Organizational behaviors management term project - Panda Express Paper

Organizational behaviors management project - Panda Express - Term Paper Example The menus in this restaurant brought to America the flavors of Szechuan and Mandarin cuisine. These same menus became the inspiration and standard for all the Panda Express restaurants that are known and loved in the wide America. The making of quality meals with fresh and premium ingredients besides being served fast and hot was one competitive advantage Andrew identified and utilized to the fullest. The result was the tremendous growth of the Panda Express chain of restaurants not only in the United States but the world over (Fox77). Our group’s selection of the Panda Express chain of restaurants out of our love for authentic Chinese cuisine and our being intrigued by how fresh and fast the food is constantly cooked and served. A majority of the group members have had meals at the Panda Express restaurants and realized that the quality of the food is uniformly of a high quality. Our love for authentic, or fairly authentic, Chinese cuisine seems to have travelled with us from China to the United States. It was a unanimous decision among the group members who, having eaten at several Chinese restaurants across the United States that claimed to offer authentic cuisine, all decided that only the cuisine found at the Panda Express chain of restaurants lived to its name (Grenway 44). ... The latter is to expose the Chinese citizens firsthand to American-Chinese type of cuisine which is excellent (Filipova 45). The main goal of the group is to find out how Panda Express is able to serve such high quality food at its characteristically fast pace yet retain the fine features of a dining eatery. The aim of group is of the opinion that the managers utilize the rush hours besides having active communication skills with their subordinates to create an excellent customer experience (Tosi and Pilati 109). The aim is to research into the managers’ use of leadership, motivation and employee engagement skills in forming a group of hard-working employees with the restaurant’s aim in their hearts. Another aim is to find out the managers’ daily activities that contribute to the success of the restaurant chain and push the employees to willingly outdo themselves in their service (Griffin and Moorehead 40). What also evoked our curiosity was the fact that some me mbers of this group eat at the Panda Express restaurant on the campus premises once to four times each week and always find the food freshly cooked even with the high demand for the food which always seems to improve in taste (Sharma 73). Hypothesis The group’s belief is that managers use leadership skills acquired from outside the restaurant chain or gained at the restaurant to instill a sense of urgency among the employees and then set cooking or serving goals that have always outdid the demand from customers. Among the leadership skills most likely driving the success in the restaurant chain are conflict resolution among the employees and management, quickness of thought to invent better services and the accuracy of predicting rush hours to utilize the large number of customers

People's Mujahidin Organization of Iran v. United States Department of Essay

People's Mujahidin Organization of Iran v. United States Department of State - Essay Example The organization was known to conduct various terrorist activities during the regime of Khomeini as well as the Shah, which made the unpopularity of MeK inevitable. However, the organization claims to have ceased all of its terrorist activities since 2001 and has been aiming to improve its international ever since. This brings us to February 11th 2009, when the MeK filed a petition in the U.S court of Appeals to challenge its designation into FTO (Foreign Terrorist Organization) by the U.S. Department of State. The MeK claims that it has halted all of its terrorist activities since 2001, with valid proof, and the decision of the Department of State to keep the organization listed in the FTO in 2008 and 2003 is unfair. This created a point of confrontation between the two organizations. One needs to take for account both sides of the cases in order to understand the condition properly (Alexander, 2003). In 1996 according to the AEDPA, the Department of State to create a list of global terrorist organizations called the FTO. It was done to cease their working inside the United States. The FTO was to be reviewed by the Department of State once every two years and later every five years to keep the list updated. MeK has been a part of the list since 2003 and has filed a petition to the department of state in 2008 to delist the organization from the list. The MeK has also provided various evidences for this petition to become a reality. The MeK has presented the following changes in its activities and prospects: Ceased every ongoing military campaign in the territory of Iran since 2001. Has shared valuable intelligence information with the U.S. government regarding Iran’s nuclear program and alleged terrorist activities. Has surrendered all of its arms and military equipment to the U.S. military forces of Iraq and cooperated with the U.S. military forces at Camp Ashraf in Iraq. Has obtained a delisting from terrorist organizations from various countries, such as the United Kingdom and the European Union. Has rejected violence and terrorist activities on record in 2004. Even after these substantial evidences, the U.S. Department State ruled out the petition of MeK and maintained its listing in the FTO as a terrorist organization. A listing in the FTO means that all assets an organization has in the United States will be overtaken by the government and the organization will not be allowed to hold any activity, even peaceful, inside the U.S. territory. For the U.S. Department of State to justify its decision, they released a 20-page document to support their decision. In such documents, the Department was expected to give a detailed description of each of every difference stated by the MeK. This wasn’t the case here (McCormack and McDonald, 2006). The document, when analyzed by various analysts was found to be filled with one-sided reviews of past activities, dating back in the 1980’s and the 1990’s by the MeK. The dep artment did not give any pro and cons of the activities mentioned by the MeK in their petition to the department and were all pointing towards the activities conducted by the organization way before 2001, after which the organization claims to have changed. Some descriptions given in the document was even contradictory to the activities of the MeK such as, â€Å"On October 12, 2006, I received information that questioned activities were going on at the University compound, [C]amp

Learning Story Example in Child Care

Learning Story Example in Child Care Di Zheng Introduction Children have their own learning story as they explore their social and natural environment. They have their own ways of solving problems and dealing with the issues they face. This makes them unique from one person to another. Furthermore, it helps adult understand the importance of seeing things lightly-no matter how difficult life may seem. Sometimes, it is better to learn from children because their innocence enlightens the adults-through the way they see ideas and things from their perspectives. In early childhood education, teachers are considering even the most basic aspect of childs learning. They identify and strengthen the flourishing skills and abilities of children based on each childs behaviour, actions, and words. Teachers are taking the opportunity to expand the ideas, thoughts, feelings, and abilities of each child when they see interesting events or behaviour. To further understand these ideas, several authors on childhood education provide learning stories. These le arning stories illustrate the journey of toddlers in solving problems and accomplishing tasks. The purpose of this report is to discuss Rubys shopping. This paper aims to explore Rubys demonstrated skills and abilities in her imaginary world. Understanding Rubys capabilities, skills, and personality enable teachers to use different strategies to nurture Rubys experience and understanding. Learning Story Ruby is playing the sandpit making puddings, but she wants to have other ingredients to finish her tasks. She wants apples, bananas, chocolate, and ice cream, but she cannot have it all in the centre so she needs to go shopping. Her teacher assist her in finding the toy fruits and other things, which she enjoys doing. After getting all the things she needed, Ruby talks to her teacher about the experience and she says that she loves buying things. The next day, another teacher joins her to go to a real supermarket to buy things they need. To add more to their shopping list, Ruby asks other teachers what they want her to buy. It gives her more responsibilities than her typical needs. When they reach the supermarket, the teacher, Ruby, and another child, Miller, start to buy everything. They return to the centre after completing their errands and talk about what they learn. The teacher asks Ruby about what she learns and feels while shopping. Ruby says that she loves shopping. During th e first and second activity, the teacher identifies the skills and abilities of Ruby when it comes to money and shopping sequencing. She also knows what to consider and she is firm with her shopping list. Though she tends to forget some things in her list, she shows determination in completing everything. She is also patient in exploring her social environment. Furthermore, she is open to assistance and help when needed. She accepts suggestion and works with it to complete her tasks successfully. The teachers working with her perceive these opportunities and skills in nurturing the mind and wellbeing of the child. Learning Assessment Ruby shows significant interest in her social environment-and she does not simply create things according to rules. She demonstrates her creativity by looking for more resources within her reach. It is true that Rubys make-believe play provides an information exchange within a responsive social context. Rubys use of language in her play as she responds, imagines, questions, describes, creates, and decides shows her independence, confidence, and sense of responsibility for her own learning (p.8). This statement justifies Rubys desire to learn and to explore the resources available for her. As she explores, she learns new things. This can be a form of scientific inquiry wherein she conducts observation, classification, experimentation, prediction, drawing conclusions, and communication of ideas (Neil, 2009). With her teachers help, Ruby is able to accomplish her tasks the scientific way. In this manner, Ruby demonstrates different feelings and emotions that justify her disposition. It is correct to say that her discussion with her teacher going on a trip to the supermarket enabled Ruby to take responsibility for her learning and to express her ideas and feelings, two very significant learning dispositions (p.9). This statement is true because Ruby does not stress herself in finding solution to her problems. She takes one step at a time and completes them successfully. Another important to consider is Rubys mathematical abilities. In the first activity, Ruby knows how to pay for the things she buys to the supermarket. She is aware that everything taken from the supermarket should be paid immediately. This practice is also shown in her journey to the real supermarket. This mathematic ability may not be unique, but interesting to see from a young child. Ruby can have a significant advantage in mathematical concepts and learning because she is aware of numbers and mathematical ideas. It is true that to be good or proficient at mathematics, children must know more than the content. They must be able to communicate the knowledge, connect that knowledge to other mathematical ideas and to other subject areas, represent their understanding, use that knowledge as they solve problems and reason (Copley, 2010, p.29). From this sense, it can be said that mathematics should not only be practiced inside the classroom, but also in everyday life (Peters Rameka, 2 010). In Rubys case, these ideas are perceived because she uses her mathematical knowledge in the real world. She uses math to buy things in the supermarket-not only in money, but also sequencing. It is also important to note that children need to demonstrate a disposition that think flexibility and with persistence about mathematic to solve problems (Copley, 2010, p.29). This thought occurs in Ruby in the first activity. She demonstrates the ability to solve problems by finding more resources. She does not simply complete the pudding; instead, she finds other things to make the pudding better in taste, smell, and appearance. These thoughts show how Ruby is able to apply mathematics in everyday life. Linking to Te Whaariki The Te Whariki is the Ministry of Education in New Zealand providing early childhood curriculum policy statement. This ministry plays an important role in shaping and nurturing early childhood curriculum to help early learners and educators in expanding knowledge, abilities, skills, personality, and identity. The goals of the early childhood curriculum under the Te Whariki include empowerment, holistic development, family and community, and relationships (Ministry of Education, 1996). Empowerment aims to see how children empower their skills and abilities to grow and learn. Holistic development aims to show childrens holistic growth and learning. Family and community aims to expand the knowledge and emotional stability of children with their family and community. Relationships encourage children to establish and learn the different kinds of relationships that they can use in their social connection and interaction. The Te Whariki curriculum aims to establish connection with people an d understand childrens personality, identity, and skills at an early age. Using different teaching strategies and methods, teachers are able to unleash the innate skills of children. After unleashing these skills, the teachers are able to nurturing and mould them according to the desires and personalities of children. In Rubys case, it shows that the teachers are responding to the goals and principles of Te Whariki in empowering, holistically developing, establishing community, and encouraging relationships. Rubys simple journey to the supermarket with Miller and her teacher creates a significant impact to her being because it demonstrates her skills and help her identify the different things available around her. These understandings correspond to Te Whariki. Linking to New Zealand Curriculum In the case of the New Zealand curriculum, Rubys learning story demonstrates her abilities and skills at a young age. In early childhood curriculum, this is an important development because not all children are able to progress as fast as Ruby. This is the reason why numerous childhood education programs and services are available throughout New Zealand-to help and encourage young children to unleash their skills, talents, and knowledge innate to them. It is important to note that early childhood care and education in New Zealand cover the years from birth to school entry age. Although participation is voluntary, attendance levels within early childhood education services continue to increase for all ages (Ministry of Education, 1996, p.17). This statement justifies that early childhood education programs and services reveal that early childhood learners are increasing in population over the years. The probable reason behind this is due to the increasing desire of parents to expose t heir children to the real world (Ministry of Education, 2007). Aside from the fact that some parents do not have sufficient time for their children, encouraging toddlers to communicate and explore their social environment will shape their personality, identity, and way of life (Ministry of Education, 2007). This is the reason why the New Zealand curriculum is imposing strict policies in nurturing and educating young learners. According to the Ministry of Education (1996), Early childhood education services are committed to ensuring that learning opportunities are not restricted by gender, locality, or economic constraints (p.17). This statement argues that the New Zealand curriculum is devoted to provide learning opportunities to any toddle from all walks of life. They do not disregard children according to gender, locality, or economic constraints because they want to provide education for all. This principle of the curriculum is shown in the second activity of Rubys journey to the supermarket wherein the teacher includes Miller into the activity. Two children, a boy and a girl, enjoy the activity as they both want to learn about things. Evaluation Considering Rubys learning story, it can be said that early childhood education is both fun and complicated. Children nowadays need real situations, occurrences, and events to clearly shape their knowledge and abilities (Dunn Stinson, 2012). Due to this, numerous early childhood programs and services are moving beyond the four corners of the classroom and explore the real world with these young learners. However, the prgrams and services provided to these children are related, connected, and in accordance to the standard academic curriculum of early childhood education. The Ministry of Education (1996) emphasizes that many early childhood education services exist as part of a national organisation which provides their philosophical rationale and direction. The particular approach of each organisation to curriculum is an essential part of its identity, and some organisations run specialised training programmes to assist in developing a curriculum appropriate for their particular phil osophy (p.17). From this sense, it can be said that early childhood education should not only be fun, enjoyable, and light. It should also provide extensive learning and exploration according to the goals of early childhood curriculum. The Te Whariki is doing its best to shape the curriculum based on the needs and demands of the children for their innocence is wide and great (Alvestad, Duncan, Berge, 2009). Therefore, they want to explore the world differently-using real experiences, things, and environment. This judgment supports the Ministry of Educations (1996) claim saying that the early childhood curriculum recognises that there can be wide variations in the rate and timing of childrens growth and development and in their capacity to learn new things in new places (p.20). The early childhood curriculum is more complicated than any curriculums because it does not only consider the age and condition of the students, but also their learning abilities, mood, and desires for them t o successfully grow and develop (Blaiklock, 2011). In Rubys case, it is shown that the teachers in the centre are doing their best to provide children the best environment. They show children the real world with great guidance and assistance. Through these things, children would be able to explore their social environment without being vulnerable or hesitant because they know that someone is there to support them. Conclusion Rubys learning story is interesting because she demonstrates strong abilities and skills at an early age. However, not only her abilities and personalities should be considered, but the role and competency of the educators as well. The learning story reveals that the teachers are aware of the importance of the real world-and they go extra mile to provide children their needs in holistic development. As they physically, mentally, and emotionally develop through experiences, children are also able to establish communication and relationships with their community. All these things are shown in Rubys learning story-and they all correspond to the principles and goals of Te Whariki and New Zealand early childhood education curriculum. Reference List [Example] Alvestad, M., Duncan, J., Berge, A. (2009). New Zealand teachers talk about Te WhÄ riki.New Zealand Journal of Teachers Work, 6(1), 3 19. Blaiklock, K. (2011). Te WhÄ riki, the New Zealand early childhood curriculum: Is it effective? International Journal of Early Years Education, 18 (3), 201à ¢Ã¢â€š ¬Ã‚ 212. Copley, J. (2010). The young child and mathematics (2nd ed., pp. 29à ¢Ã¢â€š ¬Ã‚ 44). Washington, DC: National Association for the Education of Young Children. Dietze, B., Kashin, D. (2012). Playing and learning in early childhood education (pp. 320à ¢Ã¢â€š ¬Ã‚ 329). Ontario, Canada: Pearson Canada. Dunn, J. Stinson, M. (2012). Dramatic play and drama in the early years: Re-imagining the approach. In Wright, S. (Ed.), Children, Meaning Making and the Arts (2nd ed, pp. 115-134). Frenchs Forest, Australia: Pearson. Ministry of Education. (1996). Te Whariki. Wellington, New Zealand: Learning Media Limited. Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media Limited. Peters, S. Rameka, L. (2010). Te kakano (the seed): Growing rich mathematics in ECE settings. Early Childhood Folio, 16(2), 8-14.

True Human Nature Exposed in Lord of the Flies Essay -- Lord of the Fl

True Human Nature Exposed in Lord of the Flies       The island in Lord of the Flies represents "a microcosm of human society." Stranded on an island where no definite authority is to be obeyed, the boys quickly forget the social standards that their parents have impressed on them. Eventually, the wildness of their ids cannot be suppressed. They lose their pride as "British boys" and choose their leaders, their social groups, and their lifestyles with their basic instincts rather than with practicality. Fear and superstition rule the island instead of the laws of science. Without the constant pressure of society's expectations, the boys display the fundamental elements of human nature in the way that they choose to live.    In society, a constant struggle exists between what people want to do and what they need to do. If Freud's ideas about the human mind are correct, those who stress the former are more strongly controlled by their ids. Those whose lean more towards the latter are controlled by their ego. The government tries to enforce rules while the people struggle for more freedom. This is plainly displayed in how Ralph and Jack fight for the loyalty of the other boys. Ralph promises rescue, which works for a time. However, Jack promises them fun. People would rather have pleasure than security. The boys cannot see the importance of following the rules. In society, people have a similar problem. Everyone desires to be "liberated from shame and self-consciousness." Unfortunately, this inclination is not always in their best interest.    Humans will always separate themselves into groups based on appearance and similarities. The boy automatically separate themselves into "biguns" and "littluns." The older c... ...s in self-defense, Jack tells them "I told you- he's dangerous." This type of manipulation is common in human society, particularly when a fight for power is involved.    In human society, people will do what comes easiest. They will be manipulated and mistreated before they start to think for themselves or to act as individuals. This is shown well by the boys in The Lord of the Flies because boys have not yet suppressed their basic natures as completely as adults have. The thoughtless attitudes that the boys have is common in human society, even if adults pretend otherwise.    Works Cited Baker, James R.   William Golding, A Critical Study.   New York: St. Martin's Press, 1985. Golding, William.   Lord of the Flies.   New York: Harcourt, 1962. Riley, Carolyn, ed.   Vol. 1 of Contemporary Literary Criticism. Detroit: Gale Research Company, 1993.

Dramatization Approach and New Testament Essay

The dramatization and object lesson witnessing approach was extremely dominant in the Old Testament. This witnessing approach that was present in the ministry of Hosea, Jeremiah, Elisha and especially Ezekiel the priest-prophet did not vanish with the passing of the Old Testament era. According to Braudis (2012) Object lessons use something familiar and known to introduce something less familiar or unknown or to further reinforce something that is already familiar. Using simple illustrations and object lessons will increase people understanding of Bible truths better than a factual word explanation would. In the New Testament dispensation, the dramatization and Object lesson witnessing approach is demonstrated through the use of parables and allegories. It has been said that a parable is an earthly story with a heavenly meaning. Blank, ( 2001) states, parable is derived from the Greek word pronounced parabole, meaning a likeness or comparison. A parable is a method of teaching using a comparison between two things. Parables were a heavily utilized form of teaching and instruction in the Jewish economy. In His ministry, Jesus commonly employed the use of parables to illustrate and illuminate profound truths. SDA Commentary 1980, points out, the parables of our Lord were usually based on common experiences of everyday life familiar to His hearers, and often on specific incidents that had recently occurred. On parable on a recently occurred incident was that of the Good Samaritan. (White, n.d.) says, this was no imaginary scene, but an actual occurrence, which was known to be exactly as represented. SDA Commentary, (1980) indicates that in using parables Jesus; (1) aroused interest, attention, and inquiry, (2) imparted unwanted truth without arousing prejudice, (3) evaded the spies who pursued Him relentlessly, (4) created in the minds of His hearers lasting impressions that would be renewed and intensified when the scene presented in the parables again came to mind or to view, (5) restored nature as an avenue for knowing God. On the other hand, the dictionary describes an allegory as the representation of abstract ideas or principles by characters, figures, or events in narrative, dramatic, or pictorial form (The American Heritage Dictionary of the English Language, Fourth Edition). The apostle Paul using an allegory states, Be ye not unequally yoked together with unbelievers†¦ (II Cor. 6:14) Walters, (1957) says, in this case the yoke represents unhappy unions of those who are saved with those who are unsaved in any service or work. Additionally, the Church is called the â€Å"body† of Christ in (I Cor. 12:27) and the New Jerusalem is compared to a bride. (Rev. 21:2). (Stedman , 2009) advances the following interpretive principles can we draw from this biblical example of allegory; (1) Allegory is a bona-fide figure of speech used in the Bible. (2) It employs comparison and correspondence of words and ideas. (3) It is illustrative and explanatory of a specific line of truth. (4) It cannot be divorced from its local context or the historical narrative from which it is drawn. (5) It is comprised of a number of metaphorical expressions in which the meaning of one word is invested in another. (6) None of the figurative expressions are so obscure as to leave us guessing as to their import. (7) We can expect to learn something from their use that will be of profit applicable to life. Amidst the myriad of witnessing approaches, it is our settled conviction that dramatization and object lessons as presented in the New Testament can be a very effective model of witnessing in a contemporary setting. References Blank, W. (2001). Why Did Jesus Use Parables? Retrieved August 15, 2012 from http://www.keyway.ca/htm2001/20010728.htm Braudis, B. (2010). Teaching Truth With Simplicity. Retrieved July 29, 2012 from http://www.busministry.com/teaching-simplicity-with-truth.html Nichol, F. et al (1980). The Seventh-Day Adventist Bible Commentary. Washington: Review and Herald Publishing Association Stedman, R. (2009). Allegories and Types: Basics of Bible Interpretation. Retrieved August 14, 2012 from http://www.raystedman.org/leadership/smith/ch9.html Walters, W. (1957). Dictionary of Bible Types. Retrieved August 15, 2012 from http://www.raystedman.org/leadership/smith/ch9.html White, E. G. (n.d.). The Desire of Ages: The Good Samaritan. Retrieved August 15, 2012 from http://www.whiteestate.org/books/da/da54.html Why did Jesus teach in parables? Retrieved August 15, 2012 from http://www.gotquestions.org/Jesus-parables.html

The Power of Prayer

On the afternoon of June 5th (2011), I was hurrying toward central London in a cold rain. Soon, more and more of the people I passed were Japanese people in formal dress, a somewhat unusual thing to see in a foreign city. The line of Japanese people crossed the busy road and entered the famous Westminster Abbey. We had come to join in the Great East Japan Earthquake Memorial Service being held in the abbey. When I mention Westminster Abbey, the first thing that probably comes to mind is the magnificent royal wedding that recently took place there.At the same place where the people of Britain prayed for the happiness of the newlyweds, we Japanese people were going to pray for the victims of the earthquake, and for the restoration of our homeland. The Japanese flag flown high above the abbey signified that this service was being conducted for the people of Japan. As a student living in London, I heard about the Tohoku Earthquake at dawn on March 11. Even now, I vividly remember turning on the BBC news and instantly snapping out of my sleepy state. At first, I didn't understand what had happened.But as I watched images of the events, I got goose bumps all over my body, and was at a loss for words. When a horrific photo of the disaster-struck area covered the front page of the next day's newspaper, I once again felt the gravity of the situation. People in Britain were quick to take action. They immediately set up various charities, and collected relief funds and donations for the affected areas. On the front page of one newspaper was the red sun of the Japanese flag with the Japanese words â€Å"‚ ªÃ¢â‚¬Å¡Ãƒ ±Ã¢â‚¬Å¡ÃƒÅ½Ã¢â‚¬Å¡Ãƒ ªÃ¢â‚¬Å"à ºÃ¢â‚¬â€œ{ A‚ ªÃ¢â‚¬Å¡Ãƒ ± ‚΂à ªÃ¢â‚¬Å"Œ–k (Ganbare Nippon, Ganbare Tohoku: Don't give up Japan, Don't give up Tohoku).†People I did not know were giving me encouragement. I think this kindness of the British people was the driving force behind the service I was attending. Th e ceremony was carried out with solemnity. Passages from the Bible were read; hymns and pipe organ music echoed from the high ceilings of the sanctuary. As the program proceeded, to my surprise, Kenji Miyazawa's poem Ame ni mo makezu (Be not Defeated by the Rain) was read aloud. The power of its words struck me deeply. It dawned on me that this, too, is a form of prayer. Up until then, I had thought of prayer as putting one's hands together or kneeling down in devotion to God.I realized, however, that there are other forms of prayer as well. Surely, anyone listening to this reading must have prayed for the advent of a safe and peaceful world, and envisioned a vigorous rebuilding of Japan. I felt the poem quietly guiding our spirit, and uniting the hearts of all those in attendance. I think what is meant by prayer is ‘the power of thought. ‘ Even Japan's restoration and rebirth cannot begin without thoughts. It is through thoughts that action takes place. People say that prayer alone will not change anything, but in times of crisis, I think it is what we need most.Indeed, all I can do at present is pray, but it seems to me that this is by no means an insignificant force. When all of us who had gathered at Westminster Abbey united our hearts and prayed together, I believe that our thoughts became a great force that reached the areas affected by the disaster. Another thing that moved me was the international cooperation. I could feel intensely the kindness of the British people toward Japan, and their strong desire to help. Many people are praying for the restoration of Japan and the happiness of its people.Amidst this, I feel that I have caught a glimpse of the true warmth of international cooperation. This great disaster has brought about changes in me. It led me to reconsider the meaning of prayer, which I had only experienced in form, and to learn what true prayer really is. I was also able to understand the spirit underlying the words ‘inte rnational cooperation,' which I had previously understood as merely a political term. In the future, I hope to use this ‘power of thought' that I keenly felt during recent events to reach out to the international community. The ‘power of prayer' and ‘power of thought' are infinite. The Power of Prayer On the afternoon of June 5th (2011), I was hurrying toward central London in a cold rain. Soon, more and more of the people I passed were Japanese people in formal dress, a somewhat unusual thing to see in a foreign city. The line of Japanese people crossed the busy road and entered the famous Westminster Abbey. We had come to join in the Great East Japan Earthquake Memorial Service being held in the abbey. When I mention Westminster Abbey, the first thing that probably comes to mind is the magnificent royal wedding that recently took place there.At the same place where the people of Britain prayed for the happiness of the newlyweds, we Japanese people were going to pray for the victims of the earthquake, and for the restoration of our homeland. The Japanese flag flown high above the abbey signified that this service was being conducted for the people of Japan. As a student living in London, I heard about the Tohoku Earthquake at dawn on March 11. Even now, I vividly remember turning on the BBC news and instantly snapping out of my sleepy state. At first, I didn't understand what had happened.But as I watched images of the events, I got goose bumps all over my body, and was at a loss for words. When a horrific photo of the disaster-struck area covered the front page of the next day's newspaper, I once again felt the gravity of the situation. People in Britain were quick to take action. They immediately set up various charities, and collected relief funds and donations for the affected areas. On the front page of one newspaper was the red sun of the Japanese flag with the Japanese words â€Å"‚?‚n‚I‚eâ€Å"u–{?A‚?‚n ‚I‚eâ€Å"?–k (Ganbare Nippon, Ganbare Tohoku: Don't give up Japan, Don't give up Tohoku).â€Å"People I did not know were giving me encouragement. I think this kindness of the British people was the driving force behind the service I was attending. The ceremony was carried out with so lemnity. Passages from the Bible were read; hymns and pipe organ music echoed from the high ceilings of the sanctuary. As the program proceeded, to my surprise, Kenji Miyazawa's poem Ame ni mo makezu (Be not Defeated by the Rain) was read aloud. The power of its words struck me deeply. It dawned on me that this, too, is a form of prayer. Up until then, I had thought of prayer as putting one's hands together or kneeling down in devotion to God.I realized, however, that there are other forms of prayer as well. Surely, anyone listening to this reading must have prayed for the advent of a safe and peaceful world, and envisioned a vigorous rebuilding of Japan. I felt the poem quietly guiding our spirit, and uniting the hearts of all those in attendance. I think what is meant by prayer is ‘the power of thought. ‘ Even Japan's restoration and rebirth cannot begin without thoughts. It is through thoughts that action takes place. People say that prayer alone will not change anyth ing, but in times of crisis, I think it is what we need most.Indeed, all I can do at present is pray, but it seems to me that this is by no means an insignificant force. When all of us who had gathered at Westminster Abbey united our hearts and prayed together, I believe that our thoughts became a great force that reached the areas affected by the disaster. Another thing that moved me was the international cooperation. I could feel intensely the kindness of the British people toward Japan, and their strong desire to help. Many people are praying for the restoration of Japan and the happiness of its people.Amidst this, I feel that I have caught a glimpse of the true warmth of international cooperation. This great disaster has brought about changes in me. It led me to reconsider the meaning of prayer, which I had only experienced in form, and to learn what true prayer really is. I was also able to understand the spirit underlying the words ‘international cooperation,' which I ha d previously understood as merely a political term. In the future, I hope to use this ‘power of thought' that I keenly felt during recent events to reach out to the international community. The ‘power of prayer' and ‘power of thought' are infinite.