Dr. Martin Luther King Essay Example

Dr. Martin Luther King Essay Example Dr. Martin Luther King Essay Dr. Martin Luther King Essay A man who is not willing to die for something, Is not fit to live ~ Martin Luther King Jr. The person that I admire is a man that we all cherish and celebrate every year in his honor. He was an American Clergyman, Nobel Peace Prize winner, and quite possibly is the most influential leader in all of American history. That man is the great, Dr. Martin Luther King Jr. Growing up, Dr.King knew his ancestors’ history and how Africans got to America. He knew that African slaves where captured and brought to America by rows and rows of Africans stuffed into slave ships like sardines, Then sold into slavery and sold to the Whiteman. Although this happened centuries before Dr. King’s time oppression still lived strongly in America. The thing that was truly inspiring was the even though young Dr. King knew this, he found a way to look past those times of extreme racism and slavery, to see a brighter future.A future much like today, free of racial segregation and equality for all races. Martin Luther King Jr. was born Atlanta, GA on Jan. 15, 1929. Atlanta was one of the cities that suffered the most racism out of the whole south. From major segregation, to the KKK’s infamous cross burnings and lynchings, Atlanta had it all. The reason for this is because one of the KKK’s main headquarters in Atlanta. Even though Dr. King was surrounded by racism, that never stopped him from pushing forward and dreaming of a better tomorrow.That to me is very admirable alone. Martin Luther King Jr. ’s father was a great influence in his life. Dr. King’s father, Martin Luther King Sr. , was also a civil rights activist and worked with a group of anti-racial leaders in there community. Dr. King used to talk about how influential his father was on his life and political upbringing, and how he used to admire his father greatly for what he did for trying to make their community and lives safer. Around the age of 17 Dr.King decided that he wanted to contribute his life into doing the same thing his father had done before him, Fight the battle of racism†¦ using only methods of peace. That shows me that you can solve some enormous problems using only your mind and peace, instead of weapons and war. In the year of 1995, he was asked to lead a bus boycott in Montgomery, Alabama after a black woman by the name of Rosa Parks, was arrested on account of not giving up her bus seat to a white man and move to the back.The boycott lasted 381 days while Dr. King was leading march after march for liberty and equality. The white community did not let Dr. King do this easily though. Dr. King was terrorized, threatened and put down, in on occasion his house was bombed! But that did not stop King from moving forward and pushing to a brighter future for all. He risked his live and jeopardized the well being of his family to push for equality for all. He was willing to die, in pursuit of equality for all†¦ which he did. In 1963 Martin Luther King Jr. as shot in the chest on the balcony of a motel while on his I Have a Dream speech tour. Even when he was killed he was still working on spreading the word of equality and an anti-racial society for all walks of earth. Not just African-Americans. Nothing could stop Dr. King from pursuing his dream, the American dream, across the country while informing the minds and touching the hearts of the people who heard him speak. That is something that I admire greatly and believe in. That is why I think the most influential figure in my life is Dr. Martin Luther King Jr.

Present Progressive vs. Present Participle Verb Forms

Present Progressive vs. Present Participle Verb Forms Though both end in -ing, the present participle form of a verb isnt the same as the present progressive aspect. These terms can be a little confusing, but the verb forms themselves should be familiar: we use them all the time in speaking and writing. What They Are What is a present participle?The present participle is a verb form (made by adding -ing to the base) that can do the job of an adjective: Carl signed up for the singing competition.  (Note that singing modifies the noun competition.)   But wait,  as the infomercials say:  theres more that it can do! What is the present progressive aspect?The present progressive aspect is a  verb  construction made up of a present form of the verb  to be  plus  . . . a  present participle: Carl is singing his heart out.  (Note that the present tense is signaled by is, not by the participle singing.)  The progressive  usually conveys a sense of ongoing action (and is sometimes called the present continuous). What They Do A present participle by itself cant serve as the main verb of a sentence. For instance, Sadie, tapping her cane to the music is incomplete. In this example, tapping begins a present participial phrase that tells us something about the noun Sadie. One way to make this word group into a sentence is by adding a subject  (I) and a predicate  (remember): I remember Sadie, tapping her cane to the music.  But theres another way to turn this fragment into a complete sentence. A verb in the present progressive aspect may itself serve as the predicate of a sentence: Sadie is tapping her cane to the music. As weve seen, the present progressive is used for continuing activities- that is, for actions taking place at the moment of speaking and for actions that go on for a short period of time. A Quick Review We could easily have a sentence that contains both a present participial phrase (tapping her cane to the music) and a main verb in the present progressive (is singing): Tapping her cane to the music, Sadie is singing loudly and out of key. In this sentence, tapping is a present participle (unaccompanied by a form of the verb to be) while is singing (a form of the verb to be plus a present participle) serves as the main verb in the present progressive aspect. A Little Practice For each of the sentences below, decide if the -ing word is simply a present participle serving as an adjective or part of a present progressive construction. Youll find the answers at the end of the exercise. The clown is crying.The children laugh at the crying clown.A flying squirrel landed on the porch rail.Stray dogs are barking tonight, and the Rowland boy is lighting firecrackers.Our neighbors barking dog keeps us awake at night.  The Hendersons are moving to the mountains of Washington state.Happiness, Kinky said, is a moving target: were not happy until youre not happy. Answers: 1. present progressive (is crying); 2. present participle (crying clown); 3. present participle (flying squirrel); 4. present progressive (are barking and is lighting); 5. present participle (barking dog); 6. present progressive (are moving); 7. present participle (moving target)

Health People of 2020 Essay Example | Topics and Well Written Essays - 750 words

Health People of 2020 - Essay Example This group also shared four of its greatest disparities with the Hispanic population; drug-induced deaths, cirrhosis deaths, new tuberculosis cases, and deaths from poisoning (Chu, 2004). Potential causes of these health disparities The health disparities are unbalanced and have direct links to the history and current unequal distribution of political, economic, social and the environmental resources. Historically, the acceptance of different groupings in the United States population has frequently been marked by discrimination, disparate treatment, and hostility, providing a solid cause for concern on the health of minorities. The earliest racial and ethnic disparities developed between the original American Indian inhabitants of the continent and the then European colonists. Although the natives split into several racial and ethnic groups for many reasons, the colonialists and their governments employed a logical difference between them and the natives, lumping together of the Alas ka Native and American Indian populations that still finds its value used in government statistics (Koh, 2010). According to Thomas, the requisite importation of slaves from the American colonies of Africa led to a third racial or ethnic group. The definition of this group has changed with time as it is also in other countries, like Brazil and South Africa. The United States detained for several centuries later to a rule of hypodescent, making any African or African American genealogy identifiable as a black.

The Effectiveness of Professional Development in Mathematics Essay

The Effectiveness of Professional Development in Mathematics - Essay Example Numeracy is one of the most important part of pre-school and school learning. "It is our skills in numeracy that allow us to read a bus timetable, estimate the cost of a basket full of groceries, and transfer a 2-dimensional plan into a 3-dimensional reality. In the future, our children are likely to need higher levels of numeracy as adults than we do today" (2). We live in the twenty first century - it is time of globalization, high technologies and great information values, so it is very important children to possess appropriate knowledge of processing information, large part of which are figures, graphs and diagrams. It is necessary for children to develop numeracy skills since childhood - these skills are determined in their further mathematical education and development. 2. The problem is methodological approach to the numeracy strategy teaching in schools and pre-school institutions. "The Archdiocesan Numeracy Strategy focuses on ensuring that children develop their numeracy skills and understandings from the earliest years of schooling and that a love and enjoyment of numeracy is fostered" (2). The first phase of the system focuses on children up to four and their learning of the number system. "Assessment Guided Learning is a key element of the Archdiocesan Numeracy Strategy. Assessment Guided Learning means that teaching and learning is informed by what the child can do" (2). Quality teacher learning is tightly c... The main focus of the review is the teachers' professional development in mathematics and its application in numeracy strategy implementation. The teacher who works with the numeracy strategy must be very competent as he teaches small children, and numeracy skills are determined in children' further mathematical development. The growth of competence and expertise in classroom teaching is clearly crucial for teacher's professional growth and for the effectiveness of the whole Mathematics teaching system. A teacher must know how to teach well. Teaching numeracy, he must develop his own teaching skills such as: knowledge, comprising the teacher's knowledge about Mathematics, pupils, curriculum, teaching methods, the influence of teaching and learning of other factors, and knowledge about the teacher's own teaching skills; decision making, comprising the thinking and decision making which occurs before, during and after a lesson, concerning how best to achieve the educational outcomes intended; action, comprising the overt behaviour by teachers undertaken to foster pupil learning.Using numeracy strategy, lesson planning and pr eparation must take into account the specificity of the subject thought. These skills are involved in selecting the educational aims and learning outcomes intended for a lesson and how best to achieve these. It would be better if a lesson has the following structure: "Introduction - Warm up, revision/questioning, concept and language development, statement of goals and/or outcomes; Middle Phase - Activities in groups or pairs, hands on, extension, graded, levelled or open-ended tasks; Final phase - Sharing, reviewing and consolidating" (3). These phases are very

Buyer behaviour Essay Example | Topics and Well Written Essays - 2500 words

Buyer behaviour - Essay Example One of the main reasons of this report is to study how this advertisement campaign slogan has helped in boosting the organization’s sales and whether it has been effective (John, March 21, 2002). To do this one will have to identify who the slogan is aimed at, what products are offered by the organization, when the product is in use, the positioning of the advert and lastly why the slogan is so effective. In order to know who the product is aimed at, one has to consider the product itself. Nike organisation has a wide range of products, ranging from sport shoes, clothes and drinking bottles. One of the most common things about these products is that, they are mainly used when people are performing sport related activities such as running, jumping or climbing. The advertisement campaign â€Å"Just Do It† targets both the young and the old who fills they have the strength to go an extra mile. The campaign slogan invokes the spirit to go an extra mile. According to analyst s, the advertisement campaign was mostly successful in targeting sport lovers because it gave them the motivation to do something, when they thought their strength was depleted (John, March 21,2002). This means that the advertisement campaign gave them an extra motivation to just go ahead and do whatever it is they thought was impossible. Most customers are willing to pay more money for the brand because they judge it as beige more dominant than any other brand in its field. The brand has also been associated with leading organisations in their particular fields such as Coco-cola Gillette and other leading organisations. This has helped in expanding its customer out reach. According to executives of the company, this has been made possible due to the use of the slogan â€Å"Just Do It† in their advertisement campaign. In addition, according to research most customers have associated the brand with style and reliability. This has also played a crucial part in expanding the org anisation’s consumer outlook. In conclusion, one can state that the advertisement campaign slogan targets sportsman and women, age not being a hindrance and people who are willing to go an extra mile to achieve total satisfaction. Nike organisation offers a range of products such as sport shoes, sport clothes, drinking bottles and many other products related to sports. However, the organisation’s best seller to date, due to the slogan used as its main advertisement campaign, is shoes. This product has helped the company in expanding its market shear in an extremely congested industry. Because of the success of the slogan, the organisation has been able to command more sales, irrespective to its highly priced products. This has helped in generating more revenue than any of its competitor. After the organisation implemented its ‘Just Do It’ slogan in its campaign, the organisation saw its market shear rise, due to influence it had on the consumers. Its sport shoe business rose from eighteen percent to a whooping forty-three percent, in less ten years of the advertisement campaign implementation. This means that, the slogan influenced the consumers behaviour, which led to success the company has today. The organisation brand is immensely influential in the market. Its products are well identified with its branding of a tick like figure, which also goes with the slogan that the company uses as its main slogan in advertisements campaigns

Safeguarding the Welfare of the Child Essay

Safeguarding the Welfare of the Child Essay Emma Cummings ‘Young children are vulnerable. They develop resilience when their physical and psychological well-being is protected by adults’ (EYFS card 1.3) The  Early Years Foundation Stage (EYFS)  sets standards for the learning, development and care of children from birth to 5 years old. The  EYFS framework  supports an integrated approach to early learning and care. It gives all professionals a set of common principles and commitments to deliver quality early education and childcare experiences to all children and gives parents reassurance that regardless of where they choose for their child’s early education, they can be assured that the same statutory commitments and principles will underpin their child’s learning and development experience. The statutory framework has three sections. The learning and development requirements Assessment The safeguarding and welfare requirements Child protection and safeguarding children is of paramount importance in early years settings. All members of staff must be suitable and providers are required to carry out enhanced criminal record checks on any individual working directly with the children. The EYFS Framework requires all settings provide a policy and have procedures in place to safeguard children. Practitioners are required to be alert to any concerns about a child. All staff in the setting should be trained to recognise the signs of abuse. These may include: Significant changes in children’s behaviour Deterioration in children’s well- being Unexplained bruising, marks or signs of possible abuse or neglect Children’s comments which give cause for concern Any reason’s to suspect neglect or abuse outside the setting, for example in the child’s home Inappropriate behaviour displayed by other members of staff, or any other person working with the children. For example: inappropriate sexual comments, excessive one to one attention beyond the requirements of their usual role and responsibilities, or inappropriate sharing of images. Good. All settings are required to have a designated staff member to take the lead responsibility for safeguarding children, known as Safeguarding of Children Co-ordinator (SOCCO) who will complete a course on safeguarding children. For children who need additional help, every day matters. Research is consistent in underlining the damage to children from delaying intervention. Safeguarding and promoting the welfare of children is defined as protecting children from maltreatment, preventing impairment of childrens health or development, ensuring that children grow-up in circumstances consistent with the provision of safe and effective care and taking action to enable all children to have the best outcomes. The actions taken by professionals to meet the needs of these children as early as possible can be critical to their future. (Department for Education-Working to Safeguard Children) The statutory requirements promote the safeguarding and welfare of all children when they are healthy, safe and secure and when their individual needs are being met. A positive relationship with adults caring for the children is vital. Settings should be welcoming, safe, secure and stimulating. Providers must take all necessary steps to keep children safe and well from safeguarding, suitability of adults in contact with the children, promoting good health, managing behaviour and maintaining policies and procedures. All early years settings are required to have at least one member of staff present at all times who holds a full Paediatric First Aid qualification. The 1st aid boxes must be fully stocked to administer treatment for minor injuries following guidelines from the Health and Safety Executive Website. The setting must have a procedure in place for recording accidents and incidents either by an accident form or accident book. Food and drinks provided in the setting must be heal thy, balanced and nutritious. Before the children start in the setting providers must establish any special dietary needs. Tables used for meal times must be disinfected before and after meal time. Children wash their hands before eating. Providers are responsible for dealing with behaviour in an appropriate way, under no circumstances must practitioners threaten or give any corporate punishment to the children, behaviour should be dealt with calmly and fairly in all circumstances so that we are not having an adverse effect on the child’s well-being. During outings children must be kept safe, providers must assess the risks or hazards which may arise and identify steps to be taken to remove, minimise and manage those risks and hazards. If children are travelling in a vehicle the driver must be adequately insured. (Statutory framework for the early years foundation) Good. The obvious starting point of keeping children safe in the setting is to ensure that basic principles are being followed. No matter how good the security of a building is, the doors must be closed properly at all times, otherwise all other efforts are likely to be worthless. The message that safety begins with individuals taking responsibility for simple things cannot be overemphasised. A safe environment must meet its registration requirements; there are two registers, the Early Years Register (EYR) and the Ofsted Childcare Register (OCR). Settings which provide day care for children under five have to be registered on the EYR. Meeting registration requirements means that a setting will be complying with the law and legislation, but providing and maintaining a safe environment requires a greater understanding from everybody involved. A safe environment starts with the child and will include: The physical environment the actual building in which care is provided indoor and outdoor areas where children learn, play and develop must be accessible for users whilst maintaining levels of security that keep children safe and protected from harm. The people those providing care are â€Å"suitable† persons (as defined in the EYFS Welfare Requirements) and others who have contact with the children and premises are appropriate to do so. Equipment play equipment and care equipment which is fit for purpose, appropriate for the needs of individual children and meets the guidelines for British and European standards. The emotional environment – which enables children to grow, develop and reach their full potential, with opportunities to explore and take appropriate risks, enabling children to try out new skills and increase their knowledge and understanding of the world around them, through experiences which are both planned and unplanned. Documentation policies and procedures and records that support all of the above which have clearly set out duties, responsibilities and actions. Good. When working with young children who are vulnerable, the challenges for creating and managing a safe environment are different again. Practitioners must work closely with a child’s parents to address aspects which may not be covered in a risk assessment, but still need to be considered for an individual child’s well-being. The environment is just one aspect of keeping children safe and protected. If practitioners  identify a child who is vulnerable or in need of protection, action must then be taken using policies and procedures already in place and tools such as the Common Assessment Framework. Parents’ awareness of the setting’s policies and procedures for safeguarding children promote confidence about safety and this will be reflected in their child’s experiences. All settings must be aware of the procedures for dealing with concerns about a child’s welfare. Although there is a big emphasis on keeping children safe in early year’s settings and where practitioners try to minimise risks, children need and instinctively want to be able to take risks in order that they can test their abilities and strengths. There’s no better environment for them to do so than that of an early years setting where practitioners will already have removed hazards not readily identifiable to young children and will provide well managed opportunities for appropriate ‘risk taking’ to take place. Children need support to take some risks as part of their learning and development. Children with disabilities do not always have the freedom of choice compared to their more able peers, yet have the same need for opportunities to take risks. It is the responsibility of early year’s practitioners to assess and manage the level of risk in the environment. Providers are required to conduct regular risk assessments, which identify aspects of the environment that need to be checked on a regular basis. The process should then involve deciding what should be done to prevent harm, making sure that the relevant actions are taken and are updated whenever necessary. Early years settings should already have comprehensive health and safety risk assessments that inform their procedures and a competent person identified to be in charge of the implementation. Good point. All settings have a duty to minimise risk in all situations. When creating a safe environment for children, practitioners must consider their legal duty to identify and reduce/eliminate risks, with a balance of proportionate/acceptable risk. The risk of falling of slide is quite high, however the risk can be minimised by adult supervision and soft landing mats, turn taking rules etc. Children can indulge in their natural instincts of risk taking unaware that the risk has been assessed and minimised by the practitioner. The EYFS requirements ensure that essential standards of provision are in place. Providers are required to carry out regular risk assessments, which identify aspects of the environment that need to be checked on a regular basis. The assessment should then involve deciding what can be done to prevent harm ensuring actions are taken and updated whenever necessary. Health and safety law does not expect all risk to be eliminated but that ‘reasonable precautionsâ€⠄¢ are taken and that staff are trained and aware of their responsibilities, thus creating an environment that enables children to grow and develop being able to take risks through physically challenging play. Early years settings should already have comprehensive health and safety risk assessments that inform their procedures and a competent person identified to be in charge of the implementation. Staff in all settings regardless of their level should be involved in reviewing these, as they are the ones with the first- hand knowledge as to whether they are effective and can give an informed view to help update procedures. Parental involvement should also be welcomed, they should be aware of their responsibilities, such as closing gates behind them and being aware of strangers entering the building and being encouraged to make staff aware. The basis of effective risk management is that everybody is involved and can therefore take responsibility for their, and others safety. Risk ass essments such as security of the building, fire safety, food safety, bathroom hygiene and nappy changing, and personal safety of staff should already exist. What we are doing with the children during the session also requires a risk assessment such as a cooking activity or an outing. Risk assessments are necessary when making reasonable adjustments for disabled children/children with additional needs. Minor accidents being recorded would also require action. Whatever the reason for the risk assessment, the process remains the same. Risk assessment processes identify five steps that we need to take: Identification of risk or hazard – where it is and what it is? Decide who is at risk and how – childcare staff, children and parents Evaluate the risks and decide on precautions – can we get rid of the risk altogether, if not how can we control it? Record our findings and implement them – prioritise, make an action plan if necessary. Monitoring and review – how do we know if what has been decided is working, or is it thorough enough? If it is not working, it will need to be amended, or maybe there’s a better solution. Safety sweeps are another way of assessing risks, we often do these in our setting either first thing or at the end of the session. Our safety sweeps aren’t recorded unless we identify a risk that needs assessing. It is also helpful for members of staff at all levels to be familiar with the key legal requirements that affect their day to day practice and know where to access updates and further information. My essay has been written using information on the web and from the following books. Working together to safeguard children Department for Education 21 March 2013 Preschool learning alliance Statutory framework for the early years foundation stage March 2014

Golf :: essays research papers

Sales and Marketing. â€Å"After create the product and get it to work, then you convince the consumer that they have always wanted and need it. We start with the central that the product is better, and we cam prove to them that it is better. Then we get the professional endorsement, get enough consumers to test it, and figure out what the advertising should look like† Sales 1. USA a. Off-course. 65% of CGC bussines. In five years numbers of retail off-course have increased from 1500 to 2000 b. On-course. In five years numbers of retail on-course have increased from 5000 to 7,000 i. Do not have time to spend with customers and to sell the products because they are running courses, giving lessons, selling shirts and renting golf clubs. c. No one client accounted for more than 5% of revenues. d. About 1/3 o off-course shop sold 2/3 of productds an 2/3 of on-course sold 1/3 of products e. Although on-course were considered vital to CGC, the company relied more heavily on off-course shops because the were generally better financiated f. â€Å"CGC maintained a one price policy with all customers† Thus, it provided no volume discounts, whether a customer did $ 10000 or $ 40 million of business a year† g. Callaway Golf Sales Company, CGC sold this product to customers via i. regional field representatives, ii. in house telephone salespeople iii. customer services representatives. h. Salesperson divided customers into three groups, A – B – C. which they visited weekly, monthly or four times per year depending the importance of the account i. Outside salesperson i. Maintain inventory ii. Running Demo days. 30 – 40 days per year by each salesperson. These events allowed golfers to compare CGC clubs with them culbs iii. Taking customers orders iv. Provide customers seminaries v.