Free Essays on Martin Luther King Jr

Birth and Family Martin Luther King, Jr. was born at noon Tuesday, January 15, 1929, at the family home, 501 Auburn Avenue, N.E., Atlanta, Georgia. Dr. Charles Johnson was the attending physician. Martin Luther King, Jr., was the first son and second child born to the Reverend Martin Luther King, Sr., and Alberta Williams King. Other children born to the Kings were Christine King Farris and the late Reverend Alfred Daniel Williams King. Martin Luther King's maternal grandparents were the Reverend Adam Daniel Williams, second pastor of Ebenezer Baptist, and Jenny Parks Williams. His paternal grandparents, James Albert and Delia King, were sharecroppers on a farm in Stockbridge, Georgia. He married the former Coretta Scott, younger daughter of Obadiah and Bernice McMurray Scott of Marion, Alabama on June 18, 1953. The marriage ceremony took place on the lawn of the Scott's home in Marion. The Reverend King, Sr., performed the service, with Mrs. Edythe Bagley, the sister of Mrs. King, maid of honor, and the Reverend A.D. King, the brother of Martin Luther King, Jr., best man. Four children were born to Dr. and Mrs. King: Yolanda Denise (November 17, 1955 Montgomery, Alabama) Martin Luther III (October 23, 1957 Montgomery, Alabama) Dexter Scott (January 30, 1961 Atlanta, Georgia) Bernice Albertine (March 28, 1963 Atlanta, Georgia) Education Martin Luther King, Jr. began his education at the Yonge Street Elementary School in Atlanta, Georgia. Following Yonge School, he was enrolled in David T. Howard Elementary School. He also attended the Atlanta University Laboratory School and Booker T. Washington High School. Because of his high score on the college entrance examinations in his junior year of high school, he advanced to Morehouse College without formal graduation from Booker T. Washington. Having skipped both the ninth and twelfth grades, Dr. King entered Morehouse at the age of fifteen. In 1948, he graduat... Free Essays on Martin Luther King Jr Free Essays on Martin Luther King Jr Martin Luther King Jr. was born in Atlanta Georgia on January 15, 1929. He was a Baptist minister and a leader of a civil right movement in America from the Mid-1950’s until he was assassinated in 1968. He was a non-aggressive person while trying to follow through with his acts to achieve civil rights reformation and was awarded the Nobel Peace Prize for his tremendous efforts in his life. He married the former, Coretta Scott, younger daughter of Obadiah and Bernice McMurray Scott of Marion, Alabama on June 18, 1953. The marriage took place at the Scott’s home in Alabama. His grandfather was a Baptist preacher. His father was a pastor of Atlanta’s Ebenezer Baptist Church. He earned his own bachelor degree of Divinity and in 1951 he earned his Doctor of Philosophy from Boston University in 1955. In 1959 King went on a trip to India and met with followers Gandhi. In these discussions he became to realize that nonviolent way of approaching things, such as a struggle for freedom, was the way to go in life. After being a pastor of Alabama, Martin led a Black bus boycott. He and ninety others were arrested and indicted under provisions of law. He was found guilty along with others, although they were able to appeal their case. As the boycott carried on, Martin was gaining much reputation in the Nation. The success of the bus boycott also made him the hero of many people throughout the nation. Dr. King’s 1963 Letter from Birmingham Jail inspired national civil rights movement. The goal in Birmingham was to completely end the system of public life (stores, no separate bathrooms and drinking fountains, etc.) and also anything that had to do with getting jobs and living a normal life was one of the major goals of Martin Luther King Jr. Also in 1963 he led a massive march on Washington D.C. where he delivered his most famous â€Å"I Have a Dream† speech. He gave this speech on the steps of the Lincoln Memorial in Wash... Free Essays on Martin Luther King Jr Martin Luther King Jr. was born in Atlanta, Ga., on January 15, 1929. His father, Martin, Sr., was the pastor of the Ebenezer Baptist Church, a black congregation. His mother, Alberta Williams Kings, was a schoolteacher. Martin had an older sister named Christine. He also had a younger brother. His name was Alfred Daniel. Martin encountered racism for the first time when he was 6 years old. It happened when his friendship with two white playmates was cut short by their parents. Then at the age of 11, a white woman struck him with the word "nigger". It was devastating for him to encounter this. Though, it was true that not all people think they are equal to other racial groups. A bright student, he was admitted to Morehouse College at the age of 15, without completing high school. Through the years, he wanted someday to become a minister. King's luck came true when he was 18 years old. He was ordained in his father's church. After graduating from Morehouse in 1948, he entered Crozer T heological Seminary in Chester, Pa. He was the valedictorian of his class in 1951 and won a graduate fellowship. At Boston University he received a Ph.D. in theology in 1955. King had been impressed by the teachings of Henry David Thoreau and Mahatma Gandhi on nonviolent resistance. King wrote, "I came to feel that this was the only King had been impressed by the teachings of Henry David Thoreau and Mahatma Gandhi on nonviolent resistance. King wrote, "I came to feel that this was the only morally and practically sound method open to oppressed people in their struggle for freedom." He became pastor of the Dexter Avenue Baptist Church in Montgomery, Ala., in 1954. In December 1955 King was chosen to head the Montgomery Improvement Association, formed by the black community to lead a boycott of the segregated city buses. During the boycott King's home was bombed, but he persuaded his followers to remain nonviolent despite threats to their lives and property. ... Free Essays on Martin Luther King Jr Birth and Family Martin Luther King, Jr. was born at noon Tuesday, January 15, 1929, at the family home, 501 Auburn Avenue, N.E., Atlanta, Georgia. Dr. Charles Johnson was the attending physician. Martin Luther King, Jr., was the first son and second child born to the Reverend Martin Luther King, Sr., and Alberta Williams King. Other children born to the Kings were Christine King Farris and the late Reverend Alfred Daniel Williams King. Martin Luther King's maternal grandparents were the Reverend Adam Daniel Williams, second pastor of Ebenezer Baptist, and Jenny Parks Williams. His paternal grandparents, James Albert and Delia King, were sharecroppers on a farm in Stockbridge, Georgia. He married the former Coretta Scott, younger daughter of Obadiah and Bernice McMurray Scott of Marion, Alabama on June 18, 1953. The marriage ceremony took place on the lawn of the Scott's home in Marion. The Reverend King, Sr., performed the service, with Mrs. Edythe Bagley, the sister of Mrs. King, maid of honor, and the Reverend A.D. King, the brother of Martin Luther King, Jr., best man. Four children were born to Dr. and Mrs. King: Yolanda Denise (November 17, 1955 Montgomery, Alabama) Martin Luther III (October 23, 1957 Montgomery, Alabama) Dexter Scott (January 30, 1961 Atlanta, Georgia) Bernice Albertine (March 28, 1963 Atlanta, Georgia) Education Martin Luther King, Jr. began his education at the Yonge Street Elementary School in Atlanta, Georgia. Following Yonge School, he was enrolled in David T. Howard Elementary School. He also attended the Atlanta University Laboratory School and Booker T. Washington High School. Because of his high score on the college entrance examinations in his junior year of high school, he advanced to Morehouse College without formal graduation from Booker T. Washington. Having skipped both the ninth and twelfth grades, Dr. King entered Morehouse at the age of fifteen. In 1948, he graduat...

Persian Battle at Thermopylae in 300 Movie

Persian Battle at Thermopylae in 300 Movie Thermopylae (lit. hot gates) was a pass the Greeks tried to defend in a battle against the Persian forces led by Xerxes, in 480 B.C. The Greeks (Spartans and allies) knew they were outnumbered and hadnt a prayer, so it was no surprise that the Persians won the Battle of Thermopylae. The Spartans who led the defense were all killed, and they may have known in advance that they would be, but their courage provided inspiration to the Greeks. Had the Spartans and allies avoided what was, in essence, a suicide mission, many Greeks might have willingly medized* (become Persian sympathizers). At least that is what the Spartans feared. Although Greece lost at Thermopylae, the following year they won battles fought against the Persians. Persians Attack the Greeks at Thermopylae Xerxes fleet of Persian ships had sailed along the coastline from northern Greece into the Gulf of Malia on the eastern Aegean Sea towards the mountains at Thermopylae. The Greeks faced the Persian army at a narrow pass there that controlled the only road between Thessaly and Central Greece. Spartan King Leonidas was general in charge of the Greek forces that tried to restrain the vast Persian army, to delay them, and keep them from attacking the rear of the Greek navy, which was under Athenian control. Leonidas may have hoped to block them long enough that Xerxes would have to sail away for food and water. Ephialtes and Anopaia Spartan historian Kennell says no one expected the battle to be as short as it was. After the Carnea festival, more Spartan soldiers were to arrive and help defend Thermopylae against the Persians. Unfortunately for Leonidas, after a couple of days, a medizing traitor named Ephialtes led the Persians around the pass running behind the Greek army, thereby squashing the remote chance of Greek victory. The name of Ephialtes path is Anopaea (or Anopaia). Its exact location is debated. Leonidas sent away most of the amassed troops. Greeks Fight the Immortals On the third day, Leonidas led his 300 Spartan hoplite elite troops (selected because they had living sons back home), plus their Boeotian allies from Thespiae and Thebes, against Xerxes and his army, including the 10,000 Immortals. The Spartan-led forces fought this unstoppable Persian force to their deaths, blocking the pass long enough to keep Xerxes and his army occupied while the rest of the Greek army escaped. The Aristeia of Dieneces Aristeia relates to both virtue and the reward given the most honored soldier. In the Battle at Thermopylae, Dieneces was the most honored Spartan. According to Spartan scholar Paul Cartledge, Dieneces was so virtuous that when told there were so many Persian archers that the sky would grow dark with the flying missiles, he replied laconically: So much the better we shall fight them in the shade. Spartan boys were trained in night raids, so although this was a show of bravery in the face of countless enemy weapons, there was more to it. Themistocles Themistocles was the Athenian in charge of the Athenian naval fleet that was nominally under the command of the Spartan Eurybiades. Themistocles had persuaded the Greeks to use the bounty from a newly discovered vein of silver at its mines at Laurium to build a naval fleet of 200 triremes. When some of the Greek leaders wanted to leave Artemisium before the battle with the Persians, Themistocles bribed and bullied them into staying. His behavior had consequences: Some years later, his fellow Athenians ostracized the heavy-handed Themistocles. The Corpse of Leonidas There is a story that after Leonidas died, the Greeks tried to retrieve the corpse by means of a gesture worthy of the Myrmidons trying to rescue Patroclus in the Iliad XVII. It failed. The Thebans surrendered; the Spartans and Thespians retreated and were shot by Persian archers. The body of Leonidas may have been crucified or beheaded on Xerxes orders. It was retrieved about 40 years later. Aftermath The Persians, whose naval fleet had already suffered seriously from storm damage, then (or simultaneously) attacked the Greek fleet at Artemisium, with both sides suffering heavy losses. According to the Greek historian Peter Green, the Spartan Demaratus (on Xerxes staff) recommended splitting the navy and sending part to Sparta, but the Persian navy had been too heavily damaged to do so fortunately for the Greeks. In September of 480, aided by northern Greeks, the Persians marched on Athens and burned it to the ground, but it had been evacuated.

Practical Application of the Ethical Decision-Making Manual for Essay

Practical Application of the Ethical Decision-Making Manual for Helping Professionals - Essay Example This model focuses on ethical strategies within an inter-professional context, so that it attempts to provide guidance for ethical dilemmas that may occur across the helping professions, such as education, nursing, social work, law and medicine (Steinman, Franks Richardson & McEnroe, 1998). This paper shall review the complexity of ethical decisions that are at times required by teachers within elementary, middle and high schools. Firstly, a brief outline of five ethical principles considered necessary for all ethical decision-making models shall be provided. Secondly, the model of Steinman, Franks Richardson and McEnroe shall be detailed. Next, applications of the proposed ethical decision-making model shall be presented, as relevant to ethical considerations within the school system. Finally, a conclusion shall synthesize the main points of the paper to highlight the importance of ethics to schools. School staffs continually experience situations that could be considered ethical dilemmas, in which they are required to apply confident and strong decision-making abilities (Strike, 1997). As such, for school staff to behave in a manner that is considered ethical, it is necessary that they also be responsible for their behavior, as the two are interdependent concepts (Strike, 1997). Essentially, school staffs are expected as educational leaders to continually develop the ability and capacity for reflection on their behaviors and choices to determine if they have acted ethically. Although many of the numerous decisions teachers and other schools staff make throughout a single day may not immediately appear to have ethical implications, contemporary Western societies are experiencing a rapid advancement in technologies, increases in litigations, and an increased emphasis on issues of social protection, all of which are relevant to the conduct of school staff. Additionally, at a local level, educational institutions are more and more are required to adopt standardized assessments of student achievement, and to be aware of issues of equal opportunity across genders, ethnicities and physical/cognitive abilities (Strike, 1997). Another ethical consideration relevant to the school includes the evaluation of teachers' performance (Messer, 2001).Ethical decision-making models tend to be based on five over-riding moral principles (Kitchener, 1984 as cited in Bradley and Hendricks, 2001). Kitchener (1984) determined that these five principles formed the basis of the concepts that comprise any ethical decision (as cited in Bradley & Hendricks, 2001). The five moral principles are: 1) Autonomy - each individual is acknowledged to have a freedom of choice. In regards to school staffs, they have the right to make their own decisions that align with theirpersonal philosophies, whilst also recognizing that they are responsible for theirdecisions, and that this responsibility requires assessment of the effects of one'sactions on others. The rights of autonomy extend to students, and school staffs are

Environmental Ethics. Assignment 7 Essay Example | Topics and Well Written Essays - 1000 words

Environmental Ethics. Assignment 7 - Essay Example Although there are significant improvements in environmental protection, there still exist communities that continue to live in an unhealthy and unsafe environment. This is because of the discriminatory environmental policies enacted by the government, causing adverse impacts on the poor people and communities. It is evident that the current environment protection regulations have produced unfair outcomes, such as exposure to harmful substances, promotion of ‘risky’ technologies, economic and political exploitation of communities, as well as subsidized ecological destruction. Furthermore, the contemporary protection paradigm has enforced unequal environment controls by trading human health for economic profit. This tendency has placed a sense of responsibility on the part of the victims rather than the polluting industry. As stated by Bullard, procedural, geographic and social inequities has to be eliminated for ensuring just and fair outcomes from the environment protection policies. Firstly, governing rules, regulations and enforcement of environment policies has to be applied uniformly, without any discrimination. The environmental decision-making has to be reinforced with scientific and democratic opinions through effective communications. Secondly, geographic locations and its proximity to environment hazards have to be taken into account, while formulating the policies and regulations. Thirdly, sociological factors like race, ethnicity, class, culture, political power, etc., and their role in environment protection have to be assessed while making environmental decisions. Thus, the solution for this unequal environmental protection relies on enforcing nondiscriminatory way of environmental policies that includes â€Å"the right to protection, prevention of harm, shifting the burden of proof, obviating proof of intent to discriminate, and targeting resources to redress inequities.† (Bullard, 1994,

Manu Soccer - Case Study Essay Example for Free

Manu Soccer Case Study Essay Situational Problem Tom Owen is working towards increasing his business and profit by the means of changing his current services and products or offering new ones to meet his customers needs, or by keeping his current products and services the same, but offering them to new markets. S.W.O.T. Analysis Strengths: †¢Tom Owen himself is an asset in his knowledge of soccer and his ability to get along with the kids hes teaching. †¢Hiring instructors with similar qualities to create a good workforce. †¢MANUs market penetration of the Fort Collins area ensures that all soccer players age 11 to 14 are aware of his soccer program. Weaknesses: †¢MANUs dependence on Tom Owen in all of its functions offers little opportunity for him to expand to other locations. Opportunities: †¢The close proximity to three large cities that offer limited soccer training camps. Threats: †¢Some parents may consider soccer as a luxury that can be eliminated in face of economic downturn and growing unemployment. †¢The emergence of new soccer training programs in direct competition with MANU. Market Situation Approximately 90 percent of MANU’s customers live in Fort Collins which has a population of 110,000. Greeley and Longmont are about 25 miles away by interstate highway and have a population of approximately 80,000 each. Loveland is a city that is also about 25 miles from Fort Collins and has a population of approximately 60,000. Competitive Situation There is almost no direct competition for MANU in Fort Collins. The surrounding cities of Loveland, Greeley, and Longmont offer even less developed soccer programs. Target Customer The target customer for the MANUs services would be competitive soccer players from the ages of 11 to 14. However, the ultimate purchaser of these services would be the mother or father of the soccer player. This would necessitate the need of a market strategy that caters to both the parent and the soccer player. Potential Solutions †¢Develop programs that are aimed at kids over the age of 14 since the majority of the kids move on to other sports upon reaching that age. oPro These kids are already familiar with Tom and are the most likely to sign up for programs in this age group. oCon Most kids in this age group do not find soccer as appealing as other sports and are unlikely to pursue soccer. †¢Develop a marketing strategy to encourage more product purchases from his existing customer base. oPro Availability of good and recommended equipment would make soccer more appealing. oCon Extra costs can be a deterrent when the economy is bad. †¢Develop new programs to cater to the 6 to 9 age group market of Fort Collins that is still low. oPro Having more children from this age group would ensure a larger, future enlistment from the 11 to 14 age group which has shown to already be considerably large. oCon Children from the 6 to 9 age group are very different from the 11 to 14 age group and have to be treated and taught differently. Tom and his instructors have proven to be more effective with the latter age group and would have to work up a way to be appealing with the younger age group. †¢Develop programs to attract the kids of Loveland, Longmont, and Greeley. oPro These three cities have a combined population that is twice that of Fort Collins. Which in turn, offers the potential of Tom being able to triple his current enrollment. Also, these cities have little to no soccer programs in place that would be of major competition to Tom. oCon The 25 mile distance would be a large deterrent for many parents to desire driving to. Tom cannot be at all of these places at once to supervise the programs. Recommended Solution The best solution for Tom would be the fourth option of expanding into the nearby cities of Loveland, Longmont, and Greeley. Considering his current good market penetration of Fort Collins, it would be unwise to spend his resources on trying to acquire more customers from this existing market rather than entering new markets. This course of action would also not require Tom to change or recreate his products, but to continue using what he is already familiar with. Potential Marketing Strategies Tom could offer his current instructors the chance to head up the MANU soccer programs in each of the new markets. Tom had already hired them based on their qualifications and personalities being similar to his own. This course of action would not require Tom to be in four places at once, but the close proximity would allow for him to stay involved. Tom could reach out to any of the existing soccer programs in these towns and offer them the opportunity to sign on with him if he found their instructors to have a compatible program to his own. This would allow an easier entrance into these new markets as the current soccer programs already have a customer base to work with and build on. This would also decrease any potential competition he may have had to contend with upon entering these new markets.

The Computer’s Positive Impact on Education :: Teaching Learning Essays

The Computer’s Positive Impact on Education Once upon a time there was a teacher and a classroom full of bright and ambitious students. One day a bit of brand new technology was introduced into the classroom. This new technological tool was designed to enable teachers to save time and better instruct groups of students. Students would also be able to utilize this new tool for practicing math problems and spelling words. This new tool is also proven to be very easy to use to compose and edit information on it. In spite of all these wonderful qualities this new advanced technology can bring to the classroom, it was approached with much skepticism. In the early 1900’s, people were concerned and worried about the kinds of problems "the chalkboard" would bring to education! A century later, teacher across the country teachers and students are still successfully utilizing chalkboards in the classroom for teaching and learning. This little story is true and significantly compares to computers entering the education turf. I’m going to take this opportunity to expand on the positive contributions compu ters have and will make in the education field. Computers are having a positive affect on education in many ways. Some of the optimism about computers in education is due to the fact that computers offer diverse collections of resources, variations of media type, increased communications, as well as provision of a records management tool for teachers. The diversity of resources teachers and students have access to through the use of computers is phenomenal. Basically, software and the Internet are the methods used to obtain access to overwhelming amounts of data. The information may be in the form of written material, audio material, games, user-interaction, animation and many more. The Teacher Resource Center (TRC) in Indiana maintains an updated website of teacher resources at "www-ed.fnal.gov/programs/ed_mat_trc.html". Software provides age-appropriate instructional design in the math and science disciplines, as well as in language arts and social studies. Many of these are interactive and/or re-create models of items ranging from complex graphs, historical events, to science experiment labs. Reference libraries are also available on software. There are complete electronic encyclopedia software with color graphics and audio. Information can be printed out, which is convenient for students who are conducting research. Another software area relating to the educational field is pre-school software. Pre-schoolers use computers for "coloring/painting", playing memory games and learning basic letters, numbers, shapes etc.

To what extent is ”Frankenstein’ concerned with the theme of education and what does it have to say about the advantages and disadvantages of this?

In Frankenstein, education cannot simply be considered as an ordinary theme, because there are so many differing angles which are represented throughout. It primarily depends however on what actually counts as education in the first place; does it have to be necessarily formal, or does it also count if it is information passed on from one family member to another, or even if it is simply something gleaned from the environment that surrounds us. This is the question that must be answered, as well as deciphering what methods Shelley uses to convey the fact that education is essential for the books' events to occur. In Frankenstein from the very beginning, whenever Victor is mentioned, it is in the context of learning, or of having learnt something crucial. This is in comparison to Walton, whose knowledge appears to come from his exploration, from his search for a true companion who can accompany him throughout the rest of his life, someone who will truly understand him. Walton's knowledge is not just from experiences, but also from studying, from academia, as well as from his perceptions of the world around him, and from what his morals command him to either do or not to do. However, despite all of his academia, he is still astonished when he is told about Frankenstein's creature, and even more so when he views it for himself. This proves that despite formal education, there will still be gaps of knowledge, and the power to surprise will always exist. Victor relates to Walton all about how his education was formulated, what exactly he had learnt from his bad experiences with books and at Ingolstadt, and by focussing on outdated science such as those ideas thought of by Cornelius Agrippa and Albertus Magnus. The point blank refutation by his father of these theories and ideas did not mean that Victor realised they were hopelessly incorrect; on the contrary, he ‘continued to read with the greatest avidity'. This reading eventually led to the creation of the creature, which although being a tremendous achievement in its own right, is something which directly contravenes the natural order of things, and is therefore a sin. By studying such ‘wild fantasies' and not instead reading something far more ‘real and practical', he allowed himself to be taken into the world of unnatural occurrences, where he would be able to achieve incredible things, but at the same time ‘terrible'. At Ingolstadt, Victor was further mislead from the path of true science by Krempe who did not capture his imagination, and possessed a ‘repulsive countenance' and instead continued to strive towards conquering death through reanimating and creating his own perfect being. It does bring up questions of who ought to be able to control life and death, which the creature then follows through killing, through controlling the manner and time of death of those that Victor held dear. However, despite the creature's education through learning from his surroundings, there is still some quality to him which is not human. This is indeed the lack of any sort of moral structure; he is not able to empathise, or realise that what he does is wrong. This can be shown by ‘you belong then to my enemy-to him towards whom I have sworn eternal revenge; you shall be my first victim.' Perhaps in some way he acknowledges it as wrong, but due to his previous experience with the people in the cabin, he now no longer wishes to be like them, and wants to separate himself from society. This separation means he then becomes particularly cold blooded, but he does know that it will prove effective in affecting Frankie. Due to the creature describing his ‘heart swelling with exultation and triumph', it demonstrates that to some extent the creature has developed sophisticated planning, because it was not spur of the moment (the fact that there is no regret mentioned proves this). The creature has learnt to be cold from his ‘father's' abandonment of him, and the people in the cabin rejecting him solely on the basis of physical appearance. Therefore he has learnt that to cause emotional suffering is the best way to commit revenge; the preferred method of hurt is to destroy someone's heart. The creature's knowledge did not turn out to have a positive effect on anyone's life, but rather ended up causing several deaths and miserable lives for many. Whether or not the creature deserved to be given a full education is still unclear, but it shows that knowledge can be very harmful. However it did not appear to be so for Safie, who was also learning at the same time as the creature, albeit it not as surreptitiously as it, because Safie simply learnt the language and was not mentioned as having later committed acts of evil. The creature learnt from afar, much as an infant does, by listening to language and eventually picking up the ability to manipulate it in one's own way, although he evidently learnt from books as well for research and insight. Despite all this, he still isn't an intellectual, and primarily learns about his strength, about others and about others' perceptions of him through trial and error. There is the question of whether or not the creature was solely spurred on by William's being such an unpleasant child or whether it was simply in the creature's blood. Nevertheless, this proves that to some extent, people learn behaviours from what they experience of what occurs around them, and it is not just pre-learned behaviour. It raises the question of whether the creature would have been more docile if either Victor had directly cared for him, or provided a creature as a friend. He has learnt to become so disillusioned with humanity, that now they are now worthless to him, even a defenceless young child. This heinous crime doesn't mean anything to him, in the same way that it didn't technically mean anything to Victor to about the creature; only disgust about what he had created was realised. This disgust can be easily understood, because he has managed to reanimate dead flesh; who is to say that there might not be some imprint of the personality of the old owner of these body parts existing still? Despite the addition of ‘luxuriances' such as ‘lustrous black, flowing hair', it is still a crime against nature, and also raises the moral question of whether or not the creature learns from scratch with his blank slate of a ‘child brain', or whether he simply possesses the mind of the old brain. How a new creature made from death can still have life, particularly have its own mind is uncertain, especially when we consider that the creature must suddenly have had a consciousness emerge out of oblivion, but all we know is that there must be something real about it for it to be able to affect the lives of real humans. Whether or not education is simply learning how to live by gathering and experiencing simple pleasures, having sufficient food, and utilising fire depends on what and who is being asked, but surely anything that is learnt counts as a sort of education in its own way. Learning through experience means that on the plus side, you know what you have learnt is true, and you know what will work best in a certain set of circumstances, but when you arrive at something new and unfamiliar, trial and error (error being the key point) is the only way forward. Frankenstein in a way is all about education, particularly when it comes to the misuse of formal education, and mistakes made, but because not all of the plot details in the end come down to a matter of education, it therefore cannot be deemed to be the key theme of the novel.

Ghana Institute of Management and Public Administration

GHANA INSTITUTE OF MANAGEMENT AND PUBLIC ADMINISTRATION (GIMPA) MBA (PROJECT MANAGEMENT OPTION) GMBA 799 STRATEGIC MANAGEMENT STUDENT NAME: EMMANUEL SESSOU STUDENT ID NUMBER: MBAE 10040217 Question: Write a short note on the Balanced Scorecard Balanced Scorecard  Basics The balanced scorecard is a  strategic planning and management system  that is used extensively in business and industry, government, and nonprofit organizations worldwide to align business activities to the vision and strategy of the organization, improve internal and external communications, and monitor organization performance against strategic goals.It was originated by Drs. Robert Kaplan (Harvard Business School) and David Norton as a performance measurement framework that added strategic non-financial performance measures to traditional financial metrics to give managers and executives a more ‘balanced' view of organizational performance. The balanced scorecard has evolved from its early use as a sim ple performance measurement framework to a full  strategic planning and management system. â€Å"The balanced scorecard retains traditional financial measures.But financial measures tell the story of past events, an adequate story for industrial age companies for which investments in long-term capabilities and customer relationships were not critical for success. These financial measures are inadequate, however, for guiding and evaluating the journey that information age companies must make to create future value through investment in customers, suppliers, employees, processes, technology, and innovation. The balanced scorecard suggests that we view the organization from four perspectives, and to develop metrics, collect data and analyze it relative to each of these perspectives: The Learning & Growth Perspective, The Business Process Perspective, The Customer Perspective and The Financial Perspective The Learning & Growth Perspective This perspective includes employee training a nd corporate cultural attitudes related to both individual and corporate self-improvement. In a knowledge-worker organization, people — the only repository of knowledge — are the main resource.In the current climate of rapid technological change, it is becoming necessary for knowledge workers to be in a continuous learning mode. Metrics can be put into place to guide managers in focusing training funds where they can help the most. In any case, learning and growth constitute the essential foundation for success of any knowledge-worker organization. The Business Process Perspective This perspective refers to internal business processes. Metrics based on this perspective allow the managers to know how well their business is running, and whether its products and services conform to customer requirements (the mission).These metrics have to be carefully designed by those who know these processes most intimately; with our unique missions these are not something that can be d eveloped by outside consultants. The Customer Perspective Recent management philosophy has shown an increasing realization of the importance of customer focus and customer satisfaction in any business. These are leading indicators: if customers are not satisfied, they will eventually find other suppliers that will meet their needs. Poor performance from this perspective is thus a leading indicator of future decline, even though the current financial picture may look good.In developing metrics for satisfaction, customers should be analyzed in terms of kinds of customers and the kinds of processes for which we are providing a product or service to those customer groups. The Financial Perspective Kaplan and Norton do not disregard the traditional need for financial data. Timely and accurate funding data will always be a priority, and managers will do whatever necessary to provide it. In fact, often there is more than enough handling and processing of financial data.With the implementat ion of a corporate database, it is hoped that more of the processing can be centralized and automated. But the point is that the current emphasis on financials leads to the â€Å"unbalanced† situation with regard to other perspectives. There is perhaps a need to include additional financial-related data, such as risk assessment and cost-benefit data, in this category. Reference Robert S. Kaplan and David P. Norton, â€Å"Using the Balanced Scorecard as a Strategic Management System,† Harvard Business Review (January-February 1996): 76.

Healing Hands Australian †Indigenous Health

Healing Hands Australian – Indigenous Health Free Online Research Papers The healing hands indigenous health rights campaign utilises the social planning approach. By using this approach, the campaign is delivered at a national level yet acknowledges that if changes with health care situations are to be made responsibility lies with commonwealth, state and territory governments. The campaign is designed to be a success because it is based on many facts and figures about indigenous health and the crisis it is in. the social planning position ensures there has been an assessment of community needs and problems – being the health crisis amongst indigenous Australians and applies a systematic planning of strategies for meeting the needs. This method is appropriate in that it emphasises on national and political procedures, for instance changes within government policies and funding. This ensures that the core aim of the campaign (that is, changing government policies/funding in concern to indigenous health) are not far fetched because of the level it is being applied. The expert knowledge involved in the campaign means that it is more likely the desired outcomes will be achieved. This approach ensures that the majority of the concern lies with delivering appr opriate services to the indigenous people so that their health improves. The campaign has changed behaviour in that it has raised community awareness about the indigenous health issue and how it is a matter of urgency – they did this through promoting and suggesting ways to show support – This approach is seen as the community education model. A mass of public debate derived from the campaign and the utilisation of the models. There were public debates evident in the media, with health professionals, among the indigenous community, non indigenous community and eminent Australians such as the governor and the president of the medical association. The campaign has been successful in that it has reached a vast audience and gained huge support from organisations such as government community services and individuals as well as prominent Australian figures. It has also been successful in that it had wide media coverage. Through researching the campaign, it was observable that due to the nature and complexity of government legislations and regulation, attempts to alter anything dramatically on a government level will be a slower process. However the campaign has achieved to make the issue a focal point amongst the media and public – therefore generating more reason for the issue to be a matter of urgency on the governments’ agenda. Research Papers on Healing Hands Australian - Indigenous HealthInfluences of Socio-Economic Status of Married MalesRelationship between Media Coverage and Social andHip-Hop is ArtMarketing of Lifeboy Soap A Unilever ProductQuebec and CanadaPETSTEL analysis of IndiaAppeasement Policy Towards the Outbreak of World War 2Effects of Television Violence on ChildrenTwilight of the UAWThe Project Managment Office System

Use Common Sense for Commas

Use Common Sense for Commas Use Common Sense for Commas Use Common Sense for Commas By Mark Nichol Commas are such cute little things with curly tails that their strength is often overlooked. When used haphazardly, their power can be untapped or misused. Employed correctly, however, they do much to convey a sentence’s meaning. The rules may seem complex, but they are also commonsensical. Many writers believe that commas are necessary in the middle of a sentence only when they divide two independent clauses two parts of a sentence that could stand on their own as distinct statements. But commas also serve as comprehension aids: Note the difference between â€Å"Knights wore metal shoes and gloves called gauntlets† and â€Å"Knights wore metal shoes, and gloves called gauntlets.† The first version implies that both items were referred to as gauntlets, and the second version correctly distinguishes that only the second item was labeled as such. â€Å"Are they going to lock me up or shoot me?† looks like the writer is asking if one of these two outcomes will occur. â€Å"Are they going to lock me up, or shoot me?† correctly clarifies that the writer is asking which outcome will occur and that’s a big difference made clear by the mighty little comma. Traditionally, a comma was inserted after all introductory phrases, no matter how short: But the trend toward open punctuation and away from closed punctuation has relaxed this tradition. Unfortunately, though short introductory phrases may not look wrong in isolation, in text containing both short and long introductory phrases, when the latter cry out for a comma to give the reader a rest, inconsistency is awkward, so it’s best to always retain closed punctuation. Sometimes, misunderstandings may occur when you omit a comma, as when a reader reads, â€Å"When she returned Jim’s head was already lying back against the pillow† and thinks at first that Jim’s head is being handed back to him or its current owner. Comments actually or conjecturally directed toward readers or a third party are awkward without a comma following an imperative (a form of address that tells someone to do something). The warning statement â€Å"Move over RCA and Sony, computer firms are becoming TV makers† starts the reader off at a disadvantage; who, they may think, is steamrolling over the television manufacturers in question? A comma after â€Å"move over† solves that problem. Similarly, â€Å"Attention shoppers!† implies that attention is a commodity some store patrons are there to buy, and that the voice on the intercom is acoustically accosting just that class of consumer; â€Å"Attention, shoppers!† meanwhile, asks for something, then identifies who is being asked. These rules may seem complicated. But there’s a simple test that usually works: When in doubt about whether or where to place a comma, read aloud the sentence in question, and visualize the comma as a hook that briefly makes the sentence run in place. If you hesitate or pause, insert the hook in the sentence to mark that place. If you don’t, don’t. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Inquire vs Enquire35 Genres and Other Varieties of FictionUsing "May" in a Question

Should their be mandatory military service in the united states Research Paper

Should their be mandatory military service in the united states - Research Paper Example â€Å"There is a widespread feeling that there is no adequate force available now: that force which might reasonably have been deemed adequate three years ago has been shown by the European war to be inadequate, and from the standpoint of the immensity of the forces loosed upon the outbreak of war† (Ballou). The staffing of military personnel varies significantly transversely countries and above time. Although a number of countries, such as the United Kingdom and the United States, has relied and persist to rely on all-volunteer forces, the majority European countries follow a strategy of compulsory military service (CMS). â€Å"Voluntary service efforts will go on, whether or not we have compulsory service, because America has always been a charitable and compassionate Nation. Compulsory service programs would be another resource pool† (Does the United States Need Compulsory National Service?). The court upholds the right of the Government to organize and maintain the army. All 18 year old youth are supposed to register with the selective service system as the military service is presently intentional, the civilian agency with a responsibility of conducting a military draft when required by the law. The transformation to a voluntary force has caused many human rights problems. The military conscription is provided by the selective military service act. Enrollment in the armed force is allowed from the age of 17. The US conscription has been established many times specially, during war and also during nominal cold wars. The draft discontinued in 1973 and moved to a volunteer military force. And therefore there is no mandatory conscription at present. During the colonial period, the 13 colonies adopted a military service for defense. After the independence, the United States and other states required able males to enlist in the military service, to undergo training and to se rve for short periods in war