Supply Chain Assignment Coursework Example | Topics and Well Written Essays - 3250 words

Supply Chain Assignment - Coursework Example Supply Chain Assignment Supply chains of these products would be thoroughly analyzed in order to understand relative performance of these two organizations. Operations of the two companies will be contrasted and compared to identify the degree to which such processes extend support towards customer service. Coca-Cola Company is the marketer, manufacturer and retailer of multinational beverages, having its headquarters based in Atlanta, Georgia. The flagship product of the firm is Coca-Cola. This organization was a part of beverage industry and was founded in 1886. Franchised distribution system had been adopted by the organization, and its products are distributed across the globe. PepsiCo is Beverage and Food Corporation of America, having its headquarters in New York, United States. The company deals in distribution, manufacturing and marketing of beverages, grain-based snack foods, etc. This firm has its products distributed across 200 countries. On basis of revenue margins, the company is largest bevera ge and food business. The common stages of supply chain process involved in production of Coca Cola are customers, retailers, distributors or wholesalers, manufacturers and raw material suppliers. In supply chain management process of Coca Cola, there is forward flow of materials from suppliers to manufacturer, assembly point, warehouse, retailers and finally to end customers. It can be stated the main objective of any organization is to facilitate maximum utilization of resources and enhance productivity level.

Some Useful Recommendations in the law Commission's report 'Public Essay

Some Useful Recommendations in the law Commission's report 'Public Service Ombudsmen' - Essay Example It recommended that statutory provisions that warrant complaints to be made to ombudsmen in writing have to be repealed. Secondly, section 5(2) of the Parliamentary Commissioner Act 1967 should be repealed. This is the section that directs that Ombudsmen should not carry out investigations on matters that can be the subject to judicial review proceedings or appeal unless the ombudsmen are satisfied that in the particular situation, it is not reasonable to expect the complainant to follow up the matter in such ways. The commission recommended that this section of the law be replaced with a discretion to investigate except where the matter is considered inappropriate. The third recommendation was that the Administrative Court should have an authority to stay in action before the matter to allow for an investigation or disposition of the matter by the public services ombudsman. Fourthly, a reaped should also be made on the ‘MP filter’ which similarly applies to the Parliame ntary Ombudsman. The public services ombudsmen should be able to complain either via an MP or directly. Fifthly, â€Å"a specific power to make a reference to the Administrative Court asking a question on a point of law† should be given to the Ombudsmen1. ... Finally, there needs to be a fundamental review of the current public services ombudsmen as well as the ombudsman's position in the landscape for administrative justice. An analysis of these recommendations shows that they are useful in enhancing the ability of the public services ombudsman to seek and deliver justice to the public in case of any complaints of injustice. However, the commission did not adequately focus on the role of the Ombudsman in regard to judicial review. Evidently, it dwelt much on the law and courts but failed to understand 'ombudsmary'. This inadequacy is highly evidenced by the case Bradley v Secretary of state for work and pensions [2008]. On 15th march, 2006, the public services ombudsman published a report entitled â€Å"Trusting in the pensions promise: government bodies and the security of final salary occupational pensions (HC 984)†. In this report, the public services ombudsman addressed the circumstances under which salary schemes were wound u p and it also revealed the role of the government on this scandal2. The ombudsman revealed that the department of work and pensions (DWP) had published leaflets encouraging the public to stick to company pension schemes but this information was incomplete and misleading. It failed to warn the public that their pensions were at risk if the pension schemes of their companies wound up. The ombudsman therefore concluded that there was a maladministration and the Actions of the DWP lead to injustice to the public. The findings of the ombudsman's report were rejected by the State's secretary for Work and Pensions. However, through a judicial review of this rejection, the actions of the state secretary for WP was

Analysis Of Reagans National Association Of Evangelicals Speech Politics Essay

Analysis Of Reagans National Association Of Evangelicals Speech Politics Essay In President Reagans remarks at the Annual Convention of the National Association of Evangelicals, he uses the association with the Convention, appeals to a common ethical background and relevant historical examples to persuade the Convention to be involved in politics and to persuade the American public that the conflict against the communism is a matter of good versus evil in an attempt to solicit more support in the increase in hostilities against the Soviet Union and the push against secularism dominating moral decisions in America. Just a few years into his first term, President Reagan was not a man to shrink from challenge or controversy. Well entrenched in his belief that man was good and that good would eventually defeat evil, he used this speech to hammer home the ideas that he held into his audience, and also give warning to his enemies. Perhaps the most important rhetorical strategy of President Reagans speech was its setting. In choosing to deliver this speech before the Annual Convention of the National Association of Evangelicals, the President was able to affect many details that added credibility and weight to his speech in one fell swoop. Already known for his strong conviction in God, the fact that he would speak before this group was not shocking, nor was it shocking that he would take a stance against some more liberal policies being pushed in political circles at the time. It was this sense of comfort and security that worked on President Reagans behalf twofold. By allowing both opponents and allies alike to believe that this was simply any other speech, President Reagan is able to free himself from concerns about how the speech will be received and helps set up for the bait and switch later on. Once the tone, general Republican rhetoric, and style of the speech was established, it had become apparent that President Reagan was planning to use the speech as a political pulpit to combat certain liberal agendas that he was not in favor of, such as abortion without parental notification or the starving of disabled infants. Both of these examples carried with them extreme moral weight with the crowd and President Reagan made sure to place himself on the side of the audience, that is the belief that all life needs its right to life, liberty, and the pursuit of happiness . . . protected. By using this assumption of his goal along with the audience mirroring his ethical code, President Reagan set up a bait-and-switch, in that his solidified brotherhood with the audience used this agreement of goals and morals to make a more significant statement. This more significant statement flows from the same lines of reason and logic that was previously identified and accepted, but is a statem ent that the audience would generally be uncomfortable making. By putting the reasoning first, President Reagan checkmates the audience into agreement, thus a bait and switch. The bait-and-switch itself was rather simple. In the initial portion of the speech, President Reagan appealed to the ethical nature of the audience by giving examples of current events and using the audiences common ethical background to create common ground with that audience. He also seeks to calm the audience by informing them that they are not the minority as the media of the time made them feel. 95 percent of those surveyed expressed a belief in God, President Reagan assured, and a huge majority believed the Ten Commandments had real meaning in their lives. This information was perfectly aimed at his audience of Christian Evangelicals. He went on to say that most studies found most Americans disapproved of adultery, teenage sex, pornography, abortion, and hard drugs. By using these facts, President Reagan was able to convey a measure of strength and confidence to the audience, and an important strategy of this speech emerges. By allowing the audience to feelcomfortable in accept ing President Reagans assertions, and once the audience was made to feel emboldened and powerful by acts of support through the country,President Reagan could make assertions based off of this camaraderie with the audience. Having bolstered his credibility and logical base, P. Reagan then applied all of this to his final point, the labeling of the Soviet Union as the Evil Empire that must be fought. While President Reagan had previously described the Soviet Union with other disparaging remarks, such as declaring that the Soviet Union would soon be on the ash heap of history, this statement declared an entire sovereign nation to be not just belligerent or stubborn, but whole heartedly evil, drawing parallels to Nazi Germany and the Holocaust. Such an accusation speaks volume to President Reagans characterization of the conflict between the Western World and the Soviet Bloc. In addition to simply escalating his previous rhetoric, this statement makes it clear that President Reagan saw the conflict as not just an intellectual battle between competing economic and political systems, but a moral battle between good and evil. . In an excellent use of debate technique, before declaring the Soviet Union evil President Reagan made sure to shield his argument from outside criticism that the United States itself had some aspects of evil in it by acknowledging that the nation, too, has a legacy of evil with which it must deal. The glory of this land has been its capacity for transcending the moral evils of our past. For example, the long struggle of minority citizens for equal rights, once a source of disunity and civil war is now a point of pride for all Americans. . . There is no room for racism, anti-Semitism, or other forms of ethnic and racial hatred in this country. By looking inwardly first, President Reagan disallowed his opponents from using these exact previous transgressions against his argument. Once President Reagan has made this declarative statement and due to the skill used by President Reagan in setting up the bait and switchup to this point in his speech, the conclusion that the Soviet Union is evil was actually a foregone one; President Reagan named and analyzed other examples of evil, all of which were being committed or existing in the Soviet Union at the time. He draws these examples from the founding fathers of America and in doing so both adds credibility to the speech as well as add emotional support to the cause. Calling on William Penn, President Reagan stated, If we will not be governed by God, we must be governed by tyrants, and followed with Jefferson, The God that gave us life gave us liberty at the same time. In theme with the founding fathers, President Reagan then finishes us his litany of quotes with perhaps the most venerated founding father George Washington, who said, Of all the dispositions and habits which lead to political prosperity, religion an d morality are indispensable supports. Using these quotes as well as the ethical and moral foundation he laid earlier in his speech, President Reagan explains to the audience the exact reasons why the Soviet Union is in fact evil. Marxist-Leninists, President Reagan points out, believe that the only morality allowed in the Soviet Union is one that furthers the cause of world revolution. In paraphrasing Lenin, President Reagan let the audience know that the Soviet Government officially believes the any morality based on supernatural ideas should be rejected and that morality of any sort was subordinate to class warfare, the goal of the Soviet Revolution. Using these pointed examples, President Reagan asserts that morality and religion are seen by the Soviet Union as tools of the oppressors, and that in order to have a new beginning, both must be destroyed. Thus, President Reagan concludes, the Soviet Union will eventually seek the destruction of the very religion and morals the audience holds at the center of their existen ce. Having already convinced the audience that it is in fact Americas belief in morality and religion that had allowed America to be as successful as it had been, and the assumed fact that religion and morality are central cores to the audiences life, President Reagan completed his bait-and-switch. By refocusing the energies and drive of the audience from the earlier domestic agendas to the foreign realm, President Reagan was able to elicit a solid base of support as well as a convincing argument,for combatting the Soviet Union on a platform not based on economic disagreements, but moral imperatives on par with the eternal struggle of good and evil. By being able to label America and her allies as good, and the Soviet Union and its protectorates as evil, President Reagan had established his reasoning for dealing with the Soviet Union, and at the same time acted very effectually to convince his audience, the Convention as well and America as a whole, that they needed to become involved in domestic and foreign policies as a matter of morality; the struggle of good versus evil.

Death Row and Women :: Feminism Law Culture Essays

Death Row and Women In Hamurabi Law, if someone is accused of murder they must take a leap into the closest river. If the accused drowns, the accuser shall take possession of his house. If the accused emerges unhurt, then the accuser is put to death and his house is given as compensation to the accused. While the system of capital punishment in the United States is not quite as random, it has its own problems that can oftentimes cross the fine line between arbitrary and absurd. The discrepancy between white and colored male inmates is often the subject of debate regarding this issue, and while that subject certainly does deserve notice, little attention is paid to women as a group on death row. It is interesting to explore how society represents and identifies with women on death row in a completely different manner than men or even other minority groups, even though they face similar discriminations in other facets of life. Why is it that we are able to see females not as killers, but first as women o r mothers? Our preconceived conceptions of â€Å"motherhood† and â€Å"womanhood† make a great difference in how we perceive female criminals, and in certain cases can be the difference between life and death. According to statistics from the Texas Department of Criminal Justice, of the 455 criminals on death row in the state only 7 of them are women . This should tip us off to the manner in which we treat female criminals, even in the most pro-death penalty state in the country. Overall, women account for one in eight of people arrested for murder in America, but this ratio sinks to only one in seventy people currently on death row . This discrepancy must be a direct result of something, and is most probably attributed to society’s perception of women that place these female criminals as women first, killers second. â€Å"It’s a reflection of society’s view that women are less prone to evil than men are†, claims Jenni Gainsborough of the ACLU National Prison Project. We also seem to feel sorrier for women than we do men, and assume that if a woman has committed a crime it is because she has faced abuse in the past (usually inflicted by a man). This is true to s ome extent as it is claimed that 95% of women in prison were victims of abuse , but the point is that we generally stress the importance of female abuse while oftentimes neglecting abuse endured by their male counterparts.

Character analysis Essay

Priestley describes him in the opening stage directions as a ‘rather portentous man’, full of his own self-importance. In the play, he is certainly very concerned with his social position – he twice mentions that he was Lord Mayor as a way of impressing Gerald (pp.8, 11), and mentions the knighthood to him, even though it is far from definite. He is solely worried about how his family’s reputation will suffer at the inquest when he hears of Mrs Birling’s part in the girl’s death (p.45), and he is more concerned about how to ‘cover†¦up’ Eric’s thefts (p.54) than about how to put them right. He tries to use first Gerald’s family name (p.13) and then his friendship with the Chief Constable (p.16) as ways of bullying the Inspector; he obviously believes that others are as easily impressed by social connections as he is. (We know he is easily impressed because of his evident pride at Gerald’s family background ; he obviously believes he has made a good match for Sheila.) His key characteristic is his complacency. He is well-off (as the opening stage directions suggest), and he believes he always will be: that ‘we’re in for a time of steadily increasing prosperity’ (p.6). This success, however, has been at the expense of others – he threw the girl out of her job for asking for a modest rise, and intends in the future to work with Crofts Limited ‘for lower costs and higher prices’ (p.4), exploiting his power as a capitalist to profit at the expense of others. Birling does not believe he has a responsibility to society, only to his family: ‘a man has to mind his own business and look after himself and his own’ (p.10). He is not upset, unlike Eric, at hearing the details of the girl’s death (p.12), which shows him to be a little heartless. He is suspiciously defensive when he thinks the Inspector is accusing him of causing it, and – like Mrs Birling – is relieved when he thinks the finger is no longer pointing at him. This is hypocritical because, as the Inspector says, ‘the girl’s [still] dead, though’ (p.18). He also has double standards: for he sees nothing strange in wanting to protect Sheila from the unpleasantness of the girl’s life and death, yet feels no guilt at not having protected the girl herself. Crucially, Priestley undermines this self-important, complacent man, who believes his only responsibility is to his family, right at the start of the play. He is shown as short-sighted and wrong:  Prediction  Reality  Ã¢â‚¬ËœWe’re in for a time of steadily increasing prosperity’  The Wall Street Crash (1929) and the Great Depression within a generation  Ã¢â‚¬ËœThere isn’t a chance of war’  World war within two years, with a second to follow within the same lifetime  Ã¢â‚¬ËœIn 1940†¦you’ll be living in a world that’ll have forgotten all these Capital versus Labour agitations’  The General Strike (1926) and the continued rise of the Trade Union Movement. The Titanic: ‘unsinkable, absolutely unsinkable’  SS Titanic sinks on her maiden voyage  This dramatic irony at his expense encourages us to question how many of his other beliefs are correct; Priestley, as a socialist, is not sympathetic to what this capitalist believes.  He also undermines Birling’s relationship with his family, the only institution that Birling believes matters. In Act Two, both his children – who learn from the Inspector in a way Birling never does – behave badly in front of him (pp.32-33), and his heir Eric is later revealed as both an alcoholic and a thief. After the Inspector has gone, Birling simply wants things to return to the way they were. He cannot understand Sheila’s and Eric’s insistence that there is something to be learnt, and he is relieved and triumphant when he feels that scandal has been avoided and everything is all right. Right up until the end, he claims that ‘there’s every excuse for what both your mother and I did – it turned out unfortunately, that’s all’ (p.57). Birling is not the cold and narrow-minded person that his wife is; he simply believes in what he says. He is a limited man, who is shown to be wrong about many things in the play; it is the Birlings of the world whom Priestley feared – in 1945 – would not be willing or able to learn the lessons of the past, and so it is to the younger generation that Priestley hopefully looked instead†¦Ã‚  Mrs Birling  Priestley describes her in the opening stage directions as ‘a rather cold woman’ (p.1).  She expects Sheila to make the same sacrifices in marriage that she had to (p.3); she has a clear sense of her duty within the family.

The Importance of Play and the Cognitive Development of Children

The Importance of Play and the Cognitive Development of Children Marlene Joy M. Cepeda Western Governors University Abstract The focus on academic success and high assessment scores has led many educators and administrators to perceive play as an unimportant part of a child’s development. But play does lay a good foundation developmentally for children. Through each different types of play, a child develops the necessary skills in order to succeed. When children are given opportunities to play, they develop the connections and experiences they will use to help them succeed academically.Since the No Child Left Behind Act was created in 2001, schools have shifted their focus onto academics and achieving high scores for standardized tests. This focus on academics has led many administrators and parents to perceive play as unimportant for children ages birth and five years old. Even though play may seem unimportant to those outside early childhood education, it creates a solid fou ndation for the child’s cognitive development and future academic success. In 2001, the United States Senate and House of Representatives passed the No Child Left Behind Act that would change the way schools addressed academics.Schools had to focus on ensuring all students were able to perform and were meeting the state academic standards. Kysilka (2003) wrote â€Å"the purpose of the No Child Left Behind Act was to hold schools, local educational agencies and States accountable for improving the academic achievement of all students and identifying and turning around low-performing schools that have failed to provide a high-quality education to their students, while providing alternatives to students in such schools to enable the students to receive a high-quality education† (Kysilka, 2003, p. 00). Since schools and administrators are being held to a standard, parents are looking at these scores to see if the child succeeds or fails. The focus shifting primarily on aca demics means the time for play is cut short during school hours if not completely removed. More recently, due to state and national emphasis on proficiency text performance, even the small segments of social pretend play time that have been allowed (if not encouraged) in school, such as kindergarten â€Å"choice† time and recess breaks are disappearing (Bergen, 2002).Bergen (2002) writes â€Å"the press for â€Å"academic readiness† through concentrated and direct teaching of alphabet, number, color, and other skills is now affecting the amount of time allocated for play in preschools† (Bergen, 2002, Challenges and Policy Directions suggested by Recent Research, para. 1). Kindergarten classes now are focused on ensuring their students are prepared academically. Instead of allowing the child to develop naturally, schools are now primarily emphasizing on the academics. Kindergarten students are no longer being taught the basics, like the alphabets, colors, or numb ers.Kindergarten students are now taught to read simple words and do more reading and writing in class. Three- and four-year-olds are now expected to engage in far more early writing and reading activities than ever before (Almon, n. d). Kindergarten programs in the U. S. focus so strongly on teaching literacy, numeracy, and other academic subjects that many children no longer have time to play in kindergarten (Almon, n. d. ). Play time has become unimportant in the schools. Educational psychologist Anthony Pellegrini writes â€Å"for many children, the opportunities for such freely chosen play are narrowing† (as cited in Bergen, 2009, p. 28). Pellegini continues â€Å"much of their play time at home has been lost to music, dance, or other lessons; participations on sports teams (using adult defined rules); and afterschool homework or test preparation. At the same time, many schools especially those considered to be poor performers, have reduced or eliminated recess† ( as cited in Bergen, 2009, p. 428). In the first 5 years of a child’s life, play is crucial for development more so than ensuring that the child understands the ABCs or the colors. Children develop problem solving skills when faced with a challenge in a game or with the object they are playing with.Children must think about what to do in order to overcome a particular obstacle or challenge. In the process children also use language skills to voice out frustrations, concerns, or questions to help them understand the situation they are experiencing. In 2006, the American Academy of Pediatrics stated â€Å"free and unstructured play â€Å"is healthy and, in fact, essential for helping children reach important social, emotional, cognitive developmental milestones as well as helping them manage stress and become resilient†Ã¢â‚¬  (as cited in Warner, 2009 p. 1).The Zero to Three Organization (2004) writes â€Å"children are naturally curious beings who are motivated to mak e sense of the world around them. The brain is the only organ that is not fully formed at birth† (Zero to Three Organization, 2004). The Zero to Three Organization (2004) also states â€Å"during the first 3 years, trillions of connections between brain cells are being made† (Zero to Three Organization, 2004). A child’s relationships and experiences during the early years greatly influence how her brain grows. Since children are still developing before age 5, it is imperative that they are allowed to develop naturally.Allowing children to experience play early will help them form those experiences and connections and lay that basic foundation before they begin school. While play may not be regarded as important as the academics to succeed, it plays a vital role in the cognitive development of children. Jean Piaget developed a theory about the cognitive development of young children. Piaget understood through his own observation that children learn logic and reaso ning through manipulation of their environment (Dodge, Colker, Heroman, & Bickart, 2009).Children manipulate the environment through play. Through play, children learn thinking and problem solving skills and understand how the world around them works. Sara Smilansky had created categories of play and described the skills children were learning through each type of play. Smilansky distinguishes four types of play: functional, constructive, dramatic or pretend play, and games with rules (Dodge, Colker, Heroman & Bickart, 2009). When children are actively exploring their world, using their senses and their bodies, this would be described as functional play.This particular play begins when children are babies and are learning about their world. It is during functional play children begin to make those connections of memories to objects in the present. For example when a baby has learned to hold a rattle, they in turn continue to do this action for every other object they can grab. Funct ional play is a form of play in which children use their sense and muscles to experiment with materials and learn how things go together (Dodge, Colker, Heroman & Bickart, 2009). As children grow and develop so does the basic understanding of how things work in the world.Children build upon the skills already learned and find they can create and build new things. These skills are developed through constructive play. Children learn how certain objects fit together through organizing objects, stacking objects, or simply creating something new with those objects. Allen and Marotz describes â€Å"the cognitive process includes mental activities such as discovering, interpreting, sorting, classifying, and remembering. All interactions that children experience during their daily activities contribute to their cognitive development† (as cited in Guam Early Learning Guidelines, 2005, p. 21).Children, ages one year and older, are very observant and can imitate the things they see in t he world around them. Using their imagination, children place themselves in different settings, like the doctor’s office, or a school, or even the house. Rubin describes â€Å"role enactment is the highest form of symbolic play† (as cited in Umek & Musek, 2001 p. 56). How children use imagination is often based on past experiences. According to Piaget, â€Å"assimilation is when children bring in new knowledge to their own schemas and accommodation is when children have to change their schemas to â€Å"accommodate† the new information or knowledge.This adjustment process occurs when learning, as one is processing new information to fit into what is already in one’s memory† (as cited in Powell & Kalina, 2009, p. 3). This play called dramatic play can occur when the child is by themselves or with other children. In dramatic play children typically take on a role, pretend to be someone else, and use real or pretend objects to play out a role (Dodge, C olker, Heroman & Bickart, 2009). Children, ages three to four years old, begin to understand certain things have to be done a certain way.They learn that there are rules and guidelines that must be followed not only for reasons of safety, but the safety and well-being of others. This lesson can be taught to children, ages three to four years old, through games with rules. Some games require lots of movement and lots of room; dodge ball, kickball, musical chairs. Some games can be played on tables with a small number of people; bingo, Uno, go fish. Through this type of play, children not only use their muscles, both big and small, but they learn to communicate with their friends or teammate in the game.Children also learn to respect the others when it is their turn and learn to follow the rules. This type of play requires the children to use many of senses, teach them to play well with others, and respect everyone who is playing the game. There are two broad types of games with rules -table games and physical or movement games. Both require children to control their behavior, both physically and verbally, to conform to a structure or preset rules (Dodge, Colker, Heroman & Bickart, 2009). When children are not given the opportunity to play, they may not learn many of skills that are associated with play.Gould had written â€Å"humans, as specialists in non-specialisation, have survived not through rigid and narrow ways of behaving, but through adaptive qualities of quirkiness, flexibility, and unpredictability and sloppiness. † â€Å"These are the essence of play† (as cited in Lester, 2010 p. 16). The ability for children to play is tied to the ability to being creative and imaginative. The skills of being creative and imaginative can be lost or forgotten if children are not able to exercise these skills. Almon (n. d. writes â€Å"given the importance of play for children’s physical, social, emotional, and mental development, the demise of p lay will certainly have serious consequences during childhood and throughout children’s lives† (Almon, n. d. ). Almon (n. d. ) explains â€Å"indeed, there is growing concern about what kind of society we are creating if a generation of children grow up without play and the creative thinking that emerges from play† (Almon, n. d. ). To many outside the early childhood education, play may seem unimportant.Laying the basic foundation for success, play is an integral part of a child’s growth. Children gain many benefits through play. Not only do the children develop social skills through interactions with other children, but they continue to develop their thinking and problem solving skills. The manipulation of the world around them through play helps create those lasting memories and allows for connections of the past experiences to be tied to the experiences of the present. References Almon, J. (n. d. ). The Vital Role of Play in Childhood. Retrieved from ht tp://www. aldorfearlychildhood. org/article. asp? id=5 Bergen, D. & Fromberg, D. P. (2009). Play and Social Interaction in Middle Childhood. Phi Delta Kappan, 90(6), 426-430. Bergen, D. (2002). The Role of Pretend Play in Children’s Cognitive Development. [Supplemental material]. Early Childhood Research & Practice, 4(1) Retrieved from http://ecrp. uiuc. edu/v4n1/bergen. html Dodge, D. T. , Colker, L. J. , Heroman, C. , & Bickart, T. S. (2009). The Creative Curriculum for Preschool. (4th ed. ). Washington, D. C. : Teaching Strategies, Inc. Early Childhood Care & Education Committee. 2005). Guam early learning guidelines for young children ages three to five. Mangilao, Guam: The Guam Department of Public Health & Social Services. Kysilka, M. L. (2003). NO CHILD LEFT BEHIND. Curriculum & Teaching Dialogue, 5(2), 99-104. Lester. S. (n. d. ). Children’s Right to Play: An examination of the importance of play in the lives of children worldwide. Working papers in early child hood development, No. 57. Bernard Van Leer Foundation. Power, K. C. , & Kalina, C. J. (2009). Cognitive and Social Constructivism: Developing tools for and effective classroom.Education, 130(2), 241-250. Umek. L. , & Musek, P. (2001) Symbolic Play: opportunities for cognitive and language development in preschool settings. Early Years: Journal of International Research & Development, 21(1), 55-64. Doi:10. 1080/09575140020022689 Warner, L. (n. d. ). â€Å"You’re It! †: Thoughts on Play and Learning in Schools. Horace, 24(n2) Zero to Three Organization. (2004). Getting ready for school begins at birth [Brochure]. Retrieved from http://www. zerotothree. org/child-development/social-emotional-development/gettingreadyforschoolbeginsatbirth. pdf