How to build a phone app Research Paper Example | Topics and Well Written Essays - 2250 words

How to build a phone app - Research Paper Example Likewise, there is no requirement for installing a flash player in order to play audio and video. Moreover, it can be completely integrated with Java script and can deploy new structural elements while eliminating traditional tags. As a result, coding is more organized and structured. One more, advantage of using HTML 5 is the local data storage ("Html 5 Advantages "). Clients can access the application even when they are disconnected from the Internet for a short period. Furthermore, it also minimize development cost by giving options such as enhanced interoperability, super visioning elements in a way that may save both cost and time ("Html 5 Advantages "). Java Script has one significant advantage and i.e. almost all the processing is done at the client side rather than processing it to the server side and transferring it to the client side consumes a lot of time and delays. Likewise, layer of Java Script running in the browser services manages all the front end processing and logic that makes the processing faster for a better and robust browsing experience. Moreover, CSS includes a customized style sheet containing one set of content. Developers only have to maintain this set of content by using only a single document in order to change the style. However, CSS has some limitations including no enhanced graphic and design support. Therefore, customization options are also limited. As mentioned above, application will be offline. It concludes that there will be a customized icon, startup phase, instinctive display and most importantly, the application will execute regardless of the Internet connectivity. Likewise, the application will provide similar functionality regardless of being connected to the Internet similar to other non-web based applications. However, there are some prerequisites including an access to a server from where a developer can modify HTTP headers on the files that will be used in the application. This activity will add a feature

Health Belief Model Health And Social Care Essay

Health Belief Model Health And Social Care Essay One of the health promotion model adopted for the Swine Flu Project is the Health Belief Model (Becker 1974) and it aims in creating a physical environment that promotes choice of a healthier lifestyle (Ewles and Simnett 1999). This model suggests that people need to possess some kind of clue to take an action upon behaviour styles and health related decisions. But the individuals hardly implement healthy behaviour to prevent specific diseases unless they believe in a way that they are susceptible to the disease. Health needs Assessment is a systematic process of identifying the health issues, targeting the needs of populations and taking an action in a cost effective way. Within the present study, these assessments were categorised in to 5 major steps that aim in obtaining relevant information about the topic and suggesting an action course (National Institute of Clinical Excellence, 2005). This assessment helps in getting a good knowledge on local contextual factors which ensure that any proposed intervention fits exactly with the Oxford Brookes University area context. Additionally, the base line characteristics pertaining to the disease prevalence assist in understanding the extent of change after the implementation of strategies (Stevans, Gillam 1998). Nonetheless, this method is not suitable for the risk analysis study and thus without considering the possible barriers that may met in the long run, the success of this assessment programme seems to be highly questionable (Stevans, Gabbay 1991). Resource availability including funding, time and presence of other issues that compete for attention are the primary risk factors that need to be considered immediately. Besides this, the needs assessment is not effective in overcoming the behavioural changes of at intrapersonal level. Introduction Within the recent years, the United Kingdom has observed a notable increase in the cases pertaining to Swine Flu. Swine Flu (or Swine Influenza) is a respiratory illness caused by influenza virus (H1N1 strain) that infect the pigs respiratory tract and result in continuous nasal secretions, reduced appetite, barking-like cough and listless actions. World Health Organisation declared the virus affecting the disease process as pandemic (June 2009) and the period following this year was announced as a post pandemic period (August 2010). By the year of 2009, a total number of 400 deaths were recorded in England as a consequence of disease outbreak. Subsequently in the year of 2010, around 4.88 million doses of H1N1 vaccine was provided to specific priority groups in United Kingdom (especially in England). The incidence as well as the prevalence rates of the disease was observed to be higher within children of less than 5 years age. Before analysing the disease process, it is very importa nt to understand the concept of health promotion and its effective application in the disease process (Department of Health 2009). Anecdotally, to reduce the incidence of causative virus (H1N1 Influenza) the government must frame an action plan with an ultimate goal of improving the life quality and well being (Lipatov et al., 2004). The methods to enhance health associated behavioural changes, promoting environmental advocacy, providing more mechanical ventilators in communities and organisations (where in which the people accessibility is persisted at a higher rate), reducing the congestion and overfilling of areas with people and maintaining social distancing (another tactic) can be helpful. Usage of alcohol based sanitizers or foam hand sanitizers, covering face masks and wearing gloves (to reduce the likelihood of hand-to-eye, hand-to-mouth transmissions) need to effectively followed by all the individuals regardless of their age, sex and social class. Additionally, respiratory hygiene as a necessary intervention should be implemented and the awareness with relation to its benefits must be generalised to th e local public (Centre for Disease Control, 2009). The hygiene within toilets, wash basins and other related sanitary places need to be monitored on a regular basis. Lastly, the government and local health organisations must necessitate the introduction of Vaccine (2009 Flu Pandemic Vaccine) to all the individuals to gain protection against the virus and its deleterious effects (Food and Drug Administration 2009). The designed action plan framework may assist in a way by minimising the incidence and disease prevalence thereby promoting health and well being. Knowledge of pandemic influenza virus persists to increase at a higher pace and the majority of clinical guidance that existed seems to be valid. Health promotion (a process of facilitating people to enhance the control over their health) strategies with relation to Swine Flu must designed to focus on the disease behaviour and its deleterious effects upon the individuals (Wise, Signal 2009). Health promotion approaches to the disease process and the related efforts placed in to the education, community development, policy designing, legislation and regulation are equally legitimate for the prevention of this disease, its progression and associated problems. In addition, the health promotion strategies implemented also play an effective role in reducing the health inequalities or variations that persist at a higher rate in United Kingdom (Wise, Signal 2009). The present report provides an overview of the various methods targeted towards disease prevention in Oxford Brookes University. In addition, it highlights of models like Health assessment, Health Beliefs together with their usefulness and limitations.

Essay --

First Name: Francisca Last Name: Morel Subject: English 100 The Unbelievable Truth behind Video Games â€Å"Children began playing video games for increasing amount of times, and the games themselves became more graphically violent over time. Parents, educators, physicians, and researchers began to question what the impact of these changes might be† (qtd in The Effect of Video Games: What Parents Need to Know). Thus, for the past decades, video games have become the subject of many controversial debates and they have been â€Å"frequently criticized by parents, politicians, and sociologists.† However, their arguments against video games have overshadowed the importance of playing video games. In reality, playing video games can greatly contribute to the welfare of the American society. Video games are educationally beneficial for children. In the article â€Å"Effect of Video Games: What Parents Need to Know†, Dr. Douglas clearly stated that â€Å"video games are natural teachers. Children find them highly motivating; by virtue of their interactive nature, children are actively engaged with them; they provide repeated practice; and they include rewards for skillful play. †¦video games have been shown to teach children healthy skills and have been successful at imparting the attitudes, and behaviors that they were designed to teach.† For example, â€Å"playing a golf video game improved students' actual control of force when putting, even though the video game gave no bodily feedback on actual putting movement or force.† â€Å"Traditional games teach kids basic everyday skills, according to Ian... ...Although many politicians, parents, and sociologists have fought against video games, it can be concluded that playing video games can contribute to the welfare of our society. â€Æ' Work Cited Douglas, Gentile. "The Effects of Video Games on Children: What Parents Need to Know ." Pediatrics for Parents. Pediatrics for Parents, n.d. Web. 6 Oct 2013. . Steinbeirg, Scott. "The Benefits of Video Games." ABC News. ABC News, 26 Dec 2011. Web. 6 Oct 2013. . Gallagher, Danny. "7 Health Benefits of Playing Video Games." The Week. The Week , 10 March 2013. Web. 6 Oct 2013. .

Ho Chi Minh- North Vietnam Leader

Ho Chi Minh: North Vietnam Leader Published Online: July 25, 2006 Although the most visible symbol of America's chief enemy in the Vietnam War, Ho Chi Minh was still a difficult figure to hate. A frail and benign-looking old man in peasant garb or Mao jacket, the leader of the Democratic Republic of Vietnam seemed perfectly described as ‘Uncle Ho,' an epithet bestowed upon him by friend and enemy alike. Indeed, he often seemed more symbol than substance–a mere face on a poster, an intangible foe unreachable by modern means of warfare, an almost mythical personification of the Communist enemy. But Ho Chi Minh was the very real driving force without which the unified Vietnamese state would never have been achieved. For more than 50 years, most of which he spent away from Southeast Asia, Ho worked single-mindedly to realize the end of French colonialism and the erection of a Vietnamese national state. That determination, rather than genius, was his hallmark as a leader. If the Vietnamese revolution produced a real genius, then it was certainly Vo Nguyen Giap, a military leader who would have stood out in any army. Ho Chi Minh, however, was the essential man whose drive and determination focused the efforts of others and whose leadership excited the admiration and support of Vietnamese on both sides of the 17th parallel. Details of Ho Chi Minh's life are vague, curiously so for such a prominent national leader. Every biography differs in some fundamental detail, offering the reader no certainty about the man. Ho Chi Minh himself is responsible for much of this, for he consciously distanced himself from his own past and his own origins, choosing to identify with the revolutionary ideal rather than the old mandarin traditions. In his personal break with family and tradition, Ho set the example for the new nation he wished to create, a Vietnamese state unencumbered by the weight of a heritage that accepted foreign rule. Because he gave no particular importance to details of his life, Ho Chi Minh's date of birth and true name are in question. Most of what we know about the man can only be considered informed supposition. He was probably born Nguyen Van Thanh, the youngest son of three children of Nguyen Tat Sac, in Kim Lien Village of Nghe An Province in Central Vietnam, on May 19, 1890. He attended the French lycee in Vinh between 1895 and 1905 when (depending upon the source) he was dismissed either for reasons of politics or poor grades. Between 1906 and 1910, he was a student in the noted Lycee Quoc Hoc in Hue, a school distinguished for its nationalist sentiments and one that produced other prominent figures in modern Vietnamese history — among them Ngo Dinh Diem, Vo Nguyen Giap and Pham Van Dong. In 1910, again for reasons uncertain, he left the school without a degree and briefly taught in Phan-Thiet, a little town where, coincidentally, Ngo Dinh Diem also lived as provincial administrator some 20 years later. In 1911, Ho completed courses in a school for bakers in Saigon, and in 1912 took the name of Ba and accepted a job as a messboy on a French liner on the Saigon-Marseilles run. Bernard Fall, one of the earliest and most acute students of the Vietnamese revolution, regards this as the single critical decision of his life. When he turned to the West, Ho Chi Minh rejected the traditional conservative Vietnamese nationalist course of militarism and a mandarin society, and instead chose the course of republicanism, democracy and popular sovereignty. Meeting other Vietnamese nationalists in Paris, Ho found he could not accept their course of peaceful cooperation with the French, and sought another solution. After living in France for a time, Ho is said to have moved to London, where he was a cook's helper under Escoffier at the Carlton Hotel. During World War I, some sources insist, he moved to the United States, where he lived in Harlem. If true, this experience gave him background material for his Pamphlet La Race Noire (1924), a tract bitterly critical of American capitalism and treatment of blacks. Sometime in 1917 or 1918, living now under the name of Nguyen Ai-Quoc (Nguyen the Patriot), he returned to France and earned his living retouching photographs in the XVIIth District of Paris. The great Peace Conference at Versailles in 1919 was the occasion for Ho's formal entry into politics. Excited by the prospect of a peace based on President Woodrow Wilson's Fourteen Points — especially the point concerning national self-determination of peoples — Ho drafted a modest eight-point program for Vietnam and, renting a formal suit, sought an audience with leaders of the great powers. His proposals would not have meant independence for Vietnam, but instead called for greater equity, more basic freedoms, and Vietnamese representation in the colonial government. Unable to gain a hearing at Versailles, Ho then pursued the colonial question in the French Socialist Party, of which he was a member. At the Party Congress at Tours on Christmas Day, 1920, Ho Chi Minh sided with the Communist wing of the party since the Communists advocated immediate independence for all colonial areas. He thus was a founding member of the French Communist Party and became the party's leading expert on colonial matters. In 1920 and '21 he traveled throughout France, speaking to groups of Annamese soldiers and workers who were awaiting their return to Vietnam, doubtless earning some early converts to the nationalist cause, if not to the Communist one. The next half-dozen years were spent as the true Communist internationalist. Ho attended all of the early Comintern conferences, and became acquainted with the great figures of the Russian Communist Party, meeting Lenin probably in 1922. He lived in Moscow for several years; in 1924 as a student at the Eastern Workers' University. In 1925, Ho went to China with Michael Borodin and helped organize the Vietnam Revolutionary Youth League, a training school for Indochinese students in Canton. That year saw the publication of his most important work, Le Proces de la Colonisation Francaise, a naive pamphlet that indicted the French colonial system. Despite its limitations, the tract became the handbook for Vietnamese nationalists and was widely distributed in Indochina. From 1925 to 1927, when Chiang Kai-shek broke with the Communists and Borodin's group fled to Russia, Ho formed more than 200 carefully trained cadres of expatriate Vietnamese, whom he sent back to Indochina. Ho's ruthlessness showed up in the formation of those cadres. If, at the completion of training, any of the men had second thoughts or displayed an unwillingness to obey Communist instructions, Ho simply leaked their names to the French officials in Indochina. The French promptly arrested the defecting cadres and probably paid their informant a reward. Ho was then killing two birds with one stone; he rid himself of undependable nationalists and gained funds for his movement. Over the next few years, his wanderings are not well-documented. It is likely he returned to Europe as an agent of the Third International, some sources claiming that he lived in Berlin for a time. By 1929, he was living in Thailand, working within a large community of Vietnamese emigres. He traveled to Hong Kong in 1930, where he pulled the various Indochinese Communist movements together into one party. Briefly under arrest in Hong Kong, he surfaced in Moscow in 1934 as a student in the Lenin School. By 1938, he had returned to China and was serving as a radio operator with the Chinese Communist Eighth Route Army, eventually becoming political commissar of a guerrilla training mission in Kwang-Si Province. In May of 1941, after 30 years abroad, Ho finally returned to Vietnam. He went to the town of Pac-Bo on the northern border, where the Central Committee of the Indochinese Communist Party was to hold its eighth meeting. At this meeting, the party created the Viet Minh, a front organization intended to draw the support of Vietnamese who opposed the French, but were not yet Communists. Upon his return to China in early 1942, he was imprisoned by a Chinese warlord, but released in 1943 to gather information about the Japanese units in Indochina. It was then that he took the name Ho Chi Minh (He Who Enlightens), returned to the northern part of Vietnam, and devoted himself to running the Viet Minh. Operating from the jungles of North Vietnam, Ho received aid from China and from the United States, fought the Japanese, and extended his influence throughout the area, building a firm infrastructure to support the Viet Minh. By May 1945, he had managed to liberate six provinces from the Japanese and moved to assume control of the government. The puppet emperor Bao Dai abdicated on August 19 and, with both the Japanese occupation government and the French colonial government in complete disarray, Ho's National Liberation Committee proclaimed a provisional government with Ho Chi Minh as president. On September 2, Ho declared that the Vietnam Democratic Republic was an independent state and sought recognition from the United States, the United Kingdom, the Soviet Union and China. The French, however, were determined to reestablish their colonial hegemony in Indochina. Talks with the French failed to produce a negotiated settlement, and French armed forces seized Haiphong and Langson in November 1946, initiating a war. Ho moved his government into the mountains of North Vietnam and began almost nine years of warfare, culminating in the French defeat at Dien Bien Phu in 1954. The state of war actually simplified Ho's political problems. Vietnamese did not have to be Communist to join the fight against the French, and the ranks of the Viet Minh swelled with patriotic volunteers. Also, the real political opposition was easily squelched by declaring them to be traitors to Vietnam. By 1954, Ho was the undisputed leader of the country. The Geneva Accords of 1954 provided for a national election in 1956 to determine the fate of Vietnam, an election Ho confidently expected to win, especially since the bulk of Vietnam's population was in the North under his control. When the government of South Vietnam, which was not party to that portion of the agreement, refused to play into his hands, Ho created the National Liberation Front for South Vietnam and began the second phase of his war for a unified Vietnam. First, however, Ho ruthlessly consolidated his power in the North. Evidencing the fact that behind his carefully constructed facade of the kindly and gentle ‘Uncle Ho' he was in reality (in Susan Sontag's particularly descriptive words) a ‘fascist with a human face,' Ho massacred his countrymen by the thousands in a Soviet-style ‘land reform' campaign. In November 1956, when peasants in his home province protested, some 6,000 were murdered in cold blood. With such actions, Ho proved he was a worthy contemporary of Lenin, Stalin and Mao Tse-tung, who had also built their empires with the blood of their countrymen. By the time of his death on September 3, 1969, Ho Chi Minh was generally spoken of in the same breath as Lenin and Mao Tse-tung. He had certainly led his native Communist Party through almost 40 years of success, creating a state where none had existed before and devising a Communist government to run it. He was a national leader with strong internationalist credentials, having served the Communist Party throughout Europe and Asia for more than 20 years before his return to Vietnam. He led a Communist Party unique in that it had never had a major purge or a major theoretical dispute. As a young Communist functionary, he avoided Stalin's great purges of the 1920s and 30s. As a mature Communist leader, he steered a middle course between the Russians and Chinese in their great schism, offending neither and retaining the support of both. In sum, Ho Chi Minh was that great contradiction: a dedicated Communist who was also a fervent nationalist. Throughout his life he never lost sight of his goal of an independent Vietnamese state, and even as a Communist leader he pursued an essentially Vietnamese course, even when pure Communist theory might have dictated other choices. Yet there is no doubt that he was fully committed to the Communist ideal, that he accepted it completely in 1920, and that he never had second thoughts. Ho Chi Minh's Communist ideology was flexible enough to serve his purposes. In any case, he was never the doctrinaire, and always much more a political activist whose strong will was directed at the goal of the independence and unification of Vietnam. [pic] This article was written by Charles E. Kirkpatrick and originally published in the February 1990 issue of Vietnam Magazine. For more great articles be sure to subscribe to Vietnam Magazine today!

Book Critique Family to Family Essay

Author Information The authors of the book are Jerry Pipes and Victor Lee. Content Summary In the book, Family to Family, Families Making a Difference, the writers detail the major premise of the work within its first few pages: â€Å"Family to Family will help you discover God’s purpose for your family, develop a family mission statement, establish core values, make time for quality and quantity family time centered around God’s purposes, and equip you to lead your children to Christ and mentor them spiritually† (3). The book’s purpose is to maximize family time in the Lord, bringing family members closer together by helping them actualize their standing first in Christ, and then as they relate and interact with each other. The book promotes the idea of discovering â€Å"the critical link between being on mission as a family and passing the baton of your faith on to your children† (3). This line of thought is prevalent in the book and it seems to summarize the mission of the writers. The book views itself as being based and rooted in the solid foundation of the scriptures, and the authors express as much: â€Å"The bottom line–God’s plan for the family has been revealed in His Word†¦ The success of our families will be determined by our commitment to know and live the principles of God’s Word† (3). In the first chapter of the book, the writers make the contention that many families are not healthy and are not spending quality time with one another. The writers reference research gathered from The American Family Association and George Barna. Through the accumulated research, the writers state that, â€Å"only 34 percent of America’s families eat one meal together each day. (In addition) the average father spends only eight to 10 minutes a day with his children. This includes meal times.† (6) Another alarming statistic that they present to their audience is that â€Å"only 12 percent of America’s families pray together, (and) the average couple spends only four minutes of uninterrupted time together a day† (6). After the writers finish sharing some alarming statistics, they proceed to identify what a healthy Christian family should look like. They call for persons to examine their own families and to ask the following questions: Is it a cohesive unit or a disjointed collection of individuals? Is it on mission for God or unsure of its mission? Is it flowing or fumbling? Disciplined or destructive? Purposeful or pointless (7)? From the second chapter onward, the writers seek to allow the book to serve as a guide to nurture an unhealthy family as they move towards an improved level of spiritual health. The writers begin by proposing a family mission statement, stating that, â€Å"A family mission statement will serve as a centerline and guardrails for your family on the road through life† (25). The writers lead us on an extensive exposition on the importance of a familial mission statement and how to initiate one and incorporate one into our families. In chapter two, they present seven realities, which are geared towards accepting and incorporating the fact that God is and can be an ever-present reality within your family. The writers then discuss the importance of teaching and sharing the Gospel with children. They present the fact that 90 percent of all Christians have accepted Jesus before the age of 25, and therefore, place a premium on passing the baton onto the next generation as early as we can (51). The remainder of the book becomes a summary of other evangelical programs and ideas, shared in an effort to encourage the entire family to become an evangelizing force together. They include the models of concentric circles (75) and other familial evangelistic ideas, which are geared towards the family being unified and presenting that unification before others as a witness to their unity in Christ. In the final chapter of the book, the writers detail the importance of Biblical based evangelism for all of those persons involved in the family unit. The writers advocate what they call the FIRM approach to evangelism, which involves: F – ask about family, I – ask about their interests-listen, R – ask about religion-listen, and M – share the message (114-115). Lastly, the writers provide some practical methods for sharing the Gospel, which include some scripture memorization and tips on a salvation-testimony presentation. Evaluation The book seeks to establish a rationale for the disunity of the modern family and then to provide mechanisms to promote unity within the family through the Word, then to evangelize through the family as a united front in Christ. The book is short, efficient and to the point. It allows for easy reading and presents an effective rationale for families being unified first in Christ (with each other), and then presenting that unification as an active, vibrant testimony to others. The writers identify early on that this is a book for families in crisis, and the greatest contributing factor to that difficulty involves time and busyness within the members of the family itself. Due to the simplistic presentation of the material, the writers allow for a potential impact for a wide variety of persons and family units (beyond the traditional ones). The writer’s presentation of unhealthy families and the facts provided which detail children who have fallen away from the church cannot be understated in its level of importance, and serves to provide the reader with a foundation for the rest of the work. The flow of the work involves a clever method employed by the writers that mixes conversational and anecdotal stories with necessary information, which is important to hold the interest of the target audiences. The writers may have perhaps offered a more compelling argument, had they given their target audience a little more background information concerning the statistics they compiled, rather than just highlighting that information in endnotes. The chapter on mission statements feels rushed, and gives the impression that research for the work appears to be somewhat lacking. Case in point: there is no citation offered concerning the comparison of Jonathan Edwards and the Jukes families. This cannot help but offer the audience the false notion that the writers composed the necessary research to develop the notion they are putting forth (24-25). The writers provide another example without properly citing and giving credit to the source on page 26, in the example of the bucket of sand and the big rock and the little rock. This is an illustration which has been used by many in the past, and the writers are not the original source of it. They state, â€Å"Perhaps you have seen the illustration of the big rocks and little rocks† (26). Again, this may be nitpicking; however, I believe that they need to demonstrate responsibility, since the book is a Christian work. The book contains relevant study questions and provides a plethora of workbook-like material. That being said, the work is ideal for small group studies in the church and provides a foundational approach for working with families. Beyond being simple enough for the new convert to understand, the book is filled with practical and insightful applications for all believers to use in their endeavors to spread the Word within their families and to others. The writers have fulfilled their purpose in the book. It is obvious to see, with the statistics presented and the commentary offered, that families are in trouble and the church needs to respond to their needs. The church is comprised (mostly) of families. The enemy is aware that if he destroys the family unit (as presented in scripture), then he goes a long way to placing a major injury on the church. Pipes and Lee are to be commended for their efforts. They wrote Family to Family: Leaving a Lasting Legacy, as a reply to the susceptibility of even supposedly Christian families to the status quo. This status quo, as presented by the writers, involves an adherence to one of the varying levels of dysfunction that many families experience. The outline for families in the scriptures is one man, one woman, and if they are blessed, then children. This work provides an excellent evangelistic modality within which to engage all types of families (single parent, no children, etc). This is due to the fact that, regardless of the construction of the particular family, salvation is needed within and should be displayed cohesively to the world. That being said, one can see that, once a family mission statement is adopted, the potential for manipulation within a family is obvious. Potential problems could arise should one of the parents attempt to use the mission statement to manipulate their children to act and perform in the manner that they desire. Should conflict and divorce arise in the family (which is a startling reality for the church as well as the world), then these paradigms constructed originally to help could instead be used to further divide the entire family. With any risk of developing methodology and then instructing others to incorporate this methodology into their lives, without being able to control all extraneous variables (which only God can), there is the potential danger for some using the writer’s material for abusive purposes. Yet in taking this risk, the writers succeed. This is largely due to the fact that they speak the truth of the scriptures in love, and are to be applauded for developing and exhorting others to incorporate these methods into their lives to improve their families and evangelize the lost. There is something pure and right about someone trying to assist others whom are in desperate struggles in this life. The writers have presented a unique and challenging way for the church to implement and instruct families which are in desperate need of such tutoring. A most wonderful encapsulating quote is found on page 114, which states, â€Å"The bottom line is sharing the way of salvation through Jesus Christ. This is what this book is all about: raising your family to follow Christ. Following Christ means sharing the gospel with those who do not know Him. Jesus said, ‘Follow me, and I will make you fishers of men’ (Matt.4:19). If you are not fishing, you are not following. You and your family are on mission to be fishers of men† (114). This is a rousing call to families and the Body of believers. Those who endeavor to heed the call must realize the writer’s purposes in desiring to show them a way to raise their families to serve and follow Jesus. BIBLIOGRAPHY Pipes, Jerry and Victor Lee. Family to Family, Families Making a Difference. Lawrenceville, GA: Jerry Pipes Productions, 1999.