2011
World Vision is committed to protecting children from abuse, neglect, exploitation and other forms of violence. This paper explains World Vision’s understanding of a systems approach to child protection, its concept of a child protection system and key implications for programming. PDF: 1.3 Mb
2006
Living the Story awakens kids' mental, physical, social, spiritual and artistic faculties in fun ways while inviting them into the big Story (and all the little stories) of God's love and interaction with his creation. Readers of Living the Story meet the God who loves them and learn to see him at work around and through them.
2006
Living the Story awakens kids' mental, physical, social, spiritual and artistic faculties in fun ways while inviting them into the big Story (and all the little stories) of God's love and interaction with his creation. Readers of Living the Story meet the God who loves them and learn to see him at work around and through them.
2006
Living the Story awakens kids' mental, physical, social, spiritual and artistic faculties in fun ways while inviting them into the big Story (and all the little stories) of God's love and interaction with his creation. Readers of Living the Story meet the God who loves them and learn to see him at work around and through them.
2006
Living the Story awakens kids' mental, physical, social, spiritual and artistic faculties in fun ways while inviting them into the big Story (and all the little stories) of God's love and interaction with his creation. Readers of Living the Story meet the God who loves them and learn to see him at work around and through them.
2006
Living the Story awakens kids' mental, physical, social, spiritual and artistic faculties in fun ways while inviting them into the big Story (and all the little stories) of God's love and interaction with his creation. Readers of Living the Story meet the God who loves them and learn to see him at work around and through them.
2006
Living the Story awakens kids' mental, physical, social, spiritual and artistic faculties in fun ways while inviting them into the big Story (and all the little stories) of God's love and interaction with his creation. Readers of Living the Story meet the God who loves them and learn to see him at work around and through them.
2006
Living the Story awakens kids' mental, physical, social, spiritual and artistic faculties in fun ways while inviting them into the big Story (and all the little stories) of God's love and interaction with his creation. Readers of Living the Story meet the God who loves them and learn to see him at work around and through them.
2006
Living the Story awakens kids' mental, physical, social, spiritual and artistic faculties in fun ways while inviting them into the big Story (and all the little stories) of God's love and interaction with his creation. Readers of Living the Story meet the God who loves them and learn to see him at work around and through them.
2006
Living the Story awakens kids' mental, physical, social, spiritual and artistic faculties in fun ways while inviting them into the big Story (and all the little stories) of God's love and interaction with his creation. Readers of Living the Story meet the God who loves them and learn to see him at work around and through them.
2006
Living the Story awakens kids' mental, physical, social, spiritual and artistic faculties in fun ways while inviting them into the big Story (and all the little stories) of God's love and interaction with his creation. Readers of Living the Story meet the God who loves them and learn to see him at work around and through them.
2006
Living the Story awakens kids' mental, physical, social, spiritual and artistic faculties in fun ways while inviting them into the big Story (and all the little stories) of God's love and interaction with his creation. Readers of Living the Story meet the God who loves them and learn to see him at work around and through them.
2006
Living the Story awakens kids' mental, physical, social, spiritual and artistic faculties in fun ways while inviting them into the big Story (and all the little stories) of God's love and interaction with his creation.
Readers of Living the Story meet the God who loves them and learn to see him at work around and through them.
July 2003
Hope for London reports on dramatic transformation in
ordinary, everyday communities in London and
beyond. At the heart of these initiatives and many
others are Christians committed to prayer and a practical
expression of God’s love through their lives and work.
Although London’s bad news makes the news, that’s not
the whole picture. There are extraordinary stories of hope
to be found too, in the capital and in cities around the UK.
Hope for London is an introduction to what can happen
when Christians pray for their neighbours and communities,
and act on those prayers, to address the challenge of crime
in their part of the city. Included are models from outside
London which can be replicated in the capital.
1999
‘Excluded But Not Rejected’ is a partnership between CARE for Education
and the Youth and Children’s Unit of the Evangelical Alliance, in association
with the Senior Volunteer Network.
by Jenny Baker, John Hallett and Grahame Knox Views: 2975
1996
This position paper on corporal discipline outlines international, federal and provincial law relating to parental responsibilities, the protection of children, and physical discipline. It discusses Section 43 of the Criminal Code, which allows reasonable physical discipline by parents. The EFC believes that repealing Section 43 and removing a parent's ability to use physical discipline in a reasonable and appropriate way would be an unwarranted intrusion into family life. Physical Discipline of Children by Parents gives an overview of the issue of corporal discipline, including the relevant legal provisions and the need for family autonomy.
2011
The goal of this brief study is
to present Comenius’s notion of character
formation as it is outlined primarily in
his didactic writings, and to show its
relevance for contemporary practice in
relation to moral education. Jan Amos
Comenius was a Czech 17th century Brethren
bishop, philosopher and educator
who is celebrated especially for his timeless
didactic principles, which earned
him the epithet “the teacher of nations.”
The sub-goal of this paper is to explain
why Comenius’s concept of moral education
has been neglected in Czech modern
Comeniological research biased by communist
ideology.