The Run Away Children Children And Young People Essay

The Run Away Children Children And Young People Essay This chapter to focusing on characterization of the run-away children like on the basis of their activity work at platform, income, available support, reason of run away, their family background, and analyzing their reason of run away and related things. 2.2 Characterizing the runaway children Yardstick used to characterize the run-away children is based on their age, sex, how many times they run away, their parental care at their home, their work at their home and on the platform, their living condition on platform, how they are living in platform etc. based on the sample taken, observation and other process of the study. 2.3 Age of the child Age group Sample of the study restricted up to 6-15, but later at the location some more children added those who are more than age group of 15 but less than 18. Hence NGO working for run away children also considering the age group up to 18 and also we added as per the requirement to add children up to age group of 18. The age group ratio we found on the railway station is as below in table: Available data is clearly showing the status of run-away children; the most them are belongs to the age group of 11-14. Where very less belongs to the age group of 15-18. And the second lessor one from the age group less than age group of less than 10. And that seems more probably due to that they are very small to run away from home or from work place or form any respected place. Another lowest one belongs from the age group of 15-18, mainly due to during the age in case of boy they being mature and they moving from the platform for different work to somewhere else. And in case of girl we don ¿Ã‚ ½t have much information but as from discussion it comes out that brokers are very active as well girls are more vulnerable belongs from these age group. 2.4 Samples separated by Girls and Boys (primary data, N=53) Firstly our sample is biased to tell about run away children on platform based on their sex. Due to permission problem we didn ¿Ã‚ ½t get opportunity to have girl sample. But with help of SATHI we had taken only 25% sample of girl among total number of sample. But through the observation also it was very clear those girls are living very less on the platform. As per the available secondary data from SATHI, it shows that about 33.33% children are girl among all run away. 2.5 Religion of the child Religion of children doesn ¿Ã‚ ½t made any to sense to say that children are run away because they are belongs to XYZ community. But as per sample taken 37 children are Hindu; 13 Muslims; 3 Christians; and 1 Sikh. And according to the CWC secondary data Hindu- 71%, Muslims 14%, Christian 13% and others 2 %.( source: primary data) 2.6 Status of children before run away It is necessary to explore about the run-away children what they were doing before running away. Whether they are studying, working or doing nothing means not studying and not working. Children what do they were doing before they run away? Definitely it is making one sense; it may be a cause for run-away the children. Like children those who were going to school they may have problem to getting into stress because they might disliking to go school. Similarly they might have fear of teacher. Similarly as children those who were working can run away due to exploitation at the work place. In some of the cases children runaway because they sent by their parents for work and they are getting exploited at the workplace in such condition they cannot think to go back and cannot work too. Such kinds of situation also forcing to run away. One thing I noticed common in run-away children is their confidence may be that also one factor because of that they rebel from the situation and run away. We also got cases of sexual exploitation but it ware seldom for male but it was more in case of girl at their respected work place nothing surprising. 2.7 Times of run away Basically run away children comes into two type 1) Habitual run away 2) Fresher; those run away first time. As per the sample 66% children are first time runaway. Habitual children basically having psychological problem. Like in few cases children away several times. Not only from their house or workplace they are running away from anywhere. Among the habitual children some of them are liking platform life so much, even they don ¿Ã‚ ½t want to go back their home. Usually NGOs working for the platform children are conducting rehabitation camp. After the camp most of the children are getting rehabitated. But old children don ¿Ã‚ ½t want to attain camp even they don ¿Ã‚ ½t like to go with such kind of process of the NGO. Besides they are taking opportunity of such facility available for them like shelter and food. The problem not much complicated for those who run away first time but here around 44% children are runaway more than one time, May be because they like the platform life. Some cases also there where children are living on the platform because they don ¿Ã‚ ½t know the way to go back, and children those who run away several times cannot go back because they rejected by the family several times. 2.8 Status of Family Children are running away one of the reason due to the parental care. We got the same result through the primary and secondary data. Through the sample we got from total run away, 32.5% boy are orphan; And among all orphan 14% not having father and mother. 31.25% without mother and 56.25 are without father. At home children without mother and father, feels so lonely, no body taking care of them as father and mother. Once they run away they don ¿Ã‚ ½t wanted to back. And also we found the similar cases among those not having either mother or father. 2.9 Contact with family We have assumptions that run away children means they wouldn ¿Ã‚ ½t have any contact from the family. But it wasn ¿Ã‚ ½t true. Habitual run away children those who are finally settled on platform few of them having contact with their family. Some children having contact with them. Some of the children sending money to their house also. Hence after spending necessary amount of money on their need. They wouldn ¿Ã‚ ½t have anything thing to do. In some cases we found that children sent money to their house upto Rs. 5000. During the study it comes out 3.77% family having contact with their family. We also found some cases in which children going back in bad weather (like extreme cold) they are used to go their home. Discussion with habitual child having contact with family The child front in photo, we meet several time with him throughout the month. Child is habitual to live in platform, and don ¿Ã‚ ½t wanted to go back their home. He knows properly way of their home. After asking the children why you don ¿Ã‚ ½t want to go your home. He replied  ¿Ã‚ ½my family don ¿Ã‚ ½t like me ¿Ã‚ ½ during the discussion he also explained he sent Rs. 5000 to their family last month (March 2012). We asked  ¿Ã‚ ½Why? If they don ¿Ã‚ ½t like you? He replied by being irritating  ¿Ã‚ ½not for my mother and father, I sent that for my sister, her hand was broken when she fallen down ¿Ã‚ ½. I again asked do you visiting your home sometime? He replied yes! Sometimes too meet my sister 2.10 Reason for the run away There are several reasons that may be responsible to run away a children like both psychological and non-psychological. That discussed as below: 2.10.1 Psychological reason In government home through the participatory observation, it came out that so many children are running away due to their psychological reason. They can run away even because of very small reason. Like one boy we found in the government home who run away only due to their parents not allowed him to fly the kites and also to restrict the child they beaten also. Child rebelled against their family and run away. And similar so many cases exist because of the children run away. Some other cases like attraction to go city, dream to earn more money and be a rich person, become more confident and having dream to achieve anything. We also observed some children those who rebelled even in SATHI camp. And also they not getting into control easily. 2.10.2 Non-psychological reason Apart from the psychological reason there are so many non-psychological problems are there because of that children are running away. Like family related problem, physical abuse, sexual abuse, road side dwellers, work related problem, uncaring family, and fear after doing something wrong. From the sample taken and discussion with children following the comes out; see below the table: Figure 7: Reasons of runaway (source: primary data) Also in case of so many children, sometimes one problem may cases of runaway the children and sometimes combination of more than one problem. Like in case of Ismayl he is eldest son in their family. His father and mother bother were suffering from dieses as well they credit on their head that also due to the treatment. To overcome from loan and take care of family his mother sent him for work. For the sake of their family he started to work but later he mingle with the plateform life as well as so much stress due to family and at work place; he left out the place and reached out to New Delhi railway station. Similarly, child having problem like so much family problem; means fight within the family, physical abuse, alcoholic and abuse, parental care like having step mother or step father, illicit relationship among mother and father, insufficient income of the family that forces them to send their children to work on platform. Another problem are like due to peer. We found few cases where children were run away only because of Peer Company. And also in some cases they wanted to visit city and getting support of their friend also pulled them to go out.

Advertising :: essays research papers

Advertising Advertising promotes more than mere products in our popular culture. Because images used in advertising are often idealized, they eventually set the standard which we in turn feel we must live up to. Advertisements serve to show us what the ideal image is, and further tell us how to obtain it. Advertisers essentially have the power to promote positive images or negative images. Unfortunately, most of the roles portrayed by women tend to fit the latter description. The irony lies therein since it is these negative images which have been most successful in selling products. It is easy to understand the appeal which these ads hold for men, as they place women in an inferior role; one characterized by helplessness, fragility and vulnerability. Certainly one can not deny that visual images serve to create the ideal female beauty within the material realm of consumer culture. The problem is that if one strays from this ideal, there's the risk of not being accepted by men. Advertisers, by setting ideals, not only sell their products, but in fact reaffirm traditional gender roles in mainstream America. Women portrayed in sexual ads are depicted as objects and commodities, to be consumed by men for visual pleasure and by women for self-definition. Any depiction of a woman in scant clothing ultimately makes her look vulnerable and powerless, especially when placed next to a physically stronger man. Studies show that advertisements will concentrate primarily on a woman's body parts rather than her facial expressions. Also, it was proven that over 50% of commercials portraying women contained at least one camera shot focusing on her chest. Men enjoy these images, and sadly, women tend to try to embody them, regardless of the extent to which they degrade themselves. Perhaps one of the most recent, successful, and controversial ad campaigns of the nineties is that of Calvin Klein. Ironically, in contrast to the normal, objectifying advertisements that deface women altogether, Klein focuses on his model's expressions. However, these expressions are similar to those of a scared child. The naked female model in turn looks even more vulnerable than when she was faceless. Here, in this ad Kate Moss is depicted as an innocent scared child. Her fingers touch her lips as if she is not permitted to speak, while her eyes look as if they are bruised. Moss' breast is exposed in this image, but instead of appearing voluptuous, Moss appears to be almost prepubescent. She stares vacantly and helplessly into the camera. Again, women see these images as attractive to men and subsequently feel the need to embody them. Advertising :: essays research papers Advertising Advertising promotes more than mere products in our popular culture. Because images used in advertising are often idealized, they eventually set the standard which we in turn feel we must live up to. Advertisements serve to show us what the ideal image is, and further tell us how to obtain it. Advertisers essentially have the power to promote positive images or negative images. Unfortunately, most of the roles portrayed by women tend to fit the latter description. The irony lies therein since it is these negative images which have been most successful in selling products. It is easy to understand the appeal which these ads hold for men, as they place women in an inferior role; one characterized by helplessness, fragility and vulnerability. Certainly one can not deny that visual images serve to create the ideal female beauty within the material realm of consumer culture. The problem is that if one strays from this ideal, there's the risk of not being accepted by men. Advertisers, by setting ideals, not only sell their products, but in fact reaffirm traditional gender roles in mainstream America. Women portrayed in sexual ads are depicted as objects and commodities, to be consumed by men for visual pleasure and by women for self-definition. Any depiction of a woman in scant clothing ultimately makes her look vulnerable and powerless, especially when placed next to a physically stronger man. Studies show that advertisements will concentrate primarily on a woman's body parts rather than her facial expressions. Also, it was proven that over 50% of commercials portraying women contained at least one camera shot focusing on her chest. Men enjoy these images, and sadly, women tend to try to embody them, regardless of the extent to which they degrade themselves. Perhaps one of the most recent, successful, and controversial ad campaigns of the nineties is that of Calvin Klein. Ironically, in contrast to the normal, objectifying advertisements that deface women altogether, Klein focuses on his model's expressions. However, these expressions are similar to those of a scared child. The naked female model in turn looks even more vulnerable than when she was faceless. Here, in this ad Kate Moss is depicted as an innocent scared child. Her fingers touch her lips as if she is not permitted to speak, while her eyes look as if they are bruised. Moss' breast is exposed in this image, but instead of appearing voluptuous, Moss appears to be almost prepubescent. She stares vacantly and helplessly into the camera. Again, women see these images as attractive to men and subsequently feel the need to embody them.

Family As A Social Institution Essay

1. Introduction: In a place where some group of people who lived in a same house and same flour. Family includes only the husband, the wife, and unmarried children who are not of age. The most common form of this family is regularly referred to in sociology as a nuclear family. A â€Å"consanguine† family consists of a parent and his or her children, and other people. Although the concept of consanguinity originally referred to relations by â€Å"blood,† In short we can say where same blood people live together this is called as FAMILY. 1.1 Definition Of Family: A group of two people or more related by blood, marriage, or adoption and residing together (U.S. Census Bureau 2004) 1.2 Only Child families: Many couples are now choosing to have children who will never have any siblings. Literature suggests that these children are often viewed as being spoilt, selfish, lonely and maladjusted, however, research does not agree with this negative view. Only children appear to be bright and successful, self-confident, self-reliant, resourceful and popular with other children. â€Å"A major reason for this may be that only children have somewhat closer relationships with parents, who exert more pressure for mastery and accomplishment† Only children often have more pressure placed upon them by parents to excel in tasks and have often high expectations for school and sporting results placed upon them. Only children miss out on the growing and learning and forms of socialization which comes with having siblings. Only children have the advantage of not having to fight for their parent’s attention and may have the opportunity of more one-on-one interactions. The one-child family has both pros and cons, as does every family lifestyle. 1.3 Largest Families: Children of large families obviously experience different conditions from those in smaller or one child families. Children in larger families have the advantage of having relationships with siblings. These relationships and interactions give them the opportunity to have companionship, emotional support and assistance while they are growing up. Children in larger families often experience degrees of rivalry and may need to fight for parent’s attention. The positive interactions that occur between siblings contribute to perspective taking, moral maturity, and competence in relating to other children. 1.4 Single Parent families: The number of one-parent families has become more common in recent years. There are a number of varieties of one-parent families; those resulting from divorce, parents who never-married, as well as a widowed parent. In single parent families the other parent not living with the family may have little or no involvement in the child’s life or may be highly involved. We are going to look more closely at single divorced parents and never-married single parents. 1.5 Marriage: A general definition of marriage is that it is a social contract between two individuals that unites their lives legally, economically and emotionally. Being married also gives legitimacy to sexual relations within the marriage. The geographical location and the cultural traditions of the individuals involved in the marriage relationship. The legalities of marriage can be confusing and overwhelming. Before you get married, it is important to know the requirements for getting a marriage license such as age, identification, costs for the license, etc. Laws concerning marriage vary from state to state and country to country and change often. 1.6 Types of Marriage: In marriage there are 2 types of marriage: Monogamy: Monogamy refers to the state of having only one mate at any one time; the term is applied to the social behavior of some animals and to a form of marriage in which an individual has only one spouse at any one time. In current usage monogamy often refers to having one sexual partner  irrespective of marriage or reproduction. Recent discoveries have led biologists to talk about the three varieties of monogamy: social monogamy, sexual monogamy, and genetic monogamy. The distinction between these three is important to the modern understanding of monogamy. Social monogamy refers to two persons/creatures that live together, have sex with each other, and cooperate in acquiring basic resources such as food, clothes, and money. Sexual monogamy refers to two persons/creatures that remain sexually exclusive with each other and have no outside sex partners. Genetic monogamy refers to two partners that only have offspring with each other. Polygamy: several husbands or wives simultaneously 1.7 Mate Selection: Mate choice, or intersexual selection, is an evolutionary process in which selection of a mate depends on attractiveness of its traits. It is one of two components of sexual selection (the other is male-male competition or intersexual selection). Darwin first introduced his ideas on sexual selection in 1871 but advances in genetic and molecular techniques have led to major progress in this field recently. Five mechanisms that explain the evolution of mate choice are currently recognized. They are direct phenotypic benefits, sensory bias, Fisherman runaway, indicator traits, and genetic compatibility. These mechanisms can co-occur and there are many examples of each. In systems where mate choice exists, one sex is competitive with same-sex members and the other sex is choosy (selective when it comes to picking individuals to mate with). In most species, females are the choosy sex that discriminates amongst competitive males but there are several examples of reversed roles. There is an example: Charles Darwin first expressed his ideas on sexual selection and mate choice in his book The Descent of Man, and Selection in Relation to Sex in 1871. He was perplexed by the elaborate ornamentation that males of some species have because they appeared to be detrimental to survival and have negative consequences for reproductive success. He proposed two explanations for the existence of such traits: these traits are useful in male-male combat or they are preferred by females. 2. Structure of Family : This kinship terminology commonly occurs in societies based on conjugal (or nuclear) families, where nuclear families have a degree of relative mobility. Members of the nuclear use descriptive kinship terms: Mother: a female parent Father: a male parent Son: a male child of the parent(s) Daughter: a female child of the parent(s) Brother: a male child of the same parent(s) Sister: a female child of the same parent(s) Grandfather: father of a father or mother Grandmother: mother of a mother or father Cousins: two people that share the same grandparent(s) Such systems generally assume that the mother’s husband has also served as the biological father. In some families, a woman may have children with more than one man or a man may have children with more than one woman. The system refers to a child who shares only one parent with another child as a â€Å"half-brother† or â€Å"half-sister.† For children who do not share biological or adoptive parents in common, English-speakers use the term â€Å"stepbrother† or â€Å"stepsister† to refer to their new relationship with each other when one of their biological parents marries one of the other child’s biological parents. Any person (other than the biological parent of a child) who marries the parent of that child becomes the â€Å"stepparent† of the child, either the â€Å"stepmother† or â€Å"stepfather.† The same terms generally apply to children adopted into a family as to children born into the family. Grandfather: a parent’s father Grandmother: a parent’s mother Grandson: a child’s son Granddaughter: a child’s daughter For collateral relatives, more classificatory terms come into play, terms that do not build on the terms used within the nuclear family: Uncle: father’s brother, mother’s brother, father’s sister’s husband, mother’s sister’s husband Aunt: father’s sister, mother’s sister, father’s brother’s wife, mother’s brother’s wife Nephew: sister’s son, brother’s son, wife’s brother’s son, wife’s sister’s son, husband’s brother’s son, husband’s sister’s son Niece: sister’s daughter, brother’s daughter, wife’s brother’s daughter, wife’s sister’s daughter, husband’s brother’s daughter, husband’s sister’s daughter 3.Stages of Family: 3.1 Stage One: Single young adults leave home . Here the emotional change is from the reliance on the family to acceptance of emotional and financial responsibility for ourselves. Second-order changes include differentiation of self in relation to family of origin. This means we neither blindly accept what our parents believe or want us to do, nor do we automatically respond negatively to their requests. Our beliefs and behaviors are now part of our own identity, though we will change and refine what we believe throughout our lives. Also, during this period we develop intimate peer relationships on a deeper level than we had previously and become financially independent. 3.2 Stage Two: The new couple joins their families through marriage or living together . The major emotional transition during this phase is through commitment to the new system. Second-order change involves the formation of a marital system and realignment of relationships with extended families and friends that includes our spouses. 3.3 Stage Three: Families with young children Emotionally we must now accept new members into the system. This isn’t hard initially because babies come to us in sweet innocent packages that open our hearts. Unfortunately, in the middle of the night we may wonder what we’ve gotten ourselves into. Nevertheless, we adjust the marital system to make space for our children, juggling childrearing, financial and household tasks. Second-order change also ocurs with the realignment of relationships with extended family as it opens to include the parenting and grandparenting roles. 3.4 Stage Four: Families with adolescents Emotional transitions are hard here for the whole family because we need to increase the flexibility of families boundaries to include children’s independence and grandparents’ frailities. As noted above, second-order change is required in order for the shifting of the parent-child relationship to permit adolescents to move in and out of the system. Now there is a new focus on midlife marital and career issues and the beginning shift toward joint caring for the older generation when both children and aging parents demand our attention, creating what is now called the sandwich generation. 3.5 Stage Five: Launching children and moving on This is one of the transitions that can be most emotionally difficult for parents as they now need to accept a multitude of exits from and entries into the family system. If the choices of the children leaving the nest are compatible with the values and expectations of the parents, the transition can be relatively easy and enjoyable, especially if the parents successfully navigate their second-order changes, such as renegotiation of the marital system as a couple rather than as simply parents. Other developmental changes include development of adult-to-adult relationships between us and our grown children, inclusion of in-laws and grandchildren, and dealing with the disabilities and death of our own parents. (See Letting Go of Our Adult Children: When What We Do is Never Enough for what can happen when transitions in this stage become particularly bumpy.) 3.6 Stage Six: Families in later life When Erikson discusses this stage, he focuses on how we as individuals either review our lives with acceptance and a sense of accomplishment or with bitterness and regret. A family systems approach, however, is interested in how the family as a unit responds and sees the key emotional principle as accepting the shifting of generational roles. Second-order changes require us to maintain our own interests and functioning as a couple in face of physiological decline. We shift our focus onto the middle generation (the children who are still in stage five) and support them as they launch their own children. In this process the younger generation needs to make room for the wisdom and experience of the elderly, supporting the older generation without over functioning for them. Other  second-order change includes dealing with the loss of our spouse, siblings, and others peers and the preparation for our own death and the end of our generation. 4. Role Of Family: The family is one of the main socializing institutions of the society. In the family, the child appropriates the social norms and values and it becomes capable of having relations with the other members of the society. In the family there is established the basic or primary socialization. In comparison with the families from the traditional societies family function has begun to be more and more taken over by other social institutions (school, cultural institutions, and mass media). Despite these transfers of social competencies, the family continues to remain one of the main institutions of socialization. The advantage of the socialization in the family is to obtain it in an environment of affectivity, which facilitates the transmission and the appropriation of the social values and norms. 4.1 Toward children : As soon as the baby is born, the mother and father become attached to their child through touch – through holding, carrying and playing with their baby. The world of movement begins and it is the parents who are the first educators of their child. This holds true for visually impaired children too. Parents have a much longer, sustained, and intimate relationship with their child than anybody else. When children are young they are learning to identify and label the world. Blind children are no different. They need to become familiar with the world, too. Familiarization develops orientation. For the sighted child, vision puts them in the action. Vision is the sense that allows us to integrate all of the things we learn about the world. Without normal vision, the child must learn to see and understand the world in new ways. As the child’s parents, one needs the opportunity to: understand how loss of vision affects their child’s early development; learn how they, as parents, can most effectively teach their child to see the world. One must realize that every child, whether visually impaired or not, is a learner. Besides this, what every child learns in the first three years of life is learned visually, primarily through imitation, says a research.  Parents are the natural teacher because they know their child better than anyone else does and have a better idea of what he/she is ready to learn. They spend more time with the child . Therefore they’re able to take advantage of the many ordinary events – things that happen throughout the day in the normal course of family life – that are teaching opportunities. As a parent you give your child toys and common, everyday objects to help him / her learn in natural situations that can be applied to other situations outside the home. Also, as a parent people must keep on providing opportunities to their children to practice what they have learned and a chance to experience the world under their guidance. By starting early, they teach their children good habits that will last a lifetime. And, above all involve their children in f amily life so friends and relatives learn how to interact with their visually impaired child and he / she learns how to act with others.

What Do We Know About Mother Teresa - Free Essay Example

Sample details Pages: 5 Words: 1493 Downloads: 6 Date added: 2019/05/23 Category History Essay Level High school Tags: Mother Teresa Essay Did you like this example? Mother Teresa as most people know her, was born in Shkup, Albania in 1910 with the name of Agnes Gonxha Bojaxhiu. She was the third, and youngest child of Nicholas and Rosa Bojaxhiu, a wealthy Albanian couple. Agnesrs parents were very involved in the roman catholic church and knew it would be good for their kids to grow up with the religion as well. Don’t waste time! Our writers will create an original "What Do We Know About Mother Teresa?" essay for you Create order Nicholas, Teresars father, died at the age of forty-two when Agnes was only eight years old, and left the family with not only an emotional loss, but a severe loss in financials which changed the familyrs circumstances. Although this was such an unfortunate incident, it brought the family closer together (Parks; Chidiac, 470). At a very early age of twelve, Agnes knew she was meant to be something more in the catholic community. She felt she had a calling. She did some research for six years before she turned eighteen, and decided she wanted to work with the Loreto Sisters and be a missionary nun in the Institute of the Blessed Virgin Mary. Her mother was hesitant on her leaving, but she blessed her and knew she was in the hands of Jesus Christ. When she was eighteen, she moved and left her family behind to receive her religious training and learn English in Rathfarnam, Ireland. Shortly after, she moved to Calcutta, India and began to teach geography at a girlrs high school starting in 1929. Agnes received the name Teresa after her patron, St Therese of the Child Jesus (Parks; Chidiac, 470). After becoming the principle of the school and working at this school for twenty years, she had a call within a call as she says, on a train ride to Darjeeling on September 10th, 1946 that profoundly changed her life forever (Chidiac, 470). In Mother Teresars book called, My Life for the Poor she says on page 7, The message was quite clear: I was to leave the Covent and help the poor whilst living among them. It was an order. I knew where I belonged, but I did not know how to get there. I felt intensely that Jesus wanted me to serve him among the poorest of the poor, the uncared for, the homeless. Jesus invited me to serve him and follow him in actual poverty, to practice a kind of life that would make me similar to the needy in whom he was present, suffered and loved. Just by this quote by Mother Teresa, you can tell she would give up anything to serve god even if she didnt know where it would take her. This call with in a call was god asking Sister Teresa to serve to the most poverty stricken, the dying, the most lonesome, the uneducated and the neediest of all the people in Calcutta, and she didnt hesitate. She immediately applied for freedom from the Loretto Sisters to serve to the needy. In 1948, she was granted permission to work as a free nun, and the Catholic church granted her permission to begin a new religious order, called the Missionaries of Charity (Teresa, 8). She left the convent with only what she was wearing on her back, five rupees, and a rosary. She gave four of the rupees to the poor, and the last one to a priest. The same afternoon, a man had heard about her actions of selflessness and gave the priest fifty rupees to give to her. This goes to show how karma works in miraculous ways. Just imagine leaving home and going to a completely new place with close to nothing. This is what Sister Teresa did. On December 21, 1948, Teresa opened her first slum school in Moti Jheel in Calcutta (Parks). Her goal was to teach the poorest of children how to read, write, but also to teach them basic daily skills like how to bathe. She worked in this school for two years and then the Catholic church gave her permission to start a religious order called the Missionaries of Charity on October 7th, 1950. As she was the head of this mission, Sister Teresa became Mother Teresa and she also got her Indian Citizenship. The goal of the order was to help dying people, poor people, or any one less fortunate have a place to stay or get back on their feet. You could then apply to be a sister in her order by being healthy of mind and body, having the ability to learn, having common sense and a cheerful disposition (Teresa, 16). Once you were a sister, you would go through different vows before committing your life long vows to help unfortunate people. On March 25, 1963, the archbishop of Calcutta formally blessed the new order of the Missionary Brothers of Charity (Parks). Roughly six years later, they got the blessing from Pope Paul VI. The workforce behind the Missionaries of Charity swelled to thousands, usually sisters and brothers of the Catholic Church, helping the worlds poor at 200 centers in over 25 countries. (Stevenson). During this time, the AIDS epidemic was going around India and Mother Teresa took infected children and victims under her wing and took care of them. With Indiars population rapidly growing at this time, there were so many sick people that Mother Teresa and her charity took care of. Mother Teresa then started to open more houses of the Missionaries of Charity first in Venezuela, followed by Rome, Ceylon, Tanzania, and Australia. Her name and her story started to spread and made its way to the U.S. where she opened facilities for people infected with AIDS and another house was made for victims of rape ba ck in India. She enjoyed working in the west because she commented that though the West was materially prosperous, there was often a spiritual poverty. Her health started to decline in the 80rs and she was forced to give up her position in the Missionaries of Charity to another nun. A few days after her eighty seventh birthday in 1997, she passed away from a heart attack. The sisters and brothers of the Missionaries of Charity still go on today to help the needy in memory of Teresa. Since Mother Teresars death, the Missionaries of Charity have added 163 houses in eleven countries on five continents, totaling 757 centers in 134 countries so far (Bose and Faust 111). With the money she received from her Nobel Peace Prize, She asked that the award money be spent to feed Calcuttas poor, as this award honored their lives and the importance of helping them (Stevenson). She started one of her homes for the dying by finding an abandoned Hindu temple and creating a home for them. This goes to show how dedicated she was to helping others. She received the Medal of Freedom, the highest ranked United States civilian award and also received many honorary degrees from universities around the world. Through all her social work, she received many humanitarian prizes and honors. She was awarded the Pope John XXIII Peace Prize and the Joseph Kennedy Jr. Foundation Award in 1971 and the Nobel Peace Prize in 1979 (Parks). All in all, Mother Teresa not only took physical care of these hurting people but showed them love through Jesus. She will always be remembered for her selfless character throughout her whole entire life. She changed the lives of the most disadvantaged people. Through the research about this amazing woman, I can certainly say, myself, and everyone should be more like her. To let go of the materialistic things and to really help someone in need is so important. Living in the U.S., I believe itrs hard to understand the things some of these people go through in less fortunate countries. Granted, with current medicine a lot of people can be healed, but showing love to people in need like Mother Teresa did is what people actually need. I strongly suggest everyone to get involved in their communities to help others. I can say myself that I am a part of Phi Mu at Kennesaw State University and one of my biggest goals through this chapter is to raise money for sick kids at Childrenrs Healthcare of Atlanta. Mother Teresars story only makes me want to get out and make a bigger impact! Works Cited Bose, Ruma, and Lou Faust. Mother Teresa, CEO: Unexpected Principles for Practical Leadership. Vol. 1st ed, Berrett-Koehler Publishers, 2011. Chidiac, Anthony. The Spirituality of Mother Teresa. Australasian Catholic Record, vol. 93, no. 4, Oct. 2016, pp. 469â€Å"477. EBSCOhost, login.proxy.kennesaw.edu/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=a9hAN=120562532site=eds-livescope=site. Parks, Joyce M. Mother Teresa. Salem Press Biographical Encyclopedia, 2013. EBSCOhost, login.proxy.kennesaw.edu/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=ersAN=88802025site=eds-livescope=site. Stevenson, Keira. Mother Teresa. Mother Teresa, Aug. 2017, p. 1. EBSCOhost, search.ebscohost.com/login.aspx?direct=truedb=b6hAN=18053290site=brc-live. Vardley, Lucinda. Mother Teresa:A Simple Path. Ballantine Books, 1995.