George Washington Carver Essay -- essays research papers

George Washington Carver 	George Washington Carver was born in Diamond, Missouri at about 1865 as a slave child on Moses and Susan’s farm. Born and raised by his mother Mary, George was always having a whooping cough. One cold night, night raiders or slave robbers, came and took Mary and George from their home. The Carvers hired their neighbor, John Bentley, to go and find Mary and George. When John returned he had only brought back George and said that his mother could not be found. This was the beginning of George Washington Carver’s life. 	Since George was a very sick child and always having a whooping cough, he was given the job of working around the house and his favorite job, working in the garden. When George was not tending the garden or doing house chores he was always roaming the nearby woods and streams. He explored anything unusual such as reptile and insects. George kept his own frog collection and geological finds in a place where nobody could find as he would watch them progress. He had his own nursery in the woods and learned how to turn sick plants to healthy plants. This helped him be friendly with his neighbors and gained him the name "plant doctor." George had his own playmates to play childhood games with. Though his parents and playmates were white, he developed a strong friendship with most everybody and continued contact with them even after he left his hometown. The nighttime was about the same as everybody’s, except George and his brother went out to explore while the elders were asleep. During the night he would observe plants and also have fun riding sheep until punished by his parents. George learned very quickly. He mastered everything that was taught to him. This life style helped him become aware of his special talents before the difference of his skin color. Having white friends and white parents, George was excepted by anybody he came into contact with. He had a strong religious faith. There was no official religion for him, but he attended a little Locust Grove Church. While attending this church, he received religious practicing from a large variety of Methodist, Baptist, Campbellite, and Presbyterian circuit preachers. This gave George an unorthodox and nondenominational faith that would stay with him for the rest of his life. Part of that faith was a deep belief in revelation being give... ... nutritional value and could be used in cooking and baking. Over the years he invented many useful ways to use peanuts. Many synthetic products were also developed by George such as the ones listed below. Adhesives Axle GreaseBleach ButtermilkCheese Chili SauceCream CreosoteDyesFlour Fuel BriquettesInkInstant Coffee Insulating BoardLinoleumMayonnaiseMealMeat Tenderizer 	Metal PolishMilk FlakesMucilagePaperRubbing OilsSalveSoil ConditionerShampooShoe PolishShaving CreamSugarSynthetic MarbleSynthetic RubberTalcum PowderVanishing CreamWood StainsWood FillerWorcestershire Sauce Source: Hattie Carwell. Blacks in Science: Astrophysicist to Zoologist (Hicksville, N.Y.: Exposition Press), 1977. 	It is no doubt that George Washington Carver had a major impact on our lives. From everything he accomplished and everything he developed the world may not have been that same, thanks to him. George died on January 5th, 1943 at 7:30 P.M. He was laid to rest near the grave of Booker T. Washington. Before his death, he created the George Washington Carver Foundation in which Henry Ford was the trustee. In Tuskegee, Alabama is where the George Washington Carver Museum is located.

Educational psychology Essay

I am a big proponent of social cognition, and I am going to use it in my classroom. I believe that is a student puts their mind to something, and they really try to accomplish that goal it can be done. In order to elicit this response one must often use the operant condition when it comes to learning. People thrive on the words of others and their praise. â€Å"In operant conditioning the organism learns that a particular behavior produces a particular consequence. If the consequence is useful or pleasurable, the organism will tend to repeat the behavior to produce the consequence again. If the consequence is unpleasant, the organism will tend not to repeat the behavior. Pleasant consequences are sometimes called ‘rewards’, and unpleasant consequences are sometimes called ‘punishments’ (Berger p 42. )† This theory came about by the studies of B. F. Skinner. This is where I tend to move towards metacognition and self-efficacy. I believe that when a student does well on something it is quite satisfying, and they would like to see this result again. They noticed that when they studied hard the reward was the good grade. They receive their grade and self-gratification sets in. If they did not study they may fail the test and they are then negatively reinforced because they do not want to see this result again. I want to use this conditioning and encourage my students to do well. I know they can do it; they just have to have the right attitude and behavior about it. An example of this reinforcement is if I tell my student, â€Å"good job, I really enjoyed that†, when referring to a project they did; the student will most likely work harder and come up with and even more impressive project. My student wants the affirmation that he did a good job. The student want the positive reinforcement as it brings about a rewarding stimulus. This not only gets the student to do their work it also gets him thinking metacognitivly, which he will benefit from later on in life. He is looking at what he did to get my praise and analyzing what he did, and looking at how he can do better. This is exactly what I want from my students I want them to take an active role in their education. He does not know it, but my student through operant conditioning has arrived at a deep thought process. It is brilliant. As teachers I believe we use operant conditioning every day. We will prompt our students with cues helping them arrive at the answer. In giving the students positive reinforcement they do get a true yearning to learn. It may start out as just for the reward, but it is my hope that eventually they realize learning is the reward. Classical conditioning is useful, and thanks to Pavlov; we see that it works. I do want to condition somethings so that there is an automatic response. For example, when I ask my students quite down they will automatically respond to my voice, I know optimistic. In general though I prefer operate conditioning as it goes deeper into thinking. I again go with the cognitive approach when it comes to motivation. When someone internally processes something it becomes more real. It means more to them. When a student reflects on his work and looks at how he can improve upon it. This very closely reflects extrinsic motivation. Here someone does something to obtain something else. This could relate to the student who studies to obtain a good grade. I like this theory and will apply it to my classroom, because I really want to get my students gears turning. â€Å"They emphasize the importance of creating learning environments that encourage students to become cognitively engaged and take responsibility for their learning. This goal is to get students to become motivated to expend the effort to persist and mat ideas rather than simply doing good enough work to just get my and make passing grades (Perry, Turner, & Meyer, 2006, p 467. )† If my students can come to the point of realization that studying equals doing well in the class I am in a good spot. Many students know this but they do not fully believe it because they have never tried (Wigfield, 2006, p 463.) Even stronger than this is intrinsic motivation. This motivation becomes so real to the student when they realize they can self-determine their outcomes. I love this method so much. The student is growing and understanding how to truly learn, they are learning that what they learn truly effects them. â€Å"In this view, students want to believe that they are doing something because of their own will, not because of external success or rewards (Deci, Koestner, & Ryan, 2001, p 464. )† They have learned to stop relying on others; they have learned to push themselves through life. â€Å"Researchers have found that student’s internal motivation an intrinsic interest in school tasks increase when students have some choice and some opportunities to make personal responsibility for their learning (Grolnick, 2002, p 464. )† I want to motivate them by allowing them some freedom in my class. I will give my students choices because they then be more motivated to do the work with all their effort. The thing is, whatever choice they make they are still learning! Also they are processing it all through information processing to make sure that how they are acting now will be duplicated. They know their actions constituted a response from me, which was giving them more freedom. They enjoyed this stimulus and will want it to continue, so they will work really hard. This loops them all the way back to operant conditioning and positive reinforcement! It is all connected. Another big thing with this idea is interest. â€Å"Interest is especially linked to measure of deep learning, such as recall of main ideas and responses to more difficult comprehension questions, than to surface learning, such as responses to simple questions and verbatim recall of text (Wigfield, 2006, p 466. )† This is where I hope my passion for history comes in. I want to get my students excited about history. If I do get my students excited they will show interest and if they show interest they will understand the history at a deeper level than they normally would. My management plan also fits in with these ideas. I am going to run my classroom according to the authoritative perspective. I will be the teacher and the students will follow my rules, but they will be integrated into the classroom. My students will have a say as to what goes on in my classroom, in our classroom (Baumrind, 1971, p 513.I will manage my classroom with effect rules that can be up for change depending if the students do not agree with the rules. â€Å"To function smoothly, classrooms need clearly defined rules and procedures. Students need to know specifically how you want them to behave. Without clearly defined classroom rules and procedures, the inevitable misunderstandings can breed chaos (Evertson & Emmer, 2009, p 515. )† I will have my procedures laid out at the beginning of the year so that the kids will have excuse when they do not follow the rules. I will be integrating William Glassers management plan. He suggested that there be a classroom meeting every once and while. This is just a chance for the students to say yes or no regarding structures of the classroom. I will also manage my classroom by listening to what my students have to say. I want them to know that I do care. I want them to trust me. If there is mutual peace between us, there will be far less conflicts that arise. â€Å"When most of us think of your favorite teacher, we think of someone who cared about whether or not we learned. Showing that you genuinely care about student as individuals apart from their academic work helps gain their cooperation (Pianata, 2006. )† Students feel safe and secure when the teacher shows that he cares. The classroom atmosphere if much more relaxed. It is not up tight and tense. If I teach like this a lot of anxiety and stress will be avoided. Target Group I am getting my teacher degree in secondary education. I will be teaching at the high school level. I would like to, at least some point in my career, teach in the Christian school system. I grew up in it, and I love what their mission is. I also would not mind teaching in a public school. It would be good experience for me and help me grow as a teacher. I would like to teach in traditional public schools and in Christian schools. I would like the experience of both. Public schools would allow me to reach out to those who are really in need and to those who thirst for knowledge and cannot get it anywhere except through free public education. This would be especially true if I were in an inner city situations. I would not mind this at all as I volunteer now helping with inner city children. I have a heart for them and would love to serve as a teacher there someday. I want to offer them knowledge and help them meet their full potential. I also would like to teach at a charter school. I observed a classroom at a charter school and I really liked. It is a good system and is run well and I would like to be a part of it, at least for a time. So, I am happy at any school; I will go where God sends me. The ages that I will be teaching will be ranging from the age of thirteen to nineteen. It is my hope that I will be teaching history. There is a scarcity of history teaching jobs right now, and I hope that will be able to find one. I absolutely love history and I really want to teach it. The other subjects I would be teaching would be biology or just a general science class, and depending on where I teach, bible class. I would also like to teach at a smaller high school, about six-hundred to seven-hundred students. A big high school with two thousand people, I believe, is too impersonal. A smaller high school, like my own, is just the right size and encourages kids to get to know one another. Also, in a big school I could not be as relational to the students as I would want to because there would be so many in all my classes. Environment and Routines If things are not explained clearly, or if things are not put in a well thought out manner; a teacher may run into behavior problems. In order to create good student behavior I plan to take the three-step approach that the Wongs developed. I need to teach my students how to follow procedures, or else I will run into problems. I must first explain the classroom procedure as clearly as I possibly can, and if there are questions I will answer them. Also it is a good idea to distribute my procedures at the beginning of the semester or at the beginning of a certain activity so the students know what is expected. After I explain what is going on I should practice or rehearse the procedure until it becomes routine. â€Å"Behaviors must be taught, modeled, practiced, and retaught (Wong p 175. )† In going over the procedures repeatedly the students then understand what is expected of them. Finally I must reinforce this procedure and I also must reinforce what is the wrong procedure. After going about this my students will know exactly how to act and what is expected of them, and there should be very few behavioral problems. A positive classroom environment involves both the teacher and the student. The students must respect the teacher and his authority. They must listen to what the teacher has to say, and they must be disciplined when they do not. The teacher also must respect the students. He must listen to what the students have to say, and he must not make it a dictatorship where the classroom is harsh and rigid in structure. The kids are only human. â€Å"A positive classroom environment encourages participation and risk-taking because students know they will not be harassed or belittled by the teacher. Students do not have to shrink within themselves to survive the forty-five minutes, ninety minutes, or full day with teacher who yells, throws things, or makes hurtful comments. In a positive classroom environment students can make jokes, engage in their learning, banter with the teacher, and feel comfortable with the tasks given. † (Kendrick) In a classroom a teacher should be encouraging to his students. He should let the students know that he believes in them. Students do not do well in class when their teacher does not believe in them. They stop trying, viewing themselves as failures, and it carries on later into life. I want to have a positive classroom environment. In order to achieve this I am going to teach from an authoritative classroom management style. I will encourage my students to think for themselves, if I think for them no real learning is accomplished. I will engage my students and show that I do care about them. I will listen to what they have to say and if things need to be changed I will. I will allow them freedom within their education and learning in my classroom; but I will still clarify the rules and establish the standards with some student input. I am not there to be their friend, but I do want them to understand that I care about them and to have some say in their education. I care whether or not I learn, and if I am doing something wrong I want them to feel comfortable telling me. To achieve a connection with the students I must be a good oral communicator. I must clearly communicate the information I am presenting. I will use words and ideas that meet the level of understanding of my class. I do not want them getting lost in my rhetoric. They will automatically tune me out if they think I am teaching above them; I have even done this myself without realizing it. Also many teachers speak way too fast and the students cannot keep up, or the teacher talks way too slow and the students are lost to boredom. I must teach at an appropriate pace so that my students learn and remain interested. When I teach, especially in history, I must be precise. I am going to avoid being vague. My students will fail or do below their academic level if I am vague. I also will not just teach the facts; facts are what lose classes when it comes to history. History is so much more than just dates and it is still relevant today, even though they are just a bunch of, â€Å"old dead guys. † Also I will have what I am going to do for class planned out. I do not want to be disorganized, and I am not going to wing it through my teaching. I will have my lesson ready for each class so that I am ready to teach. The students will then have confidence in me as their teacher and I will not lose time to senseless things. (Florez, 1999) Each class period I am going to start with a couple of facts of history that happened on that day. This would just be a fun way to start off the class period. It is always to cool to see what happened in the past. I will begin each class with the objectives for the day so that the students know what we will be covering. I will not always give out note sheets for my lesson, but sometimes I will hand out fill in the blank notes so that they can keep up and still learn. I will have them ready before hand each period. Also I do plan to have some group projects. At the beginning of the year I will number them off as to create groups of four; I believe more than this can be counter-productive. As the year goes on I will let them choose their own groups; this being because I now know the dynamics of my classroom much better, and I can switch people if I know work will not be done. Every week I will allow the students to choose from a list of events in history relating to the period we are covering in class. I will have them explain what happened and how it relates to us today, and what we can learn from it. This project will consist of a one to two page paper and a one to two minute presentation. All history is relevant history and I want my students to understand that. As a history teacher, I would like major historical events to be represented on my walls. I am going to be going to be teaching secondary education. I will not have the cute and cuddly decorations, but I will still have things that will bring the classroom to life. One thing I must have in my classroom no matter what, is a copy of the Declaration of Independence. I will also have the students add to the classroom with their projects and other things they do so that they feel a part of the classroom. I want to have a classroom where the students are excited to be there, in good measure of course, so that it is not so distracting that they do not learn. Twice a week I am going to hold a classroom meeting. This is a meeting to make sure that my students are understanding the material, and that I am teaching to their needs. This is where the students really get to give their input on the class and what is going on. This idea was set forth by William Glasser. It follows my method of teaching, authoritative, and fits how I would like to relate to my students. This would take up to ten or fifteen minutes, but I do not believe it is wasted time. I will start off the meeting to see if anyone has any questions about the subject/time period we are on. I will establish if they are understanding it enough or not. Then I will ask for suggestions on things I can improve upon, and also ask for things that they like. I will then change some things and keeps some things according to how I think the classroom would best fit the current needs of the students. I will make sure to always hand my students test within a week of the test date. I also appreciated it when the teacher had a set time that they would get my test and assignments back to me. I believe it is important for them to see how they did and then gage how they can improve for the next time. At the beginning of the year I will establish things like this with them. They will then know what to expect from the class. I will set up my rules and regulations and procedures so that they will know how to act in my class. Also, every class period at the end I will have them write a few sentences on how what we learned in class effects us today. I want them to understand how the history we are learning relates to their own live and their interactions with others. Motivational Strategies Motivation focuses on mainly two categories, behavioral and cognitive. One of the big pushes in motivation is rewards or incentives. These are positive or negative stimuli that drive the student to succeed. This can be allowing the student to do something special, such as playing computer games or going on a field trip. The other big approach is internal motivation. The student’s thoughts are what guide their motivation. Motivation is what pushes students forward towards their objective. The cognitive perspective encourages giving students should be given more chances to do things of their own desire and to give them more responsibility. They are then taking their education into their own hands. They will have much more incentive to do well and strive for perfection; they are of course still monitored and rules still do apply. This strategy focuses on â€Å"goal setting, planning, and monitoring progress toward a goal (Shunk, 2008, p 462. † If a student has a goal before them they will want to achieve it. This strategy has the student look at how their actions determine the outcome of their school work. They take responsibility and gain more incentive to do well. There are another two main types of motivation associated with behavioral and cognitive motivation : internal and external motivation. Internal motivation is formed by our own wants, needs, and what we like to do. â€Å" It is determined by your personal values and goals. The drive to do something because it is interesting, challenging, and absorbing is essential for high levels of creativity. Enjoyment based internal motivation is the strongest and most pervasive driver as is a belief that it is a good or right thing to do. Often it is something we pursue even without a tangible result. † (Weisner) External motivation is the second kind of motivation. External motivation focuses much more on rewards than on one’s likes or goals. â€Å"Your motivation to attain your goal comes from a source outside yourself. It reflects the desire to do something because of external rewards such as awards, money, and praise. † (Weisner) This motivation tool is much less satisfactory than internal. In my classroom I will use this motivation, but I will try to use internal motivation when I can. If a student is doing something because he is motivated by rewards it is not near as gratifying if done for self interest. I will use both in my classroom as, unfortunately; sometimes rewards and external motivators are the only ones to get them to do their work. Some kids need incentives to be motivated to achieve their best, or to even try. They add interest or excitement to a classroom and in turn motivate them to do well. This is especially true of those who seem to not even care about the class (Emmer & Evertson, 2009, p 460. ) If I see that there is somewhat of a lack of interest in what I am teaching I could implement a game. The more they know the better they will be at the game. Most people are competitive by nature, especially those who do not care it seems. So , a game in my class would motivate them to pay attention and learn the material. We could play history hot potato. A ball would be thrown around as history questions would be asked, if they took too long the student would have to sit down. The winner would then get maybe some extra credit points, or if I feel generous maybe some candy. In reaching the kids who do not care, I believe this is the best method. If they get something for learning they will start paying attention. This is not the most desirable, but this is sometimes the route that must be taken. (Skinner, p 236) There are also those who are just plain hard to reach; most of the time this stems from no confidence in themselves. I will most often use the cognitive approach when it comes to this. I will encourage them to set goals. I will encourage them and I will make sure they understand that they as a student can effectively control their environment. (Shunk) I will constantly encourage them and remind them that they are smart and that they can do it. I will also use Skinner’s operant conditioning in this situation. I will use positive reinforcement. I will reinforce their work with a smile, or a â€Å"good job†. Students feed off the praise of their teachers; we as humans naturally want to please others. Problem Behaviors The behaviors of students are not always conducive to the classroom and can cause disruptions. I will implement some rules so that they know exactly what is expected and I will have less problems. One rule that I think should be followed in my classroom is that the kids must be in their desks when the bell rings. This is a really good rule, because so much time can be lost on a class period just by making people sit down at the beginning. Another rule I would have for my classroom would be my students would have to bring all their books and materials to class. This rule is good as it is a distraction to people when someone leaves the room. A third rule I would have in my room would be ‘hands to yourself. ’ This rule prevents not only distraction between a couple people, but it also helps prevent distraction for others in the class. Another big rule I will have is no swearing, cursing, profanity, coarse jokes, or vulgar of any kind will be allowed in my classroom. They are not called for and should not be used, let alone in my classroom. A fifth and final rule I would implement would be that my kids would have to raise their hands to answer a question. If the kids just blurt out answers it will be chaos and I will not be able hear what people are trying to say. These five rules will help run my class smoothly. Rules however are not a safety net against behavioral problems. When dealing with behavioral problems I am not going to send my student to the principal’s office right away. The most desirable action when dealing with behavior problems is to work it out with the student first; after trying hard to work it out if the student still refuses to listen then more drastic measures must be taken. I would at first use minor interventions. (Evertson and Emmer, 2009, p 528. ) Nonverbal communication can be very useful when dealing with disruptions. One thing I could do is when a student is acting up is take make eye contact with them. I could give them the look, and convey with my eyes that what they are doing is not appropriate or I could make signs such as shaking my head, hand signal, or put my finger to my lips. This simple action lets the student know that they must get back on task. Another thing I could do is to keep the activity going. When there is not time in between things a student no longer has time to be disruptive. This way one does not even have to address the behavior issue; it is eliminated by procedure. Placement can even change the behavior. I can move the spot where I am teaching from. If a student is acting up I can move over by them and usually they will quite down and get back to work. Sometimes the student just needs to be reminded what they are supposed to be doing, I could address the class reminding them what they are supposed to be doing; in doing so the distracted student gets back on task. Also, a student may just need to be told no. I would need to keep eye contact and keep my voice down. I would address them with assertiveness and tell them that their actions are not accepted. I could also give the student a choice. He can either behave or accept the consequences. This makes him think and he will most likely choose to be good as to avoid a negative consequence. These strategies most often work as the student just gets off task and needs a little nudge in the right direction. The strategies above stem from positive and negative reinforcement and correlate with Skinner’s operant conditioning. The student, however, will not always respond to these strategies and more drastic measures. The students will not always cooperate and sometimes more moderate action must take place. Some students will abuse privileges, be disruptive, or interfere with my work with individual students. There are always the students who completely abuse the privileges they have been given, when this happen the teacher can take it away. This takes away an activity that the students use to enjoy and the next time they will think about their actions twice. They will not want to lose their freedom again. Also if a student acts up I could remove the student from positive reinforcement. If the student is removed from his element the gratification of his actions is taken away. I could take the student into the hall and talk to him one on one. This is never a pleasant experience and should stop the student from repeating the action; no one likes to hear, â€Å"can I see you in the hallway please. † Also I could impose a penalty such as extra homework; this needs to be done with care so as to not stem more annoyance with the class. (Evertson, Emmet, Worsham, 2009, p 528. ) Also I could have my student attend detention for their inappropriate behavior. This enforces that their actions will not be tolerated. â€Å"The teacher is given command over the student, who is expected to be respectful, submissive, and willingly obedient. When the pupil does not readily conform to the request made on him, discipline becomes necessary. By this is meant the use of coercive measures to bring about the desired behavior. †(Phenix p 41) If these actions still do not work a trip to the principal’s office or a phone call may be in order. Assessment Assessment is a big part of education, and helps a teacher gage how their students are doing. There are two main types of assessment in education, informal and formal. â€Å" ‘Informal’ is used here to indicate techniques that can easily be incorporated into classroom routines and learning activities. Informal assessment techniques can be used at anytime without interfering with instructional time. Their results are indicative of the student’s performance on the skill or subject of interest. Unlike standardized tests, they are not intended to provide a comparison to a broader group beyond the students in the local project (Navarete. )† I will use a variety of informal assessment to tools to gage how my students are doing. One tool I will be using is regular homework. This will tell me if they can grasp the subject enough that when asked to dive into the book and the content that they can give back to me a fair understanding of what is presented. Another tool I could use would be journaling. I would have my students journal about something they find interesting in what we are studying and then check how good their understanding of it is. When my class plays a game I can also check to see how well they know the material; if they are struggling for the answers something must done. Also general observation of my students is informal assessment. I would look for participation and understanding in class, and also as I would walk around I would observe their work. (Navarete. ) â€Å"Formative assessment is utilized to immediately determine whether students have learned what the instructor intended. This type of assessment is intended to help instructors identify material which needs to be clarified or re-taught and should not be used to evaluate or grade students. Results of formative assessment can assist instructors to ascertain whether curriculum or learning activities need to be modified during a class session or before the next class meets (Formative. )† I would quizzes mainly to judge this assessment. This is a quick way of assessing how much they know. It gages their current progress, not their progress as a whole. Other things would be reading quizzes to see if they get the material I have asked them to go over. It could also be something like a minute write where I have them write down something that tells me they understood what I thought during class that day. These tools give me a fast analysis or where they are at. Another assessment like this is the summative assessment. This assessment documents the students performance. This assessment uses a lot of standardized tests and things related to that format. This allows the tester to understand where the students are at as a whole. In the classroom I would use this when administering unit end tests. I can see how they have progressed and I can assess what to do better for the next unit. A Measure I would measure my students how they are doing on my tests and assignments, if they are failing I am doing something wrong. This, however, is not the only way that I would measure if my management plan was working. I would, as stated above, have classroom meetings. This would give me an opportunity to discuss with my students how the class is going. This would be my chance to get input on them on what I am doing right and what needs to be changed. I would hope that they would be mostly satisfied with the way things are going, but if they are not I will change my plan so they can learn better. This of course goes back to William Glasser and it also goes back to the authoritative management style. Glasser is very keen on having students involved in the classroom and the teaching process. I very much agree with him. The opinion of my students is very important to me. The authoritative plan also focuses in on the student’s role. They need to have a hand in their education. If their voice is not heard, the students will just continue to fail and the teacher will not know why. So, if my plan is working well my students will do well on their tests, quizzes, and assignments and they will have positive things to say at our classroom meetings. Our relationship will be a cordial one and not one of animosity. Completed Rubric 1. I believe that I have a very compelling argument for my planned proposal. It fits to the rest of my paper and sets a precedent for how I will go about running my classroom. I have many cited supports and they were all knowledgeable on the subjects I discussed. 2. I described all five of the target groups at a satisfactory level. I let the reader know exactly what my future looks like for teaching. The reader can look at any one of the components and know what I want to achieve in my vocation. 3. I believe that I very effectively communicated my rules policies and management ideas in such a way that is very understandable to students and teachers. This letter home is in a very nice format with great colors, and it is pleasing to the eye. It is attractive and professional.

The American Dream The Definition Of The American Dream

As a general definition of The American Dream that is inclusive of all Americans, I would define it as the ability to both achieve and obtain life, liberty, and the pursuit of happiness. To discover what The American Dream means to myself, and any individual, is to discover what it is that makes it all worth it. Why do families leave their homes behind with barely enough money to feed a family for a week just to discover a dream in America? What could possibly be worth generations of poverty and hardship? This answer may be different for everyone, but when these answers are boiled down I imagine that they would all be answers that are rooted in some sense of either life, liberty, or the pursuit of happiness. With that being said, â€Å"The†¦show more content†¦My mother moved to Philadelphia at the age of fifteen with her older brother who was in his early twenties at the time. This was the start of my mother’s own personal American Dream. Buffalo was not enough for her in terms of resources and social connections. At an age where one can not legally obtain a Driver’s Permit, my mother sought out to change the course of life that could have headed down a dark path. Growing up I had three older siblings and we were all raised by our single mother. Being so young, I rarely noticed that our family faced things that my other friends did not have to go through. Sometimes the lights would turn off for a couples days, there were periods when the television would shut off for a month, and leftovers were eaten more frequently than food was bought. From then till now, my mother went from earning an income that was just barely above the poverty line to owning a successful business with almost two hundred employers. After two generations of discovery and success through living the American Dream it is now my turn to discovery my own American Dream as the product of two hardworking and dedicated Hispanic women. I started my American Dream with the most advantages that anyone in my family has ever had. I grew up being the only one in my neighborhood that attended a private school, even my siblings went to public school. I am the only one in my family that has beenShow MoreRelatedAmerican Dream Definition Essay1630 Words   |  7 PagesThe words â€Å"American Dream† elicit many different thoughts in people. Rarely will you find a group who will agree on the true definition of the American Dream. It is subjective and therefore hard to solidify in a unified definition. Most people believe the concept of the American Dream was originally, coined during the Great Depression when James Truslow Adams stated the American Dream â€Å"is that dream of a land in which life should be better and richer and fuller for everyone, with opportunity forRead MorePersuasive Essay : The Definition Of The American Dream980 Words   |  4 PagesAmerica the beautiful! The land of the free and of equal opportunity. 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And maybe to others the American Dream simply means having the opportunity to prove yourself. No matter what your definition of the American Dream is, we all try hard to achieve this one common goal.   Ã‚  Ã‚  Ã‚  Ã‚  In Crevecouer’s, â€Å"WhatRead MoreThe American Dream Through Success And Social Mobility1405 Words   |  6 PagesWhen most people think of the American Dream they often visualize the typical white fence, the two children, and an overall perfect family. When people think of the American Dream they think of the dream jobs which consist of being a doctor, lawyer, or a widely known talk show host. The people who have the voice determine what is ideal in society and what isn’t. They try to sell you this pitch that the American Dream is obtainable and what you put in to the system, you get out; This is also know

A Separate Peace Character Analysis - 1162 Words

The novel A Separate Peace by John Knowles is a story about a group of boys attending a boarding school. The story takes place from the summer of 1942 to the summer of 1943. The main protagonist, Gene, is a nervous, shy intellectual who tags along with his best friend, Phineas, a relaxed, attractive athlete. The two boys are close companions, practically never leaving each other’s side. During their senior year at the Devon school, the boys and their peers deal with the intertwining stress of highschool and World War 2. The story A Separate Peace by John Knowles is about identity, and reveals that when one is separated from one’s self, they are more lost than ever. This is because of Gene and Phineas’ relationship, Leper’s experience in†¦show more content†¦To sum up, A Separate Peace is about identity because of Gene and Phineas’ relationship. Furthermore, A Separate Peace is about identity because of Leper’s war experience. Elwin â€Å"Leper† Lepellier is a quiet boy and one of Gene’s peers. He loves the outdoors, especially skiing, and enjoyed hanging out with Gene and Phineas. Originally he felt anxious about the war and was going to wait until he was drafted, but after watching a recruitment video from the United States ski troops, he instantly fell in love with the sport and decided to enlist. He left shortly after, and became the boys’ person to look up to. They altered the war stories to be about Leper and gave him their own glory. He was one of the first students to enlist, and it inspired them all. However, the war changed Leper. He would never be the same again. On page 150, it reads, â€Å"‘And the perfect word for me,’ [Leper] added in a distorted voice, as though his tongue had swollen, ‘psycho. I guess I am. I must be. Am I, though, or is the army? Because they turned everything inside out. I couldn’t sleep in bed, I had to sleep everywhere else. I couldn’t eat in the Mess Hall, I had to eat everywhere else. Everything began to be inside out. And the man next to me at night, coughing himself inside out. That was when things began to change. One day I couldn’tShow MoreRelatedA Separate Peace Character Analysis912 Words   |  4 Pagesfriend? Would you kill your friend? Gene and Phineas from A Separate Peace by John Knowles had an admirable friendship that relates to M. Morissot and M. Sauvage’s friendship in â€Å"Two Friends† by Guy de Maupassant. An ongoing war in both A Separate Peace and â€Å"Two Friends† causes conflicts that arose from the hostile environment in the New Hampshire school Devon and in the streets of Paris. Moreover, Gene and Phineas from A Separate Peace contrast to M. Morissot and M. Sauvage from â€Å"Two Friends† becauseRead MoreCharacter Analysis Of A Separate Peace1309 Words   |  6 PagesSeparating Peace Character By Character A Separate Peace is a novel based around a group of high school boys in a private college preparatory school named Devon. Most of Devon’s students want, have, and search for peace throughout their time at school. Upon return from summer break, each character searches for and discovers their own peace. Each character has found or withheld a certain peace, in real life. Each separate peace is exposed throughout fatal or cheerful events. The words separate and peaceRead MoreCharacter Analysis Of A Separate Peace By John Knowles857 Words   |  4 PagesA Separate Peace by John Knowles is ideal for a young adult audience, it gives the reader characters they can relate to, as well as a distinct turning point, and an interesting ending. Gene goes through two major conflicts: him against himself and himself against World War II. These two struggles draw out dominant traits that are also apparent in most young adults. Due to his competitive nature, Gene jounced the limb of the tre e that makes Finny consequently fall. Moreover, since the reader doesRead MoreA Separate Peace And To Kill A Mockingbird Analysis830 Words   |  4 Pages2017 The two novels A Separate Peace by John Knowles and To Kill a Mockingbird both share major commonalities within the text, which take multiple glances to fully comprehend. For instance, one major commonality that both novels share is the recurring symbol that plays a major role in the character’s lives. That symbol is the tree. This tree that captivates both Scout and Jem in To Kill a Mockingbird, and the tree that shows the bond between Gene and Finny in A Separate Peace. Contrarily, in bothRead MoreActions And Characters In A Separate Peace By John Knowles937 Words   |  4 PagesIn the novel, â€Å"A Separate Peace† by John Knowles, the seasons develop actions and characters in the story. The story takes place at an all-boys boarding school in New Hampshire during World War II based off of the author’s previous experiences at a boarding school. The two main characters, Finny and Gene, experience character development alongside different seasons. In written wo rks, seasons are commonly used to symbolically represent a change in the character’s personalities. The nature or settingRead MoreTo Kill A Mockingbird And A Separate Peace By John Knowles1315 Words   |  6 PagesThe informed, written analysis and evaluation of a work of literature is known as literary criticism, which is based on a literary theory. An examples of such a literary theory is intertextual criticism, involving the comparison of two separate novels. Written by Harper Lee, To Kill a Mockingbird is comparable to A Separate Peace by John Knowles. Both novels are fictitious and showcase universal symbols, themes, characters, and numerous other literary devices utilized by authors. Similarities betweenRead MoreFrankenstein, By Mary Shelley1664 Words   |  7 Pagesend the life of his creation once and for all. Instead, Victor is fatally wounded by the monster, and the story ends with the monster accusing mankind for its lack of compassion before disappearing into th e Arctic Sea. Through a close analysis of the main characters and settings of the story, it can be concluded that Mary Shelley’s novel is, above all, about the theme of alienation and the innocent victims that are affected by it, a theme that is also prominent in Fyodor Doestoevsky’s Crime and PunishmentRead MoreLiterary Criticism In To Kill A Mockingbird And A Separate Peace By Harper Lee1506 Words   |  7 PagesAn informed written analysis and evaluation of a piece of work is known as literary criticism, and it is often based on literary theory. One literary theory technique is intertextual criticism, which allows the reader to acknowledge similarities between literature. Throughout Harper Lee’s fictitious novel To Kill A Mockingbird, and the historical fiction novel A Separate Peace by John Knowles, the authors take advantage of intertextual criticism to identify universal themes and symbols within theirRead MoreSigmund Freud s Theory And Criticism1345 Word s   |  6 Pagesis written out it may perhaps fill half a page. The analysis setting out the dream-thought underlying it may occupy six, eight or a dozen times as much space† (819). This quote is telling us, as readers, that writing our dreams are simple. It does not take a lot of time to discuss or a lot of space on the paper to write it down. When analyzing the dreams, there are so many hidden meanings, thoughts, and desires. As a result, writing an analysis on the dreams requires a lot more paper, time, andRead MoreAnalysis of John Knowles A Separate Peace 979 Words   |  4 PagesA Separate peace Analysis Essay A separate peace is great novel written by John Knowles. The novel is about the narrator/ protagonist named Gene Forrester who returned to the prep school in which he attended fifteen years ago. The school is called Devon which is located in New Hampshire. While roaming around the schools campus he reminisced the time he has spent at Devon, especially the year of 1942. During this time, World War II was happening overseas and Gene was sixteen years old which meant

Organization Analysis The Wounded Warrior Project

Organization Analysis The Wounded Warrior Project (WWP) began in the year 2003 after many veterans and their friends discovered the necessity to send items of comfort to service members who are wounded and coming back home from Iraq and Afghanistan. From that time, the WWP has developed into a full rehabilitative effort to help warriors as they shift back into a life of a civilian. Using an approach that is holistic, the WWP serves soldiers as well as their families through nurturing the body and mind, and promoting economic engagement as well as empowerment. Through this, service is offered to service members and veterans who sustained a mental or physical injury, sickness, or wound at the time their military service on the 11th of September 2001 or after that date. The mission of WWP is to give tribute to and empower Wounded Warriors. They envision to cultivate the most victorious, stable wounded service members generation in the history of the nation. The purpose of the organization is to create awareness and enlist the support of the public, assist wounded service members and support each other and offer unique, services and programs to meet the requirements of wounded members. Organizational Effectiveness SWOT Analysis Strengths The key strength for WWP is growth. In the year 2011, member participation totaled 11,943. In the year 2013, member participation rose to 38,954 (Gleeson, 2014). Through great marketing, advertising and word of mouth the WWP has offered, itShow MoreRelatedHomelessness Among Veterans of the U.S. Military Essay1247 Words   |  5 Pagesprivate organizations work to prevent or end the homelessness of veterans. For example, the Wounded Warrior Project assists wounded veterans to help them recover from their physical and/or mental injuries and reintegrate into productive roles in society. Enabling them to provide for themselves, helps prevent them from becoming homeless (How We Serve). The American Legion has a Homeless Veterans Task Force to address the problem of veteran homelessness. They also work with federal organizations in draftingRead MoreAnalysis Of Financial Statements And Balance Sheet1875 Words   |  8 PagesAnalysis of Financial Statements Balance Sheet There are several items that stand out when looking at the FY 2014 balance sheet. First, the majority of current assets are in the form of high liquidity investments, such as mutual funds or stocks. The organization has enough cash to cover its liabilities, so it is appropriate to invest any money not being used. Also, 99% of WPP s net assets are unrestricted. This is preferred by many not-for-profit organizations because it allows them to use fundsRead MoreUnder Armour Inc. : An American Sports Apparel And Accessories Company1115 Words   |  5 Pages2007, the company opened its first outlet retail location in Annapolis, Maryland. Presently the company has opened several outlet stores and factory locations in North America and Asia. The company has from alliances with several individuals and organizations in order to in increase its market share. They are a major commercial sponsor of the popular reality TV show Duck Dynasty. It has signed a major contract to provide uniforms a nd athletic equipment for the University of Notre Dame. The company hasRead MoreFinal Business Model and Strategic Plan5056 Words   |  21 PagesStrategic Plan Table of Contents Executive Summery†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 Strategy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Internal Controls†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 Vision, Mission, and Value Proposition†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 SWOTT Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 Balance Score Card†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦16 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.19 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.21 Executive Summery We continue to believe that URead MoreTeam Red, White, And Blue2069 Words   |  9 PagesTeam Red, White, and Blue is a nonprofit organization with a mission to help veterans reintegrate into the civilian world through social and physical activity with a group of like-minded individuals who enjoy suffering through sweat and physical challenges. 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Letter To My Children Free Essays

As I lay awake in bed with Carol by my side, sharing my insomnia, it occurred to me, totally out of the blue, that Neo had opened up for me a new world of understanding, which is to say that my conversation with him had led me to the realization that there was a way out of my conflicts here and now.   I was being selfish aforetime: it occurred to me.   Although I could not go to the Vatican all the way from America in order to express my new understanding of Christianity – rather than to pose questions that the authorities on religion there were not expected to appreciate – I could express myself before my children, as though nakedly. We will write a custom essay sample on Letter To My Children or any similar topic only for you Order Now But what would I teach them?   I certainly did not wish to confuse them by sharing my conflicts.   Neither did I desire for them to catch on my negative emotions surrounding the wonderful truths I was learning my entire life.   One such negative emotion was my slight fear of various authorities on religion because I could not get over my miserable misunderstandings with them.   I understood that the authorities on religion are meant to be peacemakers, and yet I could not see eye to eye with them on many issues of peace, which, in my awareness, is often a result of increased knowledge and new understanding of faith. These misunderstandings, I knew, were tormenting me alone, while they slept soundly night after night.   I recalled then the words of Jesus, virtually unaware at the time that Carol had started to sing in bed a song from the film, Evita: Blessed are the poor in spirit: for theirs is the kingdom of heaven. Blessed are they that mourn: for they shall be comforted. Blessed are the meek: for they shall inherit the earth.   Blessed are they that hunger and thirst after righteousness: for they shall be filled (Gospel  of Matthew, Chapter 5, Verses 3-6). Did I have to share myself with the various authorities on religion in order to find peace?   I did not believe so.   All the same, my torment was asking me to somehow stand in front of the whole wide world and declare myself to be a true seeker of truth.   Then, and only then, I thought, would I find peace.   However, it was impossible for me to stand on the stage before the entire Christian world and declare myself to be true.   As soon as I realized that my mind was straying away from my children, I said â€Å"Yes.†Ã‚   Carol asked me right away, â€Å"What?†   Ã¢â‚¬Å"Oh, nothing,† I said.   â€Å"I am enjoying your song!†Ã‚   Carol continued singing from that point on. I got back to my reflections through insomnia.   I thought that I knew that I could die very soon, and I did not have the kind of oneness Jesus experienced with God Almighty to know when.   I could express my understanding to my children – yes I could do that, I thought again – and my children in turn would develop their own understanding of religion based on my teachings and their own experiences in life. As I lay in bed reflecting on the new questions that had perhaps occurred to me through supernatural inspiration, it did not take me long to figure out what exactly I would be teaching my children and how.   I would write a letter to them, directing Carol to deliver it to them only  when they have all reached maturity at the same time.   I would not want one child wanting to know more than the others at any given time.   I would like them to grow in spirituality altogether.   I did not want them to have to go through the experience of single handedly dealing with the problems of realizing the truth as I did.   I did not want them to feel as alone in the world as I felt. But perhaps I would eventually leave the letter in Carol’s hand to decide when to give it to each of my kids, I thought.   I was â€Å"hungering and thirsting after righteousness.†Ã‚   I knew that expressing my understanding of the religion to my children would grant me a sense of completion from the Almighty – somehow.   I did not know how He worked on such completions. By the time I had reached this point in my train of thoughts, I realized that Carol had gone to sleep.   Her singing was over and done with; she was snoring, in fact.   I suddenly realized a sense of greater freedom in my thoughts.   Increased confidence was aroused to boot.   Although I knew that Jesus had said, â€Å"Blessed are they that have been persecuted for righteousness’ sake, for theirs is the kingdom of heaven† (Matthew, Chapter 5, Verse 10), I neither had the strength nor the courage to stand before the world and discuss my concept of religion.   I should have had the courage, I thought, but sadly, I did not.   I then realized that perhaps this kind of courage is unnecessary, given that Jesus had also said: â€Å"Agree with thine adversary quickly, lest haply the adversary deliver thee to the judge, and the judge deliver thee to the officer, and thou be cast into prison† (Matthew, Chapter 5, Verse 25). Was Jesus right there with me to teach me something of the essence?   How was it that verses from the Gospel of Matthew were appearing in my self without notice, and perhaps out of context?  I got out of bed then, with the awareness that I had the courage to teach my understanding of Christianity to my children, even if I could not teach the whole world.   Yet I did not want to express my entire self to my children.   I only believed that they had a right to know the basics that I was working with.   I believed in their right to question religious practices of the world.   I also trusted that they would eventually find the truth using the tools I would provide them with. I turned on the lamp on my desk.   Carol moved a little in bed, responding to the click of the lamp.   Fortunately, she did not get up to ask what I was up to.   I did not want to bother her at all, and so I sat down to write, as though in a whisper: â€Å"Dear children,  Ã‚  By this time you must be old enough to feel the need to know God.   You will be exposed to many practices in the Church†¦.†Ã‚  I gave up writing at this point, tore the page in half, and took a fresh sheet of paper to begin again. â€Å"Dear Children,  For I say unto you, that except your righteousness shall exceed the righteousness of the scribes and the Pharisees, ye shall in no wise enter into the kingdom of heaven. â€Å"’Ye have heard that it was said to them of old time, Thou shalt not kill; and whoever shall kill shall be in danger of the judgment: â€Å"’But I say unto you, that every one who is angry with his brother shall be in danger of the judgment; and whosoever shall say to his brother, Raca, shall be in danger of the council; and whoever shall say, Thou fool, shall be in danger of the hell of fire. â€Å"’If therefore thou art offering thy gift at the altar, and there rememberest that thy brother hath aught against thee, â€Å"’Leave there thy gift before the altar, and go thy way, first be reconciled to thy brother, and then come and offer thy gift’† (Matthew, Chapter 5, Verses 20-24). I comprehended what I was doing.   Comparing the Pharisees and the scribes to the majority of religious authorities in the world, I was directing my children to go to the scriptures whenever they require guidance from the divine authority.   I did not have another way of teaching them the truth.   I wanted to say that they must never go to any religious authorities except the scriptures in the process of seeking truth; and that they must be good to each other, no matter what. I had written the words of Jesus in my memory with great enthusiasm.   And I did not doubt that my children could – given the right direction – show equal respect to the word of righteousness.   Yet I doubted whether I should tell them everything about the Church as it existed in the world today. I gave a moment of attention to Carol at this point.   She was snoring, fast asleep, and looking lovely.   I thought with tenderness that her children were mine, and I had a right to teach them whatever I felt I must.   I did not have to mention the Church and the circumstances surrounding my role in it that very day.   It was not important, given that the circumstances surrounding the Church were expected by me to change, perhaps drastically, in the years of my offspring’s maturity. I went back to my letter.   Without explaining myself in it, besides the purpose of my letter, I felt that I had to write something else I remembered from the Gospel of Matthew:  Ã¢â‚¬Å"’At that season Jesus answered and said, I thank thee, O Father, Lord of heaven and earth, that thou didst hide these things from the wise and understanding, and didst reveal them unto babes: â€Å"’Yea, Father, for so it was well-pleasing in thy sight’ (Chapter 11, Verses 25-26). Confident in my writing, I continued:  Ã¢â‚¬Å"My dear children, after reading the above scriptures you must be thinking that perhaps I felt in my years in Church that these are some of the most perfect verses in the Gospels.   As a matter of fact, I did not think so.   And the only reason I am writing you today is that I want you to learn how to trust yourselves in seeking the truth.   The scriptures are the best guidance I can offer you now.   Hold on to them, learn from them, and do not mind questioning the practices of others  when you do not believe them to be correct.   This is, in my opinion, the best attitude to take into maturity.   Let us leave the rest in God’s hand.  Ã¢â‚¬Å"Your loving father on earth.† How to cite Letter To My Children, Essay examples

Marketing Strategy and Recommendation

Question: Discuss about theMarketing Strategy and Recommendation. Answer: Introduction This report is about the marketing analysis of the Open Family, which is Australia-based organization. From the findings of the assignment one, it is found that that Open Family is working in a special industry where it supports the young people who are homeless and at the risk. The issue of the homeless is has become concerning aspect for the Australia. In Australia, lack of the affordable and suitable home is a problem for the youth that wants to leave separate and facing the problem of the poverty (Open family, 2016). Along with this, from the finding of a previous assignment, it is also analysed that family breakdown and domestic violence are major causes of the homelessness in the age of 12 to 14 in Australia. It is also found that Open Family faces many kinds of issue in its operation which in involves political and legal issues. The mobile technology Mobile Youth Outreach is effective for the company to reach the needed persons who really have to need. Therefore the target market of the company is youths that want to improve their life step and want to start in new and better life (Yeshin, 2012). In the current market, the positioning of the Open Family is good compared to its competitor. It is because the company is providing good service and serious about its vision and mission. This report includes the marketing analysis of the Open Family. It also identifies integrated marketing communication strategies of the company to meet its objectives. It helps to identify the organizational strategy to enhance the brand image in the market. It also suggests about promotion tools and element that should be used by Open Family. It will help to generate the effective outcomes for the company operation and achieve the goals and objective of the firms (Belch, et. al., 2014). Relevant Aspects of the Integrate Marketing Communication/ Promotion Mix It is necessary for every business organization to promote their brand in the market to achieve the desired outcomes. The brand promotion is one of an effective way to increase sales in the relevant industry. It is also effective to increase the amount of the revenue and profitability of the company. That is why in the current business environment most of the organizations use integrated marketing communication strategy to achieve their predetermined target. The Integrated marketing communication means to combination use of all the activities that are used in the brand promotion of an organization. In this, the purpose of the organization is to minimize the cost and increase the effectiveness of the tools for increasing sales. The concept of integrating marketing communication is directly linked with the brand communication. The main objective behind the brand communication is to make their product more popular in the market. It is very effective way of the promoting organisational products and services in the market. The process of integrating marketing communication contains the target market that will be best for selling their products. In the very simple words, the concept of the integrate marketing is co-ordination of the all the organizational communication mix that are advertising, public relation, sales promotion, online marketing and personal selling (Schultz, et al., 2013). It is helpful to communicate organizational good and service in order to improve selling activities. In the context of the integrate marketing communication, there are different tools that should be used by the Open Family in order to the reach at the more and more needed youths. Open Family is also recommended that it should use these tool in order to achieve its goals. Advertising Advertising is one of the significant tools under integrating marketing communication which are effective to promote the organizational brand. It helps the firms to access to a wider audience in a shortest possible time period. There are also different tools to publish an advertisement in the market such as television, newspaper, internet and billboards. These tools and ways are effective to motivate the potential customer to buy the product. The advertisement is one of the effective ways that increases the sale of the organization as well as develops the brand awareness in the market (Thorson and Moore, 2013). The customers want to right news about a product so that they can select the best product from the available options. Open Family Australia can use the advertising by creating awareness among the youth by providing the benefits and features of the services. It is important for the customers to be aware as if they are not aware next time they would not make purchase decision for the type of product. The company can also build a brand preference for the customers over offerings of the customers. The company can also give advertising messages by reflecting on the information so that the customer may feel important whenever they choose the product. It can also use direct sales, which deal with the customers directly and sell the products. These are beneficial for the company in order to earn maximum profit and good reputation. It can also be recommended for the company that it should also increase awareness among the people aged 18 to 35 years by different ways of advertising. Sales Promotion Sales promotion is also a tool for integrating marketing communication that enables the firms to promote their brand in the market. Under the sales promotion, goods and services are promoted through discount coupons, membership coupons, attractive packages and incentive (Wang, 2013). Open Family Australia can use different promotional strategies such as Contests, Social media, Customer referral incentive program, branded promotional gifts, customer appreciation events, and after sale customer surveys. The sponsoring of contests can also be helpful to give attention to the product. Social media such as Face book and Google + is used by the company in order to promote products and services. Customer referral program can also be used to encourage the current customers in order to adopt new customers to the store. Branded promotional gifts can also be effective of sales promotion by handing out simple business cards (Mihart, 2012). The customer appreciation can also be used by Open Family Australia for the sales promotion. It can also provide door prizes and free refreshments for attracting the customers to their store. After sale customer survey can also be adopted by the Open Family Australia. The customers feedback can be obtained by contacting the customer through telephone, or by mail (Yeshin, 2012). It can also be recommended for the company to overcome their objective that it should choose the target market for the company so as to increase the sales. Direct Marketing Direct marketing is a tool for integrating marketing communication that allows the company to directly interact with customers. In the context of the direct marketing, an organization uses various ways that include email, text messages, brochures and promotional letters. This tool is helpful for retaining the existing customers (Hollensen, 2015). For direct marketing the company can use various mediums of marketing such as direct mail, telemarketing, E-mail and target market campaigns. Direct marketing can be carried out by mailing directly to the target market. It also includes catalogues, and brochures. Telemarketing can also be used as the other way of direct marketing. E-mail can also be used as the other way for direct marketing as it helps in generating the response of the customer rapidly. There are various recommendations that can be given for the company that is website review. It can be suggested for the company towards the objectives. The company should also launch innovative technology for helping the young people suffering from hardships (Thorson and Moore, 2013). The company should also recommend for the campaign which includes communication channels so as to determine the objectives. The company should take the feedback of the customers whoever purchases the products. Personal Selling Personal selling is also one of the significant tools of integrate marketing communication. It can be seen when the sales person of the company sells goods and services directly customers. The personal setting is also an effective way of getting fast feedback from the customers. Personal selling can be used by Open Family Australia by asking certain questions to the customers that, why the customer is interested in the product or service. The company can use address concerns for providing information of products or services. It can also be recommended to the company to overcome the objectives. The mission should be clarified in order to achieve the specific goal for the youth. It should also fulfill the objective of the company by reducing the risk issues of the youth through employment programs (Hollensen, 2015). Public Relation Activity Through the use of the public relation activities, an organization can promote their brand through press releases, news events and public appearances. It is an effective tool that presents the organization in the best light. It is a very believable tool of integrating marketing communication (De Mooij, 2013). Public relation activity can be used by the company in order to adopt various external media such as newspaper, television. It should also include relation with the media as by circulating messages through media channels. It should also help in promoting the business and managing the risks. Advertorials can also be used by the company for advertisements in the form of news papers. Brochures and catalogues is also the way that can be adopted by Open Family Australia for the public relation activity. Employee relations can also be helpful in building up the teamwork and productivity. It can be recommended to the open family Australia that it should improve the public relations wit h the customers. There are various strategic recommendations that can be given to the company so as to achieve goals such as by creating a content market plan, communication response plan, think and act like their customer (Hollensen, 2015). Conclusions with Implications for the Company From the discussion on the both assignments, it is summarized that Open family works for those youths that are homeless or going to be homeless. In Australia, there is a lack suitable housing facility for youths and the situation has become worse compared to last two decades. The open family provides mentoring, mobile youth outreach, community ownership, and wellbeing services. However, the organization faces problems due to the public sector that affects the profitability of the organization (Percy, 2014). It is also found that the position of the organization is good in the context of the current situation and target market. In order to enhance the sales of the organization integrate marketing communication strategy can be effective. In this, the open family can consider the different tools of the integrate marketing at the possible level. Advertising, sale promotion, direct marketing, personal selling and public relation are some significant tools of the integrate marketing by whi ch Open Family can enhance their awareness among the aged 18-35 in Melbourne of the issues confronting at-risk youth (Shimp and Andrews, 2012). Integrate marketing tools will also helpful for Open Family to increase the percentage of members of the target market who believe in organizations service. It will also enhance the number of volunteer application to work in their mobile outreach services. These both reports under the marketing fundamental are significant for the Open Family Australia. It recommends some strategies to the company so that it can increase marketing awareness in the Melbourne. In order to attract the volunteers, the organization should identify the needs of the youths and try to fulfil their needs. The success of the communication plan can be measured through identify the survey and identify a number of the visitors on the organizational site (Schultz, el. al., 2014). The success of the plan can also be measured through evaluating the number of persons that have improved their life with the help of open family. References Belch, G.E., Belch, M.A., Kerr, G.F. and Powell, I. (2014)Advertising: An integrated marketing communication perspective. USA: McGraw-Hill Education. Blakeman, R. (2014)Integrated marketing communication: creative strategy from idea to implementation. UK: Rowman Littlefield. De Mooij, M. (2013)Global marketing and advertising: Understanding cultural paradoxes. USA: Sage Publications. Hollensen, S. (2015) Marketing management: A relationship approach. UK: Pearson Education. Mihart, C. (2012) Impact of integrated marketing communication on consumer behaviour: Effects on consumer decision-making process.International Journal of Marketing Studies,4(2), p.121. Open family, (2016) Assertive Outreach, accessed on 1st December 2016 from https://www.openfamily.org.au/what-we-do.html Open family, (2016) Who We Are, accessed on 1st December 2016 from https://www.openfamily.org.au/who-we-are.html Percy, L. (2014)Strategic integrated marketing communications. UK: Routledge Schultz, D., Patti, C.H. and Kitchen, P.J. (2013)The evolution of integrated marketing communications: The customer-driven marketplace. UK: Routledge. Schultz, D.E., Kim, I. and Kang, K. (2014) Integrated marketing communication research.The handbook of international advertising research, pp.455-483. Shimp, T.A. and Andrews, J.C. (2012)Advertising promotion and other aspects of integrated marketing communications. USA: Cengage Learning. Thorson, E. and Moore, J. (2013)Integrated communication: Synergy of persuasive voices. UK: Psychology Press. Wang, P. (2013) Integrated Marketing Communication: Examining.Integrated Communication: Synergy of Persuasive Voices, p.153. Yeshin, T. (2012)Integrated marketing communications. UK: Routledge.