protection issues by examining three key components - content, structure, and culture. Content refers to relevant laws and policies. Structure looks at mechanisms for implementation like social services. Culture considers community values and behaviors. To create change, CBOs must understand how all three components interact and address weaknesses in any area. For example, a law alone will not protect children if enforcement structures are lacking or cultural norms conflict with the law. A holistic approach is needed to strengthen systems protecting children.
This document is the 2014 Community Report Card on the Status of Children, Youth, and Families in Arlington, Virginia. It provides data on various indicators related to child, youth, and family well-being in Arlington across different age groups and topics. In the early childhood years section, some of the key findings include that over 25% of kindergarteners are overweight, applications and receipt of child care subsidies have sharply increased in recent years, and over 90% of children receive early literacy support. The report aims to inform and guide efforts to support youth development in the community.
Social Capital and solidarity. Meeting in Rize. April 2017M.Amparo
1) Bulgaria is a parliamentary republic with a prime minister as the head of government. It has a National Assembly of 240 members elected to four-year terms.
2) Social capital refers to resources from personal and professional relationships, like information, trust, and cooperation.
3) Several government ministries interact with society, including Education, Interior, Health, and Culture.
Community schools equity framework final working draftRashard Dyess-Lane
This document discusses community schools as an essential equity strategy. It argues that community schools can help close opportunity and achievement gaps by providing integrated student supports and services. Community schools bring together school resources with community partners and organizations to address barriers to learning like poverty, health issues, and lack of access to services. When implemented effectively through collaborative leadership structures, community schools have been shown to improve academic outcomes and engage families and communities. Examples from school districts in Oakland, Multnomah County, and Cincinnati illustrate how community schools can advance equity through strategies like restorative justice and targeting supports to disadvantaged groups.
This document discusses several key topics related to education, including:
1. The "hidden curriculum" teaches norms like respect for authority and passive learning in school.
2. Cultural capital refers to exposure to art, music, and literature from one's family that benefits social mobility. Those with more cultural capital start with an advantage.
3. Tracking groups students by achievement, aiming to facilitate higher achievement but often results in self-fulfilling prophecies.
4. Differences in school quality between affluent and impoverished districts mean those with more resources get a better education. Inequitable access to educational resources is a social problem.
Four Family Loves was written by Dr. Robert Kittel, Director of Youth and Students for Peace, with assistance from Dr. Tyler Hendricks. It is endorsed by the Women’s Federation for World Peace, an NGO with General Consultative Status at the United Nations Economic and Social Council (ECOSOC); the Universal Peace Federation, an NGO with ECOSOC Special Consultative Status; the Family Federation for World Peace and Unification (FFWPU); and Youth and Students for Peace (YSP). Ministries of Education, NGOs and FBOs everywhere are welcome to use it. We ask only the courtesy of a letter of acknowledgment sent to us at “ys4peace@gmail.com.” We believe its employment as a public and private school curriculum will lead individuals, families and nations to prosperity, peace and happiness.
Social organization refers to patterns of relationships between individuals and groups in society. Social organizations form through institutions like schools and government, as well as common interest groups. The main social institutions are family, politics, religion, education, economy, science, and sports. Family is the central social structure and can include nuclear families, extended families, blended families, single parent families, childless families, and same sex families. The primary functions of family are satisfying sexual needs through marriage, procreation, caring for young, providing basic necessities, and enabling proper social interaction.
EDUCATIONAL PARTNERSHIP AND COMMUNITY DEVELOPMENT Ppt.pptxJCLeabres
This document discusses educational partnerships and community development. It defines key concepts like education, partnership, community and discusses different types of partnerships and communities in education. It outlines rationales for partnerships including shared expertise, mutual support and increased resources. The document also summarizes research on effective school, family and community partnership programs, including the six types of family involvement and challenges in implementing partnerships.
The document discusses several key social institutions: the family, education, religion, economic institutions, and government. It provides definitions and characteristics of social institutions in general and then examines each of these major institutions in more detail. For each one, it outlines their functions in society such as reproducing and raising children for families, transmitting culture and socializing individuals for education, providing social control and explaining life's mysteries for religion, and facilitating economic transactions and specialization of labor for economic institutions. Government is defined as the institution that makes and carries out rules to enable social living.
This document discusses the importance of early intervention and supporting children during their primary school years to help overcome disadvantages and break cycles of underachievement. It contains chapters by experts focusing on areas like speech and language development, literacy and numeracy, social and emotional skills, parenting interventions, educational mobility and bridging gaps between advantaged and disadvantaged children. The introductions emphasize that intervening early from pre-school through primary years can significantly improve children's outcomes and have major long-term benefits both for individuals and society.
The document discusses issues related to youth social work. It defines youth as the period between ages 15-24 according to the UN. India has the largest youth population in the world at over 356 million people aged 10-24. Some of the key issues facing youth include substance abuse, discrimination, and teenage pregnancy. The national youth policy aims to empower youth through skills development, education, health initiatives and civic participation. Youth intervention programs focus on helping at-risk youth become productive members of society. The scope of social work practice includes areas like child protection, mental health, disability and more. The youth global network was established to equip youth with a global perspective and support local community impact projects.
What is educated filipino by francisco benitezMelanio Florino
This document discusses what qualities define an educated Filipino. It notes that the conception of education has changed with changes in society. In modern Philippine society, education aims to train citizens not just for individual success but also national service. The key qualities of an educated Filipino are the power to act and contribute to the economic development of the Philippines, knowledge of the world's and Philippines' progress, and refined manners and moral conduct. An educated person must be able to support themselves and not be an economic burden on society.
This document discusses how early stage mediation can help ensure access to dispute resolution for fragile families. It begins by defining fragile families as unmarried parents and their children born out of wedlock. It then discusses four themes from a task force on how to design an ADR system that effectively addresses diversity: better understanding diverse end users; supporting diversity among ADR providers; increasing cultural competence of providers; and increasing community access to ADR tailored to diverse needs. The document calls for actions to apply these themes to ensure fragile families can access and benefit from early stage mediation.
The document discusses bridging the inequality gap between the rich and poor in Central America and the Caribbean. It describes an organization called Service For Peace that involves students in voluntary service programs to increase international cooperation and reduce poverty. The programs are designed to improve education and provide leadership training to address both political and economic inequality.
This document discusses various agencies of education including the family, school, community, state, peer group, reference group, and NGOs. It provides definitions and explanations of each agency. The family is described as the primary agent of education where children learn behavior patterns and develop intellectually and linguistically with help from parents. Schools are presented as institutions that help shape behaviors, develop skills for society, and promote civic values and national development through extracurricular activities. The community offers learning experiences and supports schools. The state establishes education policies, conducts exams, and oversees programs. Peer groups and reference groups influence beliefs and behaviors. NGOs work to empower communities and support education.
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one based on qualifications. 4) Receive the paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a full refund option for plagiarized work. The service aims to provide original, high-quality content through this process.
Amy Ling is applying for the Talbots scholarship to complete her bachelor's degree in social work. She had to put her education on hold for 30 years to support her family. Now her children are grown and she wants to finish her degree. She has worked at the North Valley Public Library for many years and started several successful programs there to help underprivileged women, including a Spanish language outreach program and a volunteer program. Her goal now is to start a mentoring program in Stevensville, Montana to help at-risk teens and young adults by matching them with adult volunteers to improve outcomes. She believes a Talbots scholarship would allow her to focus on her studies while establishing this new mentoring program.
The document outlines the European Association for the Education of Adults' (EAEA) manifesto for adult learning in the 21st century. It argues that adult education can help tackle societal challenges like inequality, unemployment, digitalization, migration, and climate change by providing skills, knowledge and competencies to citizens. It calls for increased investment in adult education across Europe to develop a knowledge society capable of dealing with current challenges and proposes a European Year for Adult Learning to raise awareness of the benefits of adult education.
Family and Childcare Trust's annual review is a record of our achievements over the past financial year, including details of our funders, alongside details about our staff and members of our trustee board.
The document discusses what constitutes an educated Filipino according to Francisco Benitez. Benitez argues that an educated Filipino possesses three key characteristics: 1) the power to do useful work and contribute valuable services to society, exemplified by a mother caring for her family; 2) an understanding of Filipino culture, history, and ideals rather than just knowledge of other places; and 3) speech and conduct that are rooted in Filipino culture and morality and put into practice for personal and national development.
CBOs analyze child protection issues by examining three key components - content, structure, and culture. Content refers to relevant laws and policies. Structure looks at mechanisms for implementation like social services. Culture considers community values and behaviors. To create change, CBOs must understand how all three components interact and address weaknesses in any area. For example, a law alone will not protect children if enforcement structures are lacking or cultural norms conflict with the law. A holistic approach is needed to strengthen systems protecting children.
This document is the 2014 Community Report Card on the Status of Children, Youth, and Families in Arlington, Virginia. It provides data on various indicators related to child, youth, and family well-being in Arlington across different age groups and topics. In the early childhood years section, some of the key findings include that over 25% of kindergarteners are overweight, applications and receipt of child care subsidies have sharply increased in recent years, and over 90% of children receive early literacy support. The report aims to inform and guide efforts to support youth development in the community.
Social Capital and solidarity. Meeting in Rize. April 2017M.Amparo
1) Bulgaria is a parliamentary republic with a prime minister as the head of government. It has a National Assembly of 240 members elected to four-year terms.
2) Social capital refers to resources from personal and professional relationships, like information, trust, and cooperation.
3) Several government ministries interact with society, including Education, Interior, Health, and Culture.
Community schools equity framework final working draftRashard Dyess-Lane
This document discusses community schools as an essential equity strategy. It argues that community schools can help close opportunity and achievement gaps by providing integrated student supports and services. Community schools bring together school resources with community partners and organizations to address barriers to learning like poverty, health issues, and lack of access to services. When implemented effectively through collaborative leadership structures, community schools have been shown to improve academic outcomes and engage families and communities. Examples from school districts in Oakland, Multnomah County, and Cincinnati illustrate how community schools can advance equity through strategies like restorative justice and targeting supports to disadvantaged groups.
This document discusses several key topics related to education, including:
1. The "hidden curriculum" teaches norms like respect for authority and passive learning in school.
2. Cultural capital refers to exposure to art, music, and literature from one's family that benefits social mobility. Those with more cultural capital start with an advantage.
3. Tracking groups students by achievement, aiming to facilitate higher achievement but often results in self-fulfilling prophecies.
4. Differences in school quality between affluent and impoverished districts mean those with more resources get a better education. Inequitable access to educational resources is a social problem.
Four Family Loves was written by Dr. Robert Kittel, Director of Youth and Students for Peace, with assistance from Dr. Tyler Hendricks. It is endorsed by the Women’s Federation for World Peace, an NGO with General Consultative Status at the United Nations Economic and Social Council (ECOSOC); the Universal Peace Federation, an NGO with ECOSOC Special Consultative Status; the Family Federation for World Peace and Unification (FFWPU); and Youth and Students for Peace (YSP). Ministries of Education, NGOs and FBOs everywhere are welcome to use it. We ask only the courtesy of a letter of acknowledgment sent to us at “ys4peace@gmail.com.” We believe its employment as a public and private school curriculum will lead individuals, families and nations to prosperity, peace and happiness.
Social organization refers to patterns of relationships between individuals and groups in society. Social organizations form through institutions like schools and government, as well as common interest groups. The main social institutions are family, politics, religion, education, economy, science, and sports. Family is the central social structure and can include nuclear families, extended families, blended families, single parent families, childless families, and same sex families. The primary functions of family are satisfying sexual needs through marriage, procreation, caring for young, providing basic necessities, and enabling proper social interaction.
EDUCATIONAL PARTNERSHIP AND COMMUNITY DEVELOPMENT Ppt.pptxJCLeabres
This document discusses educational partnerships and community development. It defines key concepts like education, partnership, community and discusses different types of partnerships and communities in education. It outlines rationales for partnerships including shared expertise, mutual support and increased resources. The document also summarizes research on effective school, family and community partnership programs, including the six types of family involvement and challenges in implementing partnerships.
The document discusses several key social institutions: the family, education, religion, economic institutions, and government. It provides definitions and characteristics of social institutions in general and then examines each of these major institutions in more detail. For each one, it outlines their functions in society such as reproducing and raising children for families, transmitting culture and socializing individuals for education, providing social control and explaining life's mysteries for religion, and facilitating economic transactions and specialization of labor for economic institutions. Government is defined as the institution that makes and carries out rules to enable social living.
This document discusses the importance of early intervention and supporting children during their primary school years to help overcome disadvantages and break cycles of underachievement. It contains chapters by experts focusing on areas like speech and language development, literacy and numeracy, social and emotional skills, parenting interventions, educational mobility and bridging gaps between advantaged and disadvantaged children. The introductions emphasize that intervening early from pre-school through primary years can significantly improve children's outcomes and have major long-term benefits both for individuals and society.
The document discusses issues related to youth social work. It defines youth as the period between ages 15-24 according to the UN. India has the largest youth population in the world at over 356 million people aged 10-24. Some of the key issues facing youth include substance abuse, discrimination, and teenage pregnancy. The national youth policy aims to empower youth through skills development, education, health initiatives and civic participation. Youth intervention programs focus on helping at-risk youth become productive members of society. The scope of social work practice includes areas like child protection, mental health, disability and more. The youth global network was established to equip youth with a global perspective and support local community impact projects.
What is educated filipino by francisco benitezMelanio Florino
This document discusses what qualities define an educated Filipino. It notes that the conception of education has changed with changes in society. In modern Philippine society, education aims to train citizens not just for individual success but also national service. The key qualities of an educated Filipino are the power to act and contribute to the economic development of the Philippines, knowledge of the world's and Philippines' progress, and refined manners and moral conduct. An educated person must be able to support themselves and not be an economic burden on society.
This document discusses how early stage mediation can help ensure access to dispute resolution for fragile families. It begins by defining fragile families as unmarried parents and their children born out of wedlock. It then discusses four themes from a task force on how to design an ADR system that effectively addresses diversity: better understanding diverse end users; supporting diversity among ADR providers; increasing cultural competence of providers; and increasing community access to ADR tailored to diverse needs. The document calls for actions to apply these themes to ensure fragile families can access and benefit from early stage mediation.
The document discusses bridging the inequality gap between the rich and poor in Central America and the Caribbean. It describes an organization called Service For Peace that involves students in voluntary service programs to increase international cooperation and reduce poverty. The programs are designed to improve education and provide leadership training to address both political and economic inequality.
This document discusses various agencies of education including the family, school, community, state, peer group, reference group, and NGOs. It provides definitions and explanations of each agency. The family is described as the primary agent of education where children learn behavior patterns and develop intellectually and linguistically with help from parents. Schools are presented as institutions that help shape behaviors, develop skills for society, and promote civic values and national development through extracurricular activities. The community offers learning experiences and supports schools. The state establishes education policies, conducts exams, and oversees programs. Peer groups and reference groups influence beliefs and behaviors. NGOs work to empower communities and support education.
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one based on qualifications. 4) Receive the paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a full refund option for plagiarized work. The service aims to provide original, high-quality content through this process.
Amy Ling is applying for the Talbots scholarship to complete her bachelor's degree in social work. She had to put her education on hold for 30 years to support her family. Now her children are grown and she wants to finish her degree. She has worked at the North Valley Public Library for many years and started several successful programs there to help underprivileged women, including a Spanish language outreach program and a volunteer program. Her goal now is to start a mentoring program in Stevensville, Montana to help at-risk teens and young adults by matching them with adult volunteers to improve outcomes. She believes a Talbots scholarship would allow her to focus on her studies while establishing this new mentoring program.
The document outlines the European Association for the Education of Adults' (EAEA) manifesto for adult learning in the 21st century. It argues that adult education can help tackle societal challenges like inequality, unemployment, digitalization, migration, and climate change by providing skills, knowledge and competencies to citizens. It calls for increased investment in adult education across Europe to develop a knowledge society capable of dealing with current challenges and proposes a European Year for Adult Learning to raise awareness of the benefits of adult education.
Family and Childcare Trust's annual review is a record of our achievements over the past financial year, including details of our funders, alongside details about our staff and members of our trustee board.
The document discusses what constitutes an educated Filipino according to Francisco Benitez. Benitez argues that an educated Filipino possesses three key characteristics: 1) the power to do useful work and contribute valuable services to society, exemplified by a mother caring for her family; 2) an understanding of Filipino culture, history, and ideals rather than just knowledge of other places; and 3) speech and conduct that are rooted in Filipino culture and morality and put into practice for personal and national development.
The document discusses the challenges of diversity in schools and communities. It notes that while diversity provides long term economic benefits, in the short term it can reduce social cohesion as people "hunker down" in more diverse settings. For students like Ali, who come from a different cultural background than their teacher, there can be conflicts over different expectations around issues like homework, classroom behavior, and the roles of teachers and students. However, the meeting between Ali's teacher and parents is an opportunity to better understand each other's perspectives and cultural values. If teachers are trained to be culturally aware and help students and parents from diverse backgrounds adapt, this can help reduce conflicts and lead to better long term integration.
Foundation of education education role in pakistanNazish Jamali
This document provides an analysis of the role of education in society. It discusses what education and society are, and the relationship between the two. The key role of education is to make better citizens by teaching skills, etiquette, and rules to help social organization. An educated populace helps a country progress through awareness, confidence, ensuring a bright future, and contributing skills. Overall, education plays a major role in developing individuals and society by transferring cultural knowledge between generations and establishing social hierarchies.
The document discusses several key social institutions including family, community, education, government, religion, economy, and media. It describes the basic functions and characteristics of each institution. For example, it states that the family is the oldest and most basic institution, serving functions like procreation and socialization of children. It notes that education institutions advance culture through knowledge and help societies avoid mistakes. The roles of government are described as protecting rights through institutionalization of rules and principles. The document provides an overview of several major social institutions that are fundamental to the structure and functioning of society.
This document summarizes a lecture on markets, morality, and the current financial crisis. It discusses how shareholder primacy has driven short-term thinking at the expense of other stakeholders. Alternative views of the purpose of business are presented that focus on ethics, human dignity, and the common good rather than just profits. The document advocates for recognizing moral values in economics and moving towards a more sustainable and human-centered economic model.
Blog article on the Leonardo Polo Institute of Philosophy Conference held last Sept. 29, 2014 at IESE Madrid and info on the Journal of Polian Studies.
Leonardo polo transcendental anthropologyAliza Racelis
Brief description of Spanish Philosopher Leonardo Polo's "transcendental anthropology". Anthropological Transcendentals: 1) Personal co-existence, 2) Personal freedom, 3) Personal knowledge, 4) Personal Love. http://www.leonardopoloinstitute.org/journal-of-polian-studies.html
Villa 21 is a type of shanty town or slum known as a "villa miseria" located in Buenos Aires, Argentina. It is home to an estimated 300,000 to 500,000 people. Colegio de Buen Consejo is a school established in Villa 21 by Opus Dei to provide education to local youth and help lift residents out of poverty. The school aims to empower students through education so they can pursue university and careers to improve their lives and help their community.
I am told by http://www.linkedin.com/pub/maria-blanca-costa-oliana/69/78b/a21 that I have permission from the authors/owners of the slide presentation to share this publicly.
Bishop Alvaro del Portillo was a Spanish engineer, priest, and bishop who succeeded St. Josemaría Escrivá as the Prelate of Opus Dei. He was born in 1914 in Madrid and joined Opus Dei in 1935, becoming St. Josemaría's closest collaborator. As head of Opus Dei from 1975 until his death in 1994, Bishop del Portillo faithfully continued the spirit and mission of the founder. He oversaw the expansion of Opus Dei's apostolates around the world and served the Holy See in various roles, including at the Second Vatican Council. Bishop del Portillo was known for his humility, piety, and fidelity to the Church.
The document summarizes events surrounding the first ordination of priests from Opus Dei on June 25, 1944 in Madrid, Spain. It describes how the founder of Opus Dei, St. Josemaria Escriva, worked with the Bishop of Madrid, Leopoldo Eijo y Garay, to ordain the first three priests who were members of Opus Dei. It discusses the preparations, examinations, and conferring of holy orders leading up to their priestly ordination on that date with Bishop Eijo presiding. The event was well attended and marked an important milestone for Opus Dei in having priests to carry out its mission.
Abby Johnson founded the And Then There Were None (ATTWN) ministry to help abortion workers leave the industry. ATTWN provides financial, spiritual, and emotional support to facilitate their transition. The ministry's goal is to effect a spiritual transformation in abortion workers, as Abby experienced, by showing compassion and focusing on prayer, peace, mercy, understanding, and the value of human life. ATTWN establishes prayer teams to pray for conversion of hearts on the abortion issue and connects workers to support as they leave their jobs.
This document discusses civic responsibility and involvement in elections. It emphasizes that citizens have a duty to contribute to the good of society through their participation in the political process. Voters are expected to follow their conscience when choosing public officials who will serve the common good. When evaluating candidates, voters should consider whether they demonstrate strong character, conscience, competence, compassion, and commitment. There are also three basic criteria that should be used: whether the candidate has relevant leadership experience and qualifications, has personal integrity and respects human rights, and is committed to addressing important issues facing the nation.
The document discusses the virtue of chastity, describing it as the positive integration of sexuality within a person and in their relationships. It addresses sins against chastity, explaining that sexuality is ordered towards procreation and unity between spouses. The document also outlines the struggle to live a chaste life and resist temptation through prudence, modesty, and temperance.
This document discusses issues in business governance following the Sarbanes-Oxley Act of 2002 in response to major corporate accounting scandals. It provides background on the role of businesses in the economy and the need for proper ethical governance. It discusses reactions to SOX through similar laws in other countries and debates around the costs and benefits. Finally, it calls for businesses to practice genuine corporate social responsibility, care for human capital, and support moral education in business schools.
The Bishop-Prelate issued a letter for the Year of Faith discussing several topics:
1) The need for a new evangelization and returning to the roots of the Gospel.
2) Priority areas of apostolate including research/teaching, faith/reason, public morality, and family.
3) Knowing and professing our faith through doctrinal formation and union with Christ in prayer and penance.
4) The duty to do apostolate and concluding remarks.
This document provides a literature review and proposes research on ethics and governance issues related to sustainability in Asia. It discusses 5 areas: 1) corporate and state governance and the rule of law, 2) ethics and morality, 3) genuine poverty alleviation, 4) collaborative efforts, and 5) training and education. For each area, it reviews relevant literature and proposes potential research questions. The overarching goal is to contribute to a rethinking of business's role in society and the design and implementation of sustainable practices.
This document discusses metaphysics and ethics. It addresses questions about the nature of reality and human behavior. It examines concepts like goodness, truth, freedom and beauty from a metaphysical perspective. It explores how culture relates to the transcendental properties of being, including unity, truth, goodness and beauty. It argues that contemporary culture has become disconnected from these fundamental principles and focuses more on individual desires.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
6. Declaration of the Civil
Society
The Declaration of the Civil Society is
the initiative of IFFD to be presented at
the United Nations’ Twentieth
Anniversary of the Year of the Family in
2014. Already, it has received positive
feedback: to date, it has been
sponsored by 132 organizations from
58 countries.
7.
8. In Preparation for the Cairo+20 Summit:
In a presentation titled, “The Role of the Family in Education for Sexual
and Reproductive Health,” Ignacio Socías said that, “parents have not
only the right but also the duty to convey to their children the contents of
sex education that are suited to the human person, as well as the duty to
show them with their own behavior and personal decisions, since only
thus can a child then freely choose and develop his or her personality.”
Socías’s speech brought the perspective of family to this meeting, a
component that is increasingly necessary in considering development and
population.
9. Trends impacting
intergenerational
relations
Several demographic and socio-
economic changes such as
population ageing, increased
mobility and migration, rapid
urbanization and break-up of
traditional extended family
structures pose numerous
challenges to social integration and
intergenerational solidarity. Such
trends present new demands on
family members and test the
grandparent-parent-youth-child
10. Among those demands is the rising
cost of caring for older dependents
often negatively impacting families’
employability, productivity as well as
savings ability. Moreover, changing
living arrangements have resulted in
older persons living alone, in skipped
generation households, or in
institutionalized settings. On the
other hand, with growing
unemployment disproportionately
affecting youth, young people may
need to depend on their parents or
grandparents for material support or
housing provision longer than before.
11. Despite these challenges, research
indicates that in both developed and
developing countries, family bonds remain
strong and family members assist one
another through financial support and care
with many surveys pointing to the fact that
older people are more likely to provide
support to younger generations. What’s
more, in many countries, it is grandparents
who are often day care providers for young
children when their own parents are at
work. They may even assume the role of
near-custodial grandparents, where
grandchildren reside with them while
parents migrate in search of jobs. Skipped
generations are not uncommon in many
regions, where orphaned children, often
due to HIV/AIDS, are in permanent care of
their grandparents
12. An important arm/branch is IFFD Spain
(formerly Instituto de Iniciativas de
Orientación Familiar) which has parallel aims
& activities.
http://www.iiof.es/
13. IFFD Spain (just like the rest of the IFFD organizations
worldwide) aims to promote, spread and develop the
“Family Enrichment” way in order to improve family and
social life. In effect, all these “Family Enrichment”
programs seek to help parents in the education of
children and in their own personal and marital lives.
http://www.iiof.es/
14. To the left are the collaborating partners.
One of the collaborating organizations is the
Foro Español de la Familia (Spanish
Family Forum):
http://www.forofamilia.org/
15. Since its inception Spanish Family Forum was
legally constituted as an association of
associations, and came into being as the result
of an agreement between the principal Spanish
family associations to set up a civil, non-
confessional platform to voice and defend the
interests of family associations in Spain and to
have at the same time an international
projection.
The Foundational Agreement of Spanish Family
Forum was signed in Santiago de Compostela
on 23 July 1999 and the association was legally
constituted on 24 March 2000.
At the present time, the total number of
associations and other bodies associated to the
Forum represent over 4 million Spanish
families.
16. Heading the Family Forum currently is
Mr Benigno Blanco.
Here’s a video where he speaks on the
“Family in the 21st
Century”.
http://www.youtube.com/user/FOROdelaFAMILIA
17. MISSION:
The mission of Family Forum as stated in its founding charter is to defend and
make present in Spanish society the interests of and the values represented by
the family. To this end, it will:
a) Propose and communicate measures of family policy to political
parties.
b) Defend marriage as an institution of essential societal importance, worthy of
all respect and support.
c) Defend the right of parents to educate their children in freedom.
d) Defend human life as a value which is inseparable from the family.
Major Campaigns:
Family Policy
Gender Identity
“Mother Network”
18. May I suggest that you download & read the
important IFFD paper “Towards 2014:
Empowering persons and society through
the promotion of families”? Click HERE.
19. In the next few slides, I provide a suggested
outline for a talk or class on EDUCATION [or
"Parents as primary educators of children"].
My chief source is the excellent
article by Prof. Tomás Melendo arvo.net…
20. EDUCATION: 10 basic principles, and 1 key
element:
— First-order pieces of advice:
1- The first thing parents need in their task of education is a true
and firm love for their children.
2- The first thing that a child needs to be educated is that his
parents love each other a lot.
3- Educate in loving.
— 7 added recommendations:
4- The best educator is example.
5- Encourage and reward.
6- Exercise authority, but without forcing it or wasting it.
7- There is need to learn to scold or punish appropriately.
8- Form their conscience.
9- Don’t malform –or bring up badly– your children.
10- Educating in freedom.
— …And the key of all keys:
11- Recourse to God our Lord!
http://youniv.wordpress.com/category/univ-education/
21. • 1) Familiaris Consortio # 36: “The task of giving
education is rooted in the primary vocation of married
couples to participate in God’s creative activity: by
begetting in love and for love a new person who has within
himself or herself the vocation to growth and development,
parents by that very fact take on the task of helping
that person effectively to live a fully human life. As the
Second Vatican Council recalled, “since parents have
conferred life on their children, they have a most solemn
obligation to educate their offspring. Hence, parents must
be acknowledged as the first and foremost educators of
their children. Their role as educators is so decisive that
scarcely anything can compensate for their failure in it. For
it devolves on parents to create a family atmosphere so
animated with love and reverence for God and others that
a well-rounded personal and social development will be
fostered among the children. Hence, the family is the first
school of those social virtues which every society needs.”
22. • The right and duty of parents to give education is essential,
since it is connected with the transmission of human life; it is
original and primary with regard to the educational role of
others, on account of the uniqueness of the loving relationship
between parents and children; and it is irreplaceable and
inalienable, and therefore incapable of being entirely
delegated to others or usurped by others.
• In addition to these characteristics, it cannot be forgotten that
the most basic element, so basic that it qualifies the
educational role of parents, is parental love, which finds
fulfillment in the task of education as it completes and perfects
its service of life: as well as being a source, the parents’ love
is also the animating principle and therefore the norm
inspiring and guiding all concrete educational activity,
enriching it with the values of kindness, constancy,
goodness, service, disinterestedness and self-sacrifice
that are the most precious fruit of love.” (FC, 36)”
23. • 2) & 3) FC #18: “The family, which is founded and given life by love, is
a community of persons: of husband and wife, of parents and children,
of relatives. Its first task is to live with fidelity the reality of
communion in a constant effort to develop an authentic community of
persons.
• The inner principle of that task, its permanent power and its final
goal is love: without love the family is not a community of persons
and, in the same way, without love the family cannot live, grow and
perfect itself as a community of persons. What I wrote in the
Encyclical Redemptor hominis applies primarily and especially within
the family as such: “Man cannot live without love. He remains a
being that is incomprehensible for himself, his life is senseless, if love
is not revealed to him, if he does not encounter love, if he does not
experience it and make it his own, if he does not participate intimately
in it.” (FC, 18)”
• 4) “Fray Ejemplo” [Father Example] as the Spanish would say.
“Practice what we preach” as they would always say. And parents –
just as children– would have to realize that example is the best
preacher. This is a constant BATTLE: I ask you to watch this
wonderful motivational video which I got from a Facebook group
“Debemos Retomar los Valores” [Back to Values]:
• http://www.youtube.com/watch?v=-zp-GfQoIbw&feature=player_embedded
Continued in ‘NOTES page’…
5) and 7) Encourage and Reward + Scold and Punish properly: Both are necessary, and ensuring that we do both (praise + reprimand) is a difficult task. Even in Management, we had been taught by Kenneth Blanchard that the good manager has to do “One-minute praising” followed by “One-minute reprimanding”. Please read here: http://www.thefreelibrary.com/Kenneth+Blanchard:+the+One-Minute+Manager-a0151189054 Another great teacher of such delicate balance between ‘toughness’ on one hand, and ‘tenderness’ on the other, is a person whom I most admire: Prof. Tomás Alvira. Here’s my blog about him and his excellent teaching style: http://opusdeitoday.org/viewtopic.php?f=7&t=65 “ Tomás Alvira’s pedagogy was completely opposed to conservatism and rigidity. But what was the secret? It was a combination of understanding of and profound respect towards the student, in a perfect balance with being demanding … Tomás Alvira achieved a lot more than that: to make compatible that demand with that affectionate respect and authentic love for the students . This explains the apparent paradox: a majority of his disciples would highlight his tenderness, but at the same time would affirm that he was a man of strong character. Fortitude and tenderness: demand and affection : this most likely was his secret…” 6) Exercise of authority : Prof. Tomás Melendo says it perfectly well, on insisting that LOVE is the best guarantee for the exercise of authority: “ All love educates [“The Educational Strength of Love”] when it is authentic love. But when is that love authentic? [we speak here of love of parent for the child, love of teacher for the student] When it is love for the good –the “you” – of the person loved. … It is an ‘intelligent love’ −wanting the true development of the loved one−: it suffers ALL, even the suffering of the person loved. …” http://arvo.net/la-familia-y-otros-estudios/la-fuerza-educativa-del-amor/gmx-niv140-con15695.htm (8) and 10) Forming their conscience; Educating in Freedom: An expert in this area –one that has written a lot, too, in this area− is Msgr. Cormac Burke. You find many of his works here: http://www.cormacburke.or.ke/ Read his work on “Formation of Conscience” (Chapter 2) and “Freedom” (Chapter 4) here: http://www.cormacburke.or.ke/book/Conscience_and_Freedom 9) How to truly BRING UP children: “Love them a lot, and make sure they are HAPPY.” In an interview with José Luis Olaizola: http://arvo.net/educar-en-familia/para-que-nuestros-hijos-sean-f/gmx-niv135-con10230.htm we are told that he was asked “And what advice would you give us, so that children be truly happy?” To which he gave the reply “It is not necessary to even get the children to learn to ride a horse, not even to get them to achieve a multiplicity of extra-curricular activities in order for them to be happy. If I knew the answer to such a question, then I’d be the wisest person in the world. But, in any case, I’d give the following reply ‘Love them a lot, and make sure they are happy’.” 11) Praying intensely to God our Lord ! There are tons of material on praying and being prayerful! If you want something simple, I found this Catechetical site −with PowerPoints!− of the various classes of the Catechism: http://www.arguments.es/en/catechesis.html Please go to and read Class No. 58. ENJOY YOURSELF! – o—o—o—o—o– I recommend the reading of the following: Love of Parents, Love of Children: Root of Family Harmony: http://arvo.net/la-familia-y-otros-estudios/amor-de-padres-amor-de-hijos/gmx-niv140-con15694.htm The Educational Force of Love: http://arvo.net/la-familia-y-otros-estudios/la-fuerza-educativa-del-amor/gmx-niv140-con15695.htm