C209 - 2527 Words

------------------------------------------------- Task 2: Theories of Leadership Assessment Code: C200 Student Name: Robert Merrifield Student ID: Date: 4/15/2016 Student Mentor Name: Carol Kamen-Kannel Table of Contents Reflection on Seven Habits Profile 3 Personal Leadership Strengths 4 Personal Leadership Weaknesses 5 Recommendation for Personal Leadership 6 S.M.A.R.T Goals 6 Specific Actions 7 References 8 Reflection on Seven Habits Profile – A After completing the Seven Habits profile, I reviewed my results from the completed profile form. The profile was pretty true to form in how I look at life whether it be, business, or life goals and my end vision for how I would like things to turn out. I scored rather highly in all†¦show more content†¦Its about developing the habit of listening carefully and really understanding the other person BEFORE giving your thoughts†. Stephen Covey (1989) My second lowest habit score was, â€Å"Think win-win†, which also makes since as this habit that focuses on finding solutions that benefit not just yourself, but makes a solution for you and others. In life we are taught a win or lose situation is always it, but as in capitalism, that also gets a bad rap, but is similar in this habit as it focus on not just taking your slice of the pie, but rather growing the pie for everyone, which is a win/win for all. In looking at my seven habits profile I would consider myself a Transactional Leader and would scribe to the Transactional Leadership theory. I thrive on structure in an organization and in my life. As a Manager and competitive runner who is always planning to a set plan or program, I thrive on structure and perform well when a program has a well defined â€Å"rewards-penalty system†, and with groups who know their jobs well. According to Pamela Spahr, â€Å"A transactional leader is someone who values order and structure. They are likely to command military operations, manage large corporations, or lead international projects that require rules and regulations to complete objectives on time or move people and supplies in an organized way. Transactional leaders are not a good fit forShow MoreRelatedBolingbrook High School Staff Directory 2014 20153189 Words   |  13 Pages3493 Room Email Address adlingtonma@vvsd.org B144 B101 D200 E124 agustssonvs@vvsd.org albanomm@vvsd.org Albrightda@vvsd.org allenjs@vvsd.org allenmr@vvsd.org D238 A204A Cafà © D311 C106 D311 B111 alonsom@vvsd.org C118 C100 C209 D201 A119C D237 G107 E126 C102 D311 B144 C209 G107 D222B Cafe E126 D238 D301 C122 E126 C122 B211 B246 D238 C122 Cafà © B201 E126 C208A C208A babiczpm@vvsd.org altenburgrp@vvsd.org antoniosc@vvsd.org araizac@vvsd.org armisteada@vvsd.org arochop@vvsd.org baincr@vvsd.org balichht@vvsdRead MoreFm11 Ch 11 Mini Case2240 Words   |  9 Pagesdiscuss the results. Here we use an Excel Data Table to find NPV different unit sales, holding other thing constant. For example, after inputting the values for WACC in cells B205:B209 and the formula =C105 for NPV in cell C204, select the range B204:C209. Then choose from the menu Data, Table, and enter D31 (which is the input for WACC) as the Column input. This produces the sensitivity analysis for WACC as shown below. We summarize the data tables, arranged by sensitivity, and graphed the most sensitiveRead MoreEssay about J.P. Morgan Chase4778 Words   |  20 PagesPreziosi, and Damon Swaner. J.P. Morgan Chase Co.: The Credit Card Segment of the Financial Service Industry. Strategic Management, an Integrated Approach. Hill, Charles W.L., and Gareth R. Jones. Boston, Ma: Houghton Mifflin, 2004. C209-210. Dologite, Dorothy G., Marc E. Gartenfeld, Steven Preziosi, and Damon Swaner. J.P. Morgan Chase Co.: The Credit Card Segment of the Financial Service Industry. Strategic Management, an Integrated Approach. Hill, Charles W.L., and

Alzheimer s Disease And Its Effects On The Human Brain

Introduction: According to the Alzheimer’s Foundation of America, Alzheimer’s disease is a disorder that results in memory loss, failed cognitive and language skills, and behavioral changes from progressive and degenerative damage on the brain’s neurons (Alzheimer’s Association of America, n.d.). The disease was first identified in the early nineteen hundreds by a German physician, Alois Alzheimer (Alzheimer’s Association, n.d.). Dr. Alzheimer’s began his research on the condition after a patient whom suffered from severe memory loss and psychological changes (Alzheimer’s Association, n.d.). The autopsy performed after the patient’s death led to the discovery of the disease (Alzheimer’s Association, n.d.). The causes, symptoms, and treatment methods for Alzheimer’s disease will be discussed in this paper. Causes: There has only been one way to confirm if a person suffering from dementia truly had Alzheimer’s disease, an autopsy after death. Alzheimer’s disease has been found to leave a distinct effect on the human brain. The disease has been found to cause significant brain shrinkage. Neurological plaques and tangles have been the distinct lasting effect from the disease. Large deposits of the protein beta-amyloid have been associated with the neurological plaques, and abnormal tangles that lead to a failed transport system have been found all those suffering from the disease (Alzheimer’s Association, n.d.). Various risk factors have been associated with Alzheimer’sShow MoreRelatedAlzheimer s Disease : The Mysterious Tragedy Essay1565 Words   |  7 PagesAbstract Alzheimer s Disease is a name that is not entirely uncommon. Alzheimer s is a disease that has only recently been classified as one, though it is not uncommon to mankind. Before Dr. Alzheimer officially diagnosed it has been present before under the premise of old age and dementia, as both disorders are a disruption of neural pathways related to memory and normal brain operation. Memory in this sense is not bound to the idea of experiences worth cherishing, but also incorporates loss ofRead MoreAlzheimer s Disease : The Most Common Form Of Dementia1427 Words   |  6 PagesDementia, known as one of the world s current pandemics, is estimated to be the fourth most common cause of death in the developed country, second only to cardiovascular, cerebrovascular diseases and cancer. With the aging population, dementia has gradually become a serious threat to the health of the elderly people in Australia. Alzheimer s disease is the most common form of dementia. Alzheimer s disease usually occurs in a primary degenerative encephalopathy in senile and pre senior periodRead MoreAlzheimer s Disease : A Normal Part Of Aging And That It Isn t Fatal1315 Words   |  6 Pages ii. Research shows that Alzheimer’s disease causes changes in the brain for decades prior to the first symptoms become visible, so even people who seem free of the disease today might be at risk. iii. Alzheimer s disease has no survivors. It s a disease that destroys your brain cells and causes it to malfunction, change memory, which results in unpredictable behaviors and loss of body functions. It gradually and agonizingly takes away a person s characteristics, ability to bond withRead MoreA Brief Note On The Alzheimer s Disease1709 Words   |  7 PagesCamryn Pillar Alzheimer s Disease Northview High School  There is a lot of sickness in the world today. The most significant and progressive illnesses are due to malfunction in the brain. One of the most common and deadly disease is Alzheimer s disease. It’s a progressive brain disorder that damages and destroys brain cells. This leads to many health problems that have very deadly impacts, and is irriversital. Sixty one percent of patients, at the age of seventy, are expected not to make itRead MoreAlzheimer s Disease : A Horrific Change1460 Words   |  6 Pages Alzheimer s disease which chronically leads to Senile Dementia, is a horrific change in homeostasis for human beings. The most obvious change in homeostasis from Alzheimer s is loss of memory. Memory loss can vary from short term to long term. Alzheimer s disease has been occurring in humans for a long time. This is a disease that affects different body systems, and interrupts homeostasis to a significant point. As Alzheimer s disease is further investigated, there are mo re discoveries withRead MoreSymptoms And Treatment Of Alzheimer s Disease1063 Words   |  5 Pagesto try and help the effects of Alzheimer’s disease, many of these treat the symptoms but not the cause. One specific medication, cholinesterase inhibitors is not fully understood but it is believed to help decrease the breakdown of acetylcholine, a neurotransmitter (About Alzheimer s Disease: Treatment, n.d.). Cholinesterase is both beneficial in it’s aid in treatment and not— this medicine over time causes neurons not to produce as much acetylcholine (About Alzheimer s Disease: Treatment, n.d.)Read MoreHow Does Someone Get Alzheimer s Disease?788 Words   |  4 PagesHow Does Someone Get Alzheimer s Disease? By Dick Harkes | Submitted On August 17, 2011 Recommend Article Article Comments Print Article Share this article on Facebook Share this article on Twitter Share this article on Google+ Share this article on Linkedin Share this article on StumbleUpon Share this article on Delicious Share this article on Digg Share this article on Reddit Share this article on Pinterest What is Alzheimer s Disease Through Alzheimer s Disease healthy neurons are destroyedRead MoreThe Most Common Risk Factor For Alzheimer Disease1537 Words   |  7 Pageshave done extensive research on the factors that may afflict alzheimer s disease. Risk factors on their own are not causes of a disease. Risk factors represent an increased chance, but not a certainty, that Alzheimer’s disease will develop. The most common risk factors are age,history and heredity but evidence suggests that there may other factors that can be influenced. Ageing is the most common risk factor for alzheimer disease. Most individuals that are diagnosed with this condition areRead MoreThe Effects Of Treadmill Running On Alzheimer Disease942 Words   |  4 Pagesthe cognitive decline due to Alzheimer Disease. The study reviewed in this paper by Jinkyung et. al set out to determine if exercise can prevent cognitive decline in the early and late stages of Alzheimer Disease. Benefits to using exercise as a non-pharmacological method of offsetting the effects of this disease include little to no side effects for the patient; low cost to patient and health care system; exercise may have a preventative factor to Alzheimer Disease, unlike pharmacological treatmentsRead MoreThe Disease Of Alzheimer s Disease1677 Words   |  7 Pagesone thing Alzheimer s cannot take away, and that is love. Love is not a memory - it s a feeling that resides in your heart and soul.† (Fade to Blank). The human brain is a remarkably complex organ that proc esses, stores, and recalls information. â€Å"Alzheimer s disease (AD) is a slowly progressive disease of the brain that is characterized by impairment of memory and eventually by disturbances in reasoning, planning, language, and perception. Many scientists believe that Alzheimer s disease results

Educational Narrative-Long Island University of Brooklyn Educators

Question: Write an essay on Educational Narrative? Answer: Introduction: This essay mainly focuses on the effect of class, gender and race on learning and teaching in urban framework of children and youth. This essay also provides the deepest and conceptual understanding of Knowledge, Enquiry, Empathy, Pluralism and Social Commitment. This essay reveals that the urban context is considered an important determinant of practice for learning and teaching of children and youth. The urban context represents the environmental and social situations that update the experiences of individual, communities and groups. As same as the previous times now also education in the formalized setting of school and classrooms is the process of individual teaching another individual about the surrounding world. In this context, every aspect of learners and the teachers personality is an important factor in the education process. So the issues of class, gender and race plays a role in the education is absorbed and imported. The dynamics of class, race and gender influence the lives of everyone, including access to education systems of children and youths. As in an urban context, notifying the educational research and discourse on inequality read as if racism affected to only those from minority communities and by color of people who cannot exist without the simultaneous advantaging and privileging by majority community and gender affected only women. Analytically, the issues of class, gender and race can be treated separately (Tallerico, Poole Burstyn, 1994). KEEPS Mission: KEEPS mission is the desired qualities of Long Island University of Brooklyn Educators. This mission values as; KNOWLEDGE and intellectual curiosity about schools, world and children, ENQUIRY or the concrete discipline of reflection, observation, and non-judgemental describtion of school work and children also detail inquiry of professional prsctice and teaching, EMPATHY that reclines on the capacity and uniqueness of human being to develope and also openness to the interests and needs of communities and urban learners, PLURALISM and concentration to inclusion and to diiferentiate in the community leaning of shool and the ample society, SOCIAL COMMITMENT and demonstrating professional responsibility, ethical behaviour and academic integrity to build democratic society. Impact: Race, gender and social class are the issues which relate to schooling have attention from urban educators and learners. As, these issues are mainly used to form major groups of people in the society mainly having members like people of color, poor and women. An interaction of gender and race can affect the students perception about the issues of racial integration. The socially assembled categories of class, race and gender establishes social identities that shape the experiences and culture of people and also locate society and individual within national, social and global social structures.Social inequality experienced and described along lines of class, gender and race helps to determine the need of literacy and learners experience and its impact on children and youth in urban context (McCarthy, 1996). These inequalities have a specific relevance to the urban landscape. Urban settings are affluent in diversity and are consist of populations that are a higher minority percentage and from a lower background of socioeconomic than the general population in the country. Social class is a persistent reality that explains the technique to approach the life. A teacher sets out to make students learn the skills of studies in giving class, but if classroom is an economically weak and the worksheets referred with spending of people on luxury goods, one can readily observe the disconnect between students and lessons. In this case, the worksheet may distract a student considerably from learning the intended skill for that day (Gillborn, 2015). Research and studies are finding that groups of minority who live in urban areas are, more importantly represented in the census numbers reflecting groups experiencing extreme poverty. In some senses, race is a more probably on the path to influence the education and also a more obvious marker in an urban context. Student from different regions can raise the issues about the tribe in a different context, while a teacher has to make every possible effort to teach the facts of history with impartiality, as it is known that personal prejudices are difficult to avoid and also to play a role of an objective observer. The United States has a colorful and an affluent history of races coming together (DeMartini Weis, 1989). While it is very tempting to teach a generation of future to move on the injustices of the past, which can be unfair to different races. Race, gender and social class have affected the education in many other ways also. As very rarely people from racial minority groups and a less income have history with lower education. So the children from such families are likely to have an opportunity for school education (Akom, 2007). So these can be disadvantageous when children with such background are placed in a class where other surrounding students have had exposure to the written word. These children may be slow learners though it means that they are getting a late start. The teachers have to be aware of crucial differences and make sure that these children do not consider themselves as poor and weak students. Conclusion: In the end it can be concluded that education should be ideally untouched by class, gender and race which is an unreal expectation of society. If the teacher has a meticulous plan of teaching, it may leave, a teacher with unprepared feeling to not acknowledge the role of class, gender and race. A little focus and an encouraging surrounding can help to go a long way in helping these disadvantaged children and youths to catch up and there is need of careful handling this with sensitivity and empathy. So, the creation of teachers is resourced which is able to cater the different levels and have an assessment of rubrics. As future urban educators, we should have the ability to be more responsive to the learners who are dealing with the conditions and situations which is influenced by evidence of distinction in society and racial differences. And might be oversimplifying theory and perpetuate biases by failing to integrate these issues. It is also clear that race, gender and class have a major influence on the chances of life of youths in urban context. References: Akom, A. (2007). Free spaces: excavating race, class, and gender among urban schools and communities.International Journal Of Qualitative Studies In Education,20(6), 611-616. DeMartini, J., Weis, L. (1989). Class, Race, and Gender in American Education.Contemporary Sociology,18(4), 623. Gillborn, D. (2015). Intersectionality, Critical Race Theory, and the Primacy of Racism: Race, Class, Gender, and Disability in Education.Qualitative Inquiry,21(3), 277-287. Malewski, E., Phillion, J. (2009). International field experiences: The impact of class, gender and race on the perceptions and experiences of preservice teachers.Teaching And Teacher Education,25(1), 52-60. McCarthy, C. (1996). Racial Inequality in Education: Race, Gender and Class.Education And Society,14(1), 3-23 Miranda, G. (2006). Unequal childhoods: Class, race, and family life.Children And Youth Services Review,28(1), 96-99. Morris, E. (2005). Tuck in that Shirt! Race, Class, Gender, and Discipline in an Urban School.Sociological Perspectives,48(1), 25-48. Tallerico, M., Poole, W., Burstyn, J. (1994). Exits from Urban Superintendencies: The Intersection of Politics, Race, and Gender.Urban Education,28(4), 439-454.

Joy Daycare Marketing Plan

Joy daycare advertising strategy and how it aligns with its marketing goals Advertising is an indispensable marketing tool especially for new businesses. Advertising enables a company to heighten products/services awareness among potential consumers (Fisk, Grove John, 2008). If effectively executed, advertising is capable of increasing sales and generating immense revenues.Advertising We will write a custom report sample on Joy Daycare Marketing Plan specifically for you for only $16.05 $11/page Learn More However, the tricky part is how to come up with effective strategies especially for small business like Joy daycare center. The main marketing goal for Joy daycare center is to increase its market share steadily with a targeted growth rate of 10% p.a. To achieve this objective, with we will engage the services of a website hosting provider to ensure that the business maintains on-line presence. This strategy was chosen because most parents are conduct ing their activities (shopping, classes) online, thus they are likely to be looking for child care services via the same medium. Secondly, flyers, brochures and business cards bearing Joy daycare logo will be designed and strategically distributed within the neighborhood. How the effectiveness of the advertising will be measured According to Fisk, Grove and John (2008), the effectiveness of advertising strategies should be measured based on the initial objectives for carrying out this campaign. Joy daycare advertising and promotional strategies were designed in order to inform customers about our services and by so doing increase sales. Moreover, promotional strategies strengthen brand image among existing customers. We will test awareness based on the number of enquiries we receive from potential customers seeking further information. Secondly, the brand image and sales objective will be measured based on the number of inquires we receive via the various communication mediums suppl ied in the adverts. Furthermore, we will also follow up to establish whether these inquires translates to sales. Promotional strategies that may be used in addition to advertising The center will design hats, t-shirts, mugs and bookmarks bearing Joy daycare logo and contact details, distribute them among existing parents, and give them extra ones to take to their friends. We will regularly conduct regular community clean-up activities and request parents to invite other families. A Christmas concert for children both members and non-members will be organized. Measuring customer satisfaction for Joy daycare services According to Hayes (2008), customer satisfaction is the key to businesses success. High level of customer satisfaction has been associated with increased customer loyalty which eventually increases a business market share and profitability. Furthermore, high level of customer satisfaction promotes word of mouth advertising, whereas low satisfaction will lead to service/ product switching (Hayes, 2008). On this note, a customer satisfaction measure thus becomes a critical tool in marketing since a marketer has to keep track on whether their product/service is meeting their customer expectations (Fisk, Grove John, 2008).Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More To begin with, the center will introduce a customer care desk that is going to facilitate customer care surveys. Secondly, two questionnaires will be designed. The first questionnaire is for new customers and they will be given to new parents on the first day. This questionnaire will contain simple questions where parents will be requested to list their expectations about child care services. The second questionnaire will be administered to continuing customers whereby they will be asked to state what they like or do not like about Joy daycare services. Questions in this second questionnaire will be designed to measure four levels of customer satisfaction; Satisfaction based on the quality of our training programs Satisfaction based on the flexibility of our working hours Satisfaction based on our staff friendliness Satisfaction and loyalty e.g. would you recommend Joy daycare to other parents? Why (not)? These answers will be quantified on a weekly basis, to ensure that we are packaging Joy daycare center attractively to our customers. How gaps in customer expectations and experiences will be addressed Customer satisfaction is an individual’s evaluation of a product/service based on preconceived expectations (Fisk, Grove John, 2008). Although we try to maintain high level of customer service, some instances of service failure might be inevitable due to circumstances beyond our control. On this note, the following strategies will be adopted to facilitate service recovery (Fisk, Grove John, 2008). Apparently, every parent within our target market has his/her o wn expectation about the kind of pre-school training programs they would wish their children to receive. Therefore, it is expected that some instances of dissatisfactions are likely to arise. To contain this likely customer satisfaction failure, it is upon Joy daycare customer care representative to make the parents understand why our chosen curriculum is better than the rest in the market. Joy daycare will operate a flexible schedule that is likely to be suitable across the entire target market. To address staff friendliness gap, we will ensure that our staff receive constant training in customer service. Most importantly, a customer service representative will always be present to deal will extreme cases of customer dissatisfaction. For instance, a child may get hurt within our premises and an irate parent engages our staff in unpleasant scene. In such a situation, the customer care representative will try to contain the parent, and as part of our responsibility to contain service failure, 50% of the medical bills will be catered for by Joy daycare center.Advertising We will write a custom report sample on Joy Daycare Marketing Plan specifically for you for only $16.05 $11/page Learn More References Fisk, R. P., Grove, S. J. John, J. (2008). Interactive services marketing. Boston: Cengage learning. Hayes, B. E. (2008). Measuring customer satisfaction and loyalty: survey design, use, and statistical analysis methods. Milwaukee, Wi: ASQ Quality Press. This report on Joy Daycare Marketing Plan was written and submitted by user Jillian Farmer to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. Joy Daycare Marketing Plan

The Greatest Scientific Fraud Essays - Water Fluoridation

The Greatest Scientific Fraud Essays - Water Fluoridation The Greatest Scientific Fraud Miriah Killam Writing 122 David Rothgery October 12, 2000 The Greatest Case of Scientific Fraud I have been told I have a beautiful smile, and I once thought it was true. It is big and quick, the kind that flashes across a whole face to reveal pearly whites. The sad truth is, I have become slower to show my Colgate smile as I have watched the most important part of a smile, my teeth, become less and less dazzling. For years I couldn't understand; I brushed twice a day, flossed once a week, stayed away from staining beverages, and I didn't smoke. My dentist attributed my brittle teeth to the fact that I have some Native American heritage, and they are known to have less resistance to sugar. As I was offered no other plausible, I accepted it and continued my good dental habits. Then, last year I was browsing through the archives of alternative press releases, and one headline in particular caught my attention. The article was titled, EPA Whistleblowers on Fluoride. It stuck in my mind because as a child, the same dentist who told me my teeth were naturally more prone to decay pre scribed a once a week brushing routine with straight fluoride in combination with my use of nightly fluoride toothpaste. He said that I needed to take extra precautions because I moved into an area where the water was not fluoridated. My Grandmother told me the dentist was ridiculous; she claimed I received the proper amount of fluoride from the foods I ate and the amount that occurred naturally in water. I dismissed my Grandmother as behind the times', and diligently applied the nasty paste. Yet, as I read though the article, I was confronted with information that contradicted everything I and every other child had been told from birth. The article claimed, Fluoridation is the greatest case of scientific fraud of this century, if not of all time, (Earth Island Journal, Winter 1998). I became determined to be more informed and started researching all aspects of fluoride. My findings were shocking. For more than sixty years the United States Government has been telling the American public that fluoride compounds (generally referred to as fluoride) are safe and beneficial chemicals that reduce cavities- especially in children. Municipalities add it to drinking water, manufactures add it to beverages and food, and our dentists recommend that we use only fluoride-fortified toothpaste. What has all this led to, you might ask. What it has led to is the over-consumption of what is now recognized as a highly toxic, corrosive pollutant. Now, in fact, those on dialysis and nursing mothers are not recommended to consume any water containing additional fluoride because of its toxicity. Declassified papers of the Manhattan Project-the ultra-secret US military program that produced the atomic bomb state that Fluoride was the key chemical in atomic bomb production. One of the most toxic chemicals known, fluoride emerged as the leading health hazard of the US atomic bomb program, both for workers and for nearby communities. Much of the original proof that fluoride was safe for humans in low doses was generated by A-bomb program scientists who had been secretly ordered to provide evidence useful in litigation, because you see, the first lawsuits against the American A-bomb program were not over radiation, but over fluoride damage. Paul Connett is a professor of chemistry at St. Lawrence University in New York State and an international authority on environmental toxins. I realize that, because the pro-fluoride lobby has successfully portrayed the anti-fluoridationists as a bunch of crackpots, people have been kept away from this issue. And in fact, once I looked into the literature I was, quite frankly, appalled by the poor science underpinning fluoridation. I have grave concerns about the wisdom of putting this toxic substance into our drinking water. In the US, at the same time that the first fluoridation scheme was being introduced, scientists were admitting (in documents hitherto secret, but now disclosed under the Freedom of Information Act) that they had no idea what the effects of low-level exposure would be. The first such scheme was introduced in Grand Rapids, Michigan in 1945 as a long-term pilot study. Over a 15-year

Thurgood Marshall, First Black Supreme Court Justice

Thurgood Marshall, First Black Supreme Court Justice Thurgood Marshall (July 2, 1908–January 24, 1993), the great-grandson of slaves, was the first African-American justice appointed to the United States Supreme Court, where he served from 1967 to 1991. Earlier in his career, Marshall was a pioneering civil rights attorney who successfully argued the landmark case Brown v. Board of Education, a major step in the fight to desegregate American schools. The 1954 Brown decision is considered one of the most significant civil rights victories of the 20th century. Fast Facts: Thurgood Marshall Known For: First African-American Supreme Court justice, landmark civil rights lawyerAlso Known As: Thoroughgood Marshall, Great DissenterBorn: July 2, 1908 in Baltimore, MarylandParents: William Canfield Marshall, Norma AricaDied: January 24, 1993 in Bethesda, MarylandEducation: Lincoln University, Pennsylvania  (BA), Howard University  (LLB)Published Works: Thurgood Marshall: His Speeches, Writings, Arguments, Opinions, and Reminiscences (The Library of Black America series) (2001)Awards and Honors: The Thurgood Marshall Award, established in 1992 by the American Bar Association, is presented annually to a recipient to recognize long-term contributions by members of the legal profession to the advancement of civil rights, civil liberties, and human rights in the United States, the ABA says. Marshall received the inaugural award in 1992.Spouse(s): Cecilia Suyat Marshall  (m. 1955–1993),  Vivian Burey Marshall (m. 1929–1955)Children: John W. Marshall,  Thurgoo d Marshall, Jr.Notable Quote: It is interesting to me that the very people...that would object to sending their white children to school with Negroes are eating food that has been prepared, served, and almost put in their mouths by the mothers of those children. Childhood Marshall (named Thoroughgood at birth) was born in Baltimore on Jan. 24, 1908, the second son of Norma and William Marshall. Norma was an elementary school teacher and William worked as a railroad porter. When Thurgood was 2 years old, the family moved to Harlem in New York City, where Norma earned an advanced teaching degree at Columbia University. The Marshalls returned to Baltimore in 1913 when Thurgood was 5. Thurgood and his brother Aubrey attended an elementary school for blacks only and their mother taught in one as well. William Marshall, who had never graduated from high school, worked as a waiter in a whites-only country club. By second grade, Marshall, weary of being teased about his unusual name and equally weary of writing it out, shortened it to â€Å"Thurgood.† In high school, Marshall earned decent grades but had a tendency to stir up trouble in the classroom. As punishment for some of his misdeeds, he was ordered to memorize portions of the U.S. Constitution. By the time he left high school, Marshall knew the entire document. Marshall always knew that he wanted to go to college but realized his parents couldnt afford to pay his tuition. Thus, he began saving money while he was in high school, working as a delivery boy and a waiter. In September 1925, Marshall entered Lincoln University, an African-American college in Philadelphia. He intended to study dentistry. College Years Marshall embraced college life. He became the star of the debate club and joined a fraternity; he was also very popular with young women. Yet Marshall found himself ever aware of the need to earn money. He worked two jobs and supplemented that income with his earnings from winning card games on campus. Armed with the defiant attitude that had gotten him into trouble in high school, Marshall was suspended twice for fraternity pranks. But Marshall was also capable of more serious endeavors, as when he helped to integrate a local movie theater. When Marshall and his friends attended a movie in downtown Philadelphia, they were ordered to sit in the balcony (the only place that blacks were allowed). The young men refused and sat in the main seating area. Despite being insulted by white patrons, they remained in their seats and watched the movie. From then on, they sat wherever they liked at the theater. By his second year at Lincoln, Marshall had decided he didnt want to become a dentist, planning instead to use his oratory gifts as a practicing attorney. (Marshall, who was 6-foot-2, later joked that his hands were probably too big for him to have become a dentist.) Marriage and Law School In his junior year, Marshall met Vivian Buster Burey, a student at the University of Pennsylvania. They fell in love and, despite Marshalls mothers objections- she felt they were too young and too poor- married in 1929 at the beginning of Marshalls senior year. After graduating from Lincoln in 1930, Marshall enrolled at Howard University Law School, a historically black college in Washington, D.C., where his brother Aubrey was attending medical school. Marshalls first choice had been the University of Maryland Law School, but he was refused admission because of his race. Norma Marshall pawned her wedding and engagement rings to help her younger son pay his tuition. Marshall and his wife lived with his parents in Baltimore to save money. Marshall commuted by train to Washington every day and worked three part-time jobs to make ends meet. Marshalls hard work paid off. He rose to the top of the class in his first year and won the plum job of an assistant in the law school library. There, he worked closely with the man who became his mentor, law school dean Charles Hamilton Houston. Houston, who resented the discrimination he had suffered as a soldier during World War I, had made it his mission to educate a new generation of African-American lawyers. He envisioned a group of attorneys who would use their law degrees to fight racial discrimination. Houston was convinced that the basis for that fight would be the U.S. Constitution itself. He made a profound impression upon Marshall. While working in the Howard law library, Marshall came into contact with several lawyers and activists from the NAACP. He joined the organization and became an active member. Marshall graduated first in his class in 1933 and passed the bar exam later that year. Working for the NAACP Marshall opened his own law practice in Baltimore in 1933 at the age of 25. He had few clients at first, and most of those cases involved minor charges, such as traffic tickets and petty thefts. It did not help that Marshall opened his practice in the midst of the Great Depression. Marshall became increasingly active in the local NAACP, recruiting new members for its Baltimore branch. Because he was well-educated, light-skinned, and dressed well, however, he sometimes found it difficult to find common ground with some African-Americans. Some felt Marshall had an appearance closer to that of a white man than to one of their own race. But Marshalls down-to-earth personality and easy communication style helped to win over many new members. Soon, Marshall began taking cases for the NAACP and was hired as part-time legal counsel in 1935. As his reputation grew, Marshall became known not only for his skill as a lawyer but also for his bawdy sense of humor and love of storytelling. In the late 1930s, Marshall represented African-American teachers in Maryland who were receiving only half the pay that white teachers earned. Marshall won equal-pay agreements in nine Maryland school boards and in 1939, convincing a federal court to declare unequal salaries for public school teachers unconstitutional. Marshall also had the satisfaction of working on a case, ​Murray v. Pearson, in which he helped a black man gain admission to the University of Maryland Law School in 1935. That same school had rejected Marshall only five years earlier. NAACP Chief Counsel In 1938, Marshall was named chief counsel to the NAACP in New York. Thrilled about having a steady income, he and Buster moved to Harlem, where Marshall had first gone with his parents as a young child. Marshall, whose new job required extensive travel and an immense workload, typically worked on discrimination cases in areas such as housing, labor, and travel accommodations. Marshall, in 1940, won the first of his Supreme Court victories in Chambers v. Florida, in which the Court overturned the convictions of four black men who had been beaten and coerced into confessing to a murder. For another case, Marshall was sent to Dallas to represent a black man who had been summoned for jury duty and who had been dismissed when court officers realized he was not white. Marshall met with Texas governor James Allred, whom he successfully persuaded that African-Americans had a right to serve on a jury. The governor went a step further, promising to provide Texas Rangers to protect those blacks who served on juries. Yet not every situation was so easily managed. Marshall had to take special precautions whenever he traveled, especially when working on controversial cases. He was protected by NAACP bodyguards and had to find safe housing- usually in private homes- wherever he went. Despite these security measures, Marshall often feared for his safety because of numerous threats. He was forced to use evasive tactics, such as wearing disguises and switching to different cars during trips. On one occasion, Marshall was taken into custody by a group of policemen while in a small Tennessee town working on a case. He was forced from his car and driven to an isolated area near a river, where an angry mob of white men awaited. Marshalls companion, another black attorney, followed the police car and refused to leave until Marshall was released. The police, perhaps because the witness was a prominent Nashville attorney, drove Marshall back to town. Separate but Not Equal Marshall continued to make significant gains in the battle for racial equality in the areas of both voting rights and education. He argued a case before the U.S. Supreme Court in 1944 (Smith v. Allwright), claiming that Texas Democratic Party rules unfairly denied blacks the right to vote in primaries. The Court agreed, ruling that all citizens, regardless of race, had the constitutional right to vote in primaries. In 1945, the NAACP made a momentous change in its strategy. Instead of working to enforce the separate but equal provision of the 1896 Plessy v. Ferguson decision, the NAACP strove to achieve equality in a different way. Since the notion of separate but equal facilities had never truly been accomplished in the past (public services for blacks were uniformly inferior to those for whites), the only solution would be to make all public facilities and services open to all races. Two important cases tried by Marshall between 1948 and 1950 contributed greatly to the eventual overturning of Plessy v. Ferguson. In each case (Sweatt v. Painter and McLaurin v. Oklahoma State Regents), the universities involved (the University of Texas and University of Oklahoma) failed to provide for black students an education equal to that provided for white students. Marshall successfully argued before the U.S. Supreme Court that the universities did not provide equal facilities for either student. The Court ordered both schools to admit black students into their mainstream programs. Overall, between 1940 and 1961, Marshall won 29 of the 32 cases he argued before the U.S. Supreme Court. Brown v. Board of Education In 1951, a court decision in Topeka, Kansas became the stimulus for Thurgood Marshalls most significant case. Oliver Brown of Topeka had sued that citys Board of Education, claiming that his daughter was forced to travel a long distance from her home just to attend a segregated school. Brown wanted his daughter to attend the school nearest their home- a school designated for whites only. The U.S. District Court of Kansas disagreed, asserting that the African-American school offered an education equal in quality to the white schools of Topeka. Marshall headed the appeal of the Brown case, which he combined with four other similar cases and filed as Brown v. Board of Education. The case came before the U.S. Supreme Court in December 1952. Marshall made it clear in his opening statements to the Supreme Court that what he sought was not merely a resolution for the five individual cases; his goal was to end racial segregation in schools. He argued that segregation caused blacks to feel innately inferior. The opposing lawyer argued that integration would harm white children. The debate went on for three days. The Court adjourned on Dec. 11, 1952, and did not convene on Brown again until June 1953. But the justices did not render a decision; instead, they requested that the attorneys supply more information. Their main question: Did the attorneys believe that the 14th Amendment, which addresses citizenship rights, prohibited segregation in schools? Marshall and his team went to work to prove that it did. After hearing the case again in December 1953, the Court did not come to a decision until May 17, 1954. Chief Justice Earl Warren announced that the Court had come to the unanimous decision that segregation in the public schools violated the equal protection clause of the 14th Amendment. Marshall was ecstatic; he always believed he would win, but was surprised that there were no dissenting votes. The Brown decision did not result in overnight desegregation of southern schools. While some school boards did begin making plans for desegregating schools, few southern school districts were in a hurry to adopt the new standards. Loss and Remarriage In November 1954, Marshall received devastating news about Buster. His 44-year-old wife had been ill for months but had been misdiagnosed as having the flu or pleurisy. In fact, she had incurable cancer. However, when she found out, she inexplicably kept her diagnosis a secret from her husband. When Marshall learned how ill Buster was, he set all work aside and took care of his wife for nine weeks before she died in February 1955. The couple had been married for 25 years. Because Buster had suffered several miscarriages, they had never had the family they so desired. Marshall mourned but did not remain single for long. In December 1955, Marshall married Cecilia Cissy Suyat, a secretary at the NAACP. He was 47, and his new wife was 19 years his junior. They went on to have two sons, Thurgood, Jr. and John. Work for the Federal Government In September 1961, Marshall was rewarded for his years of legal work when President John F. Kennedy appointed him a judge on the U.S. Circuit Court of Appeals. Although he hated to leave the NAACP, Marshall accepted the nomination. It took nearly a year for him to be approved by the Senate, many of whose members still resented his involvement in school desegregation. In 1965, President Lyndon Johnson named Marshall to the post of solicitor general of the United States. In this role, Marshall was responsible for representing the government when it was being sued by a corporation or an individual. In his two years as solicitor general, Marshall won 14 of the 19 cases he argued. Supreme Court Justice On June 13, 1967, President Johnson announced Thurgood Marshall as the nominee for Supreme Court Justice to fill the vacancy created by Justice Tom C. Clarks departure. Some southern senators- notably Strom Thurmond- fought Marshalls confirmation, but Marshall was confirmed and then sworn in on Oct. 2, 1967. At the age of 59, Marshall became the first African-American to serve on the U.S. Supreme Court. Marshall took a liberal stance in most of the Courts rulings. He consistently voted against any form of censorship and was strongly opposed to the death penalty. In the 1973 Roe v. Wade case, Marshall voted with the majority to uphold a womans right to choose to have an abortion. Marshall was also in favor of affirmative action. As more conservative justices were appointed to the Court during the Republican administrations of presidents Ronald Reagan, Richard Nixon, and Gerald Ford, Marshall found himself increasingly in the minority, often as the lone voice of dissent. He became known as The Great Dissenter. In 1980, the University of Maryland honored Marshall by naming its new law library after him. Still bitter about how the university had rejected him 50 years earlier, Marshall refused to attend the dedication. Retirement and Death Marshall resisted the idea of retirement, but by the early 1990s, his health was failing and he had problems with both his hearing and vision. On June 27, 1991, Marshall submitted his letter of resignation to President George H. W. Bush. Marshall was replaced by Justice Clarence Thomas. Marshall died of heart failure on Jan. 24, 1993, at age 84; he was buried at Arlington National Cemetery. Marshall was posthumously awarded the Presidential Medal of Freedom by President Bill Clinton in November 1993. Sources Cassie, Ron. â€Å"The Legacy of Thurgood Marshall.†Ã‚  Baltimore Magazine, 25 Jan. 2019.Crowther, Linnea. â€Å"Thurgood Marshall: 20 Facts.†Ã‚  Legacy.com, 31 Jan. 2017.â€Å"Past Recipients Keynote Speakers.†Ã‚  American Bar Association.â€Å"Thurgood Marshalls Unique Supreme Court Legacy.†Ã‚  National Constitution Center – Constitutioncenter.org.

Existence of God Essay Example | Topics and Well Written Essays - 1000 words

Existence of God - Essay Example I feel that this argument is the strongest because it is the one that is seen most often, especially in a religious setting. It is something that is entirely based off of faith; it is the one argument does not require evidence for a person to believe that such a thing as God does exist, which, in my opinion, makes it one of the strongest arguments. Many people believe that God is not something that should be, but needs to be. They can find no other evidence to support the creation of the universe, of humans, or of anything else that is upon this Earth. They are unable to explain what they believe to be miracles, nor do they fully understand why some things happen and others do not. Yet, while they can find no solid, concrete evidence for the existence of God, they still believe that, based on intuition and reason, God does, in fact, exist, and he is the being behind the aforementioned events. One of the reasons that I feel that this is the strongest argument is because there are so many people out there that are ready to stand up for this belief, regardless of the fact that they have nothing solid to prove for it. This act is known as faith; in this case, I believe that faith can replace the lack of evidence, even if faith is not something that can be seen or felt, though it is capable of being witnessed by others when someone believes strong enough. I am one of those people that believe the only evidence needed to prove the existence of God is the intuitive feeling of a person; if someone did not believe that something or someone existed, like God, then they would not feel it and they would leave that argument and position alone. However, if they feel so strongly about something that can yield no proof, then I think that that is all the proof that is needed. That is what faith is - acting on something because you believe it, because you feel that there is no other way or no other explanations for some