Presenting for Success Quotes

â€Å"Life’s like a movie, write your own ending Keep believing, keep pretending We’ve done just what we’ve set out to do Thanks to the lovers, the dreamers, and you. † – Kermit the frog â€Å"There are two types of people – those who come into a room and say, ‘Well, here I am! ’ and those who come in and say, ‘Ah, there you are. ’† – Frederick Collin â€Å"The greatest power ever bestowed upon mankind is the power of choice. Choose to persist without exception. Hold fast to your dreams and stay the course, even in the face of exhaustion, rejection, and uncertainty. † – Andy Andrews Twenty years from now you will be more disappointed by the things you didn't do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover. † -Mark Twain â€Å"People often say that motivation doesn't last. Well, n either does bathing.That's why we recommend it daily! † – Zig Ziglar â€Å"A positive attitude won’t help you do anything, but it will help you do everything better than negative thinking. † – Zig Ziglar â€Å"We are what we repeatedly do. Excellence, therefore, is not an act but a habit. – Aristotle â€Å"Knowing is not enough; we must apply. Willing is not enough; we must do. † – Johann Wolfgang von Goethe â€Å"You gain strength, courage and confidence by every experience in which you really stop to look fear in the face†¦ You must do the thing you think you cannot do. † – Eleanor Roosevelt Nothing in this world can take the place of persistence. Talent will not; nothing is more common than unsuccessful people with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Calvin Coolidge May we never let the things we can’t have, or don’t have, or shouldn’t have, spoil our enjoyment of the things we do have and can have. As we value our happiness, let us not forget it, for one of the greatest lessons in life is learning to be happy without the things we cannot or should not have. – Richard L. Evans Did you ever see an unhappy horse? Did you ever see bird that had the blues? One reason why birds and horses are not unhappy is because they are not trying to impress other birds and horses. – Dale CarnegieWhen one door of happiness closes, another opens; but often we look so long at the closed door that we do not see the one that has been opened for us. – Helen Keller There are three types of people in this world: those who make things happen, those who watch things happen and those who wonder what happened. We all have a choice. You can decide which type of person you want to be. I have always chosen to be in the first group. – Mary Kay Ash I think there is something, more important than believing: Action! The world is full of dreamers, there aren't enough who will move ahead and begin to take concrete steps to actualize their vision. W. Clement Stone What this power is I cannot say; all I know is that it exists and it becomes available only when a man is in that state of mind in which he knows exactly what he wants and is fully determined not to quit until he finds it. – Alexander Graham Bell A man can be as great as he wants to be. If you believe in yourself and have the courage, the determination, the dedication, the competitive drive and if you are willing to sacrifice the little things in life and pay the price for the things that are worthwhile, it can be done. – Vince Lombardi You've got o sing like you don't need the money, love like you'll never get hurt. You've got to dance like no one is watching. It's gotta come from the heart, if you want it to work. – Susannah Clark Don't say you don't have enough time. You have exac tly the same number of hours per day that were given to Helen Keller, Michaelangelo, Mother Teresa, Leonardo da Vinci, Thomas Jefferson, and Albert Einstein. – H. Jackson Brown If you want to get somewhere you have to know where you want to go and how to get there. Then never, never, never give up. – Norman Vincent PealeFor many people, an excuse is better than an achievement because an achievement, no matter how great, leaves you having to prove yourself again in the future but an excuse can last for life. – Eric Hoffer If I were asked to give what I consider the single most useful bit of advice for all humanity, it would be this: Expect trouble as an inevitable part of life, and when it comes, hold your head high. Look it squarely in the eye, and say, â€Å"I will be bigger than you. You cannot defeat me. – Ann Landers Crystallize your goals. Make a plan for achieving them and set yourself a deadline.Then, with supreme confidence, determination and dis regard for obstacles and other people's criticisms, carry out your plan. – Paul Meyer Goals help focus you on areas in both your personal and professional life that are important and meaningful, rather than being guided by what other people want you to be, do, or accomplish. – Catherine Pulsifer Success is waking up in the morning, whoever you are, wherever you are, however old or young, and bounding out of bed because there's something out there you love to do, that you believe in, that you're good at — something that's bigger than you are, and you can hardly wait to get at it again today. Whit Hobbs Somehow I can't believe that there are any heights that can't be scaled by someone who knows the secrets of making dreams come true. This special secret – curiosity, confidence, courage, and constancy, and the greatest of all is confidence. When you believe in a thing, believe in it all the way, implicitly and unquestionable. – Walt Disney I believe l ife is constantly testing us for our level of commitment, and life's greatest rewards are reserved for those who demonstrate a never-ending commitment to act until they achieve. This level of resolve can move mountains, but it must be constant and consistent. – Tony Robbins

Personalities behind the civil rights movement

The Civil Rights Movement was primarily due to discrimination and racism against the African-Americans. It aimed at granting full civil and political rights and equality to all the Americans, regardless of race. This article looks into the earlier phase (1896-1954) of the many movements which constitute the Civil Rights Movements. The Civil Rights Movement would be nothing without the contributions of brave men and women towards the achievement of equal rights. These personalities and leaders made it possible to end slavery, segregation and unfair treatment to the oppressed. Even some of these people were victims themselves who struggled for freedom and justice. These leaders include: Mary McLeod Bethune, John Brown, Linda Brown, Ruby Bridges, Frederick Douglass, Medgar Evers, Marcus Garvey, Jesse Jackson, John F. Kennedy, Martin Luther King, Jr., Abraham Lincoln, Rosa Parks, Homer Plessy, Dred Scott, Sojourner Truth, Nat Turner, Harrit Tubman and Malcolm X. Every one of these leaders has his/her own story to tell, own act of selflessness in order to see the better of the country. Bethune was an African American who became an advisor of the late Franklin D. Roosevelt and created an all black school so that black children can study to have good jobs later on and vote wisely; Brown helped in preventing Kansas from being a slave state and helped slaves in escaping from their captors; Linda Brown became famous for fighting the Board of Education of Topeka to help give all black children a good education; Bridges helped in ending segregation in her school. Douglass, once a slave, helped children to read and write and fought for freedom through the speeches he gave; Evers also fought for equality for the blacks in Mississippi; Garvey started the Back to America Movement, meant to help blacks me treated right; Jackson, one of the greatest Civil Rights leader, was the second black American to run for presidency, which he believed was a key to getting more political power for the blacks; and Lincoln played a big role by issuing the Emancipation Proclamation, which was a declaration of freedom for all slaves. These were just some of those who have great contributions during the Civil Rights Movement. Their primary goal, among others, was to see that every American has equal rights regardless of race or color. To do this, not just whites but blacks must be allowed to have education or to go to an all-whites school. This was important for the blacks because it is one ticket to a good job and future. Achieving this also shows equality in education between blacks and whites. The leaders also fought for the eradication of poverty among the blacks. During those times, their only purpose was being slaves to richer people in their own state. They have no right for freedom, for good jobs around the neighborhood, and for all the good things whites enjoy. The leaders have wanted economic independence for all. Another thing they saw worth fighting for was their right to vote. Many black persons were killed brutally just for encouraging blacks to vote. The whites see this as an insult to them because they think that the blacks have no business dealing with political activities. These leaders also wanted privileges be granted to blacks, especially when it comes to the places where blacks and whites are separated, such as the seating in the buses, bathrooms, housing and school. All these goals constitute social change. The leaders wanted to end the hardships that blacks shouldered everyday. They have also longed for freedom of speech. John F. Kennedy, Martin Luther King, Jr. and Rosa Parks can be considered great leaders during these times. Their contributions have made many changes in the way blacks were treated in different states. Kennedy was the only president to appoint blacks in different federal positions as a way to end racial discrimination. He issued the Civil Rights Act of 1964 to make way for equal treatments and rights. This act abolished the discrimination on buses. Whites and blacks alike can now sit wherever they want to. It abolished discrimination in housing. Before, blacks lived in the seedier parts of town. Only whites have the right to clean, better and richer areas. Kennedy’s Executive Order # 11063 ended this. The act also abolished discrimination in voting and education. King, on the other hand, also played an important role during the Civil Rights Movement. He believed in peaceful demonstrations and rallies, protests and marches to fight against Jim Crow Laws, which segregate blacks and whites. He wanted blacks to enjoy the same privileges as the whites such as voting. His leadership brought about changes and the Jim Crow was defeated. Blacks were able to enjoy the things that used to be denied them. Lastly, Parks became instrumental in sparking the Civil Rights Movement. She was arrested one night for refusing to give the seat to a white passenger in the bus. She was found guilty, and had to pay a fine. Although she lost the case, her arrest made way for the Montgomery Bus Boycott which lasted a year. Her lawyers then filed suit against the segregation, saying it was unconstitutional. This effort was not wasted when the U.S. Supreme Court agreed with Parks’ lawyers. The segregation on the buses was finally over. REFERENCE Payne, Charles M. (1995). I’ve Got the Light of Freedom: The Organizing Tradition and the Mississippi Freedom Struggle. Berkeley: University of California Press.

Understanding Inclusive Learning and Teaching in Lifelong Learning

Form 2Assessment front sheet and feedback record PTLLS Level 3/4 Unit No:| | Learner name:| | Enrolment number:| | Date issued:| | Date submitted:| | I confirm that the evidence for this unit is authentic and a true representation of my own work. Learner signature:| | Date:| | Feedback: Continue on a separate sheet if necessary, see overleaf Tutor/Assessor/Marker and IQA’s signatures (IQA if sampled) must appear on the following page. Learners do not complete this box| Feedback: Continued from previous page) | Marker/Tutor/Assessor name:| | Grade| | Date| | Resubmission date (if referred):| | Grade| | Date| | IQA’s name (if sampled)| | | Date| | Understanding inclusive learning and teaching in lifelong learning I have delivered a teaching session covering for a colleague on sick leave. It was the first time I had worked with the group within which there was an ESOL learner, a learner with dyslexia, a learner who receives learning support and a learner with disruptive te ndencies.I am writing a journal entry for my professional development file which is presented according to the stages of the teaching cycle (See: Figure 1A The teaching cycle, Wilson, 2008, p15). This text is an analysis of the learning and teaching strategies used with an evaluation of the effectiveness of your approaches to learning and teaching in meeting the needs of learners. Also, this text is an analysis of how I selected resources to meet the needs of learners with an explanation of how I created assessment opportunities that met the needs of learners.It has been a great challenge to deliver a unique teaching session to these learners for the first time. To ensure teaching to be effective, I have followed the teaching cycle mentioned earlier as follows: the Identify need stage; the Design stage; the Implement stage and the Evaluation stage. * The Identify need stage: Before the session day, I have gathered as much information as accessible, related to the all group of learne rs (i. e. umber of students, general behaviour of the group, etc. ), the programme’s progression (In this instance, based on an existing standardisation I have found out what had been taught previously and what I had had to teach. ). During the session, I started by introducing myself to the group with an explanation of the reasons why I was standing in front of them. This enabled the learners to acknowledge me as their teacher and get ready for the session.Then, I did a diagnostic assessment through an ice-breaker to ascertain the learners had prior knowledge of the subject to be taken, to identify their preferred learning styles, to let them to choose a colour (The colour was used as font for a power point presentation and prints on pastry paper to help the dyslexic learner. ) and to enable them introduce each other. I skipped the information, advice and guidance (IAG) procedures because the course is standardised and the group has attended few sessions with my colleague in the past. The Design stage This stage was important because â€Å"To fail to plan is to plan to fail† (Petty 2004: 422). I did not need to create a scheme of work because my colleague was expected to return back to teach the next sessions. I prepared a session plan to reflect how I would create an inclusive teaching session. I created hand-outs (In this instance, I used on side of coloured pastel paper to suit the dyslexic learner) and power-point presentation which promote all aspects of society, equality and diversity.I had a contingency plan in case anything has gone wrong. Having taken into account the fact that their learning needs, learning styles and learning goals were quite different, I planned for a differentiated delivery to address individual differences. I included small group work to suit kinaesthetic learners and weak learners (In this instance it is about the ESOL learner and the learner who receives learning support), discussion to suit auditory learners and simulation to suit visual learners. * The Implement stageAfter discussion with the learners, we agreed and established ground rules to promote good behaviour and respect for everyone in the group. Soon after the ice-breaker activity, I used another activity to negotiate with the learners, ground rules which banned disruptive tendencies expressively. Each rule of the ground rules was written by one learner on a single A4 paper visible during the session. Like the other learners of the group, the learner with disruptive tendencies felt included with the opportunity to take ownership, then, followed the rules.I avoided favouritism and positive discrimination. I ensured to comply with the Equality Act (2010) and to include all learners in the session. The ESOL learner was allocated extra time to complete tasks. The learner who receives learning support had the opportunity to work collectively with other learners of the group. To meet the needs of the dyslexic learner, the chosen colour of the group was used on hand-outs and as the power-point slides’ font.

Conflicts Are Important Worksheet Essay

In this assignment, you must write 300 to 450 words on conflict and conflict management. Record your answers in this worksheet. Part 1: The Five Conflict Types Describe each of the five conflict types using paragraph form. 1. Pseudo conflicts: Pseudo conflicts are imaginary conflicts that are a result of faulty assumptions and false dilemmas (Cheesebro, O’Conner, & Rios, 2010). Many times pseudo conflicts involve two parties with the same views on a subject arguing because they misunderstand or misperceive what the other person is trying to say. 2. Fact conflicts: Fact conflicts arise when two parties disagree about information that can be easily verified or the way it is verified (Cheesebro, O’Conner, & Rios, 2010). 3. Ego conflicts: Ego conflicts usually center on status or power and occur when one party feels as though their opinion or way of doing things is far superior than anyone else (Cheesebro, O’Conner, & Rios, 2010). 4. Value conflicts: Value conflicts usually occur in personal relationships, and arise when someone challenges another’s personal beliefs in which they hold near and dear (Cheesebro, O’Conner, & Rios, 2010). These conflicts can be very intense and long lasting. 5. Need conflicts: Need conflicts arise when the needs of one individual are put before the needs of another or when the needs of each individual are not specifically stated and understood by both parties (Cheesebro, O’Conner, & Rios, 2010). Part 2: The Five Conflict Management Styles Describe each of the five conflict management styles and explain the strengths and weaknesses of each. Use paragraph form. 1. Avoiders: Avoiders steer clear of conflict and simply avoid the issues because they view it as trivial, unimportant, or have no chance of winning the argument. Strengths of avoiding style is to prevent an immediate conflict and weakness is that the conflict will fester longer and remains superficial (Thomas & Kilmann, 2014). 2. Accommodators: Accommodators believe conflict is destructive and allow others to determine the outcome (Cheesebro, O’Conner, & Rios, 2010). The strength of using this style is when the issue is not as important to you as it is to the other party and the weakness is you can begin to feel taken advantage of (Thomas & Kilmann, 2014). 3. Forcers: Forcers believe winning is everything and employ persuasion with emotional appeals (Cheesebro, O’Conner, & Rios, 2010). This style is best used when your core values need to be defended and weakness is you receive less input and ideas from others (Thomas & Kilmann, 2014). 4. Compromisers: Compromisers believe that those involved in the conflict must be ready to give in a little to reach a solution (Cheesebro, O’Conner, & Rios, 2010). This style is best used to achieve temporary settlements to complex issues and weakness is no one really gets what they originally wanted (Thomas & Kilmann, 2014). 5. Collaborators: Collaborators believe with hard work, both parties can and will get their needs met (Cheesebro, O’Conner, & Rios, 2010). This style is best used to integrate both sets of concerns and weakness is can take longer to resolve the problem (Thomas & Kilmann, 2014). Part 3: Collaborative Communication List two methods of collaborative communication and describe how using them can help you avoid conflicts. Two methods of collaborative communication are social media/software and boards. Social software such as blogs, instant messaging and social networks like Facebook and Twitter, are a great way to allow large groups to receive the same message when they are in many different places (Greene, Crystal, 2014). The use of chalkboards have been replaced by digital or electronic whiteboards and have been used for decades as way to visually demonstrate and communicate ideas that lead to brainstorming and other group collaborations. References Cheesebro, T., O’Conner, L., & Rios, F. (2010). Chapter 7: Conflict Resolution. In Communicating in the Workplace. Pearson Education. Greene, Crystal. (2014). Collaborative Communication Tools. Retrieved from eHOW.com: http://www.ehow.com/list_6828701_collaborative-communication-tools.html Thomas, K., & Kilmann, R. (2014). Five Conflict Management Styles. Retrieved from http://www.ntc.edu/studentlifeblog/wp-content/uploads/Handout-Conflict-Management-Styles.pdf

Pros and Cons of Capitalism and Socialism Research Paper

Pros and Cons of Capitalism and Socialism - Research Paper Example Capitalism is the idea whereby the possession of capital i.e. the means of production are usually owned and determined by private individuals with little or almost no interception from the government. The entire world can be considered to be operating under the capitalist system. According to the Capitalist system a small proportion of the entire world’s population controls the resources of the world. This leads them to dictate their terms and accumulate and increase their respective wealth and fortune. Many commentators consider this to be a major flaw of Capitalism. Commentators are of the view that the working classes within the economy are negatively exploited as a result of this undue power. Exercising such undue power usually results in Monopolies within the economy and these monopolies lead to an increased benefit being gained by charging higher prices for different goods and services. Except this, there are other negative aspects of Capitalism which include discriminat ive distribution of wealth amongst the economy whereby some people are favored over others. Proponents supporting the Capitalism system consider the economic system to increase economic growth of a society (Hyman, 2010). Socialism on the other hand is a system that has increased government interception with respect to the use of capital/ resources and the income is distributed amongst the people as desired by the government. Advocates favoring socialism consider the system to be a proper distributor of wealth and income amongst the public/economy. People favoring Socialism are of the view that the system has always led to an equal allocation of responsibilities. The negative aspect of Socialism is the fact that the government intervention may lead to many different factors such as decreased growth, reduced flexibility and unclear price signals. These unclear price signals may not be good enough to perform economic calculations and predict the uncertain market trends. Socialism has a lways been pointed out for its budget-constrained attribute. This lack in budgets leads to reduced innovation and growth because of reduced incentive for the people (Hyman, 2010). Economies around the World have always been found to operate under the Socialist economic system. Those economies with a view that they are following the Capitalist economy are merely facing a delusion as there is not a single country in the current era that operates without government’s intervention. Karl Marx’s idea of socialism was to hand the power to the working class and by means of such power; the working class would be able to derive their respective pay scale. According to Karl Marx, the consciousness of the working class would only be altered by a change in their working conditions such as pay scales and for a successful implementation of a proper socialism system; the capitalist system should be over-thrown i.e. possession of resources should not be confined to a limited minority ( Hyman, 2010). Proponents around the world are of the view that the socialism view has not been properly implemented to gain proper advantages from it. On the contrary, the existing system has led to a chaos within the global economy resulting in different financial and economic issues around the globe. A documentary released by some Greek theorists suggests that the economic system wrongfully portrayed as a socialist system has led to the Greek Financial Crisis. The documentary is known as ‘

No topic Case Study Example | Topics and Well Written Essays - 250 words - 1

No topic - Case Study Example However, it is important to ensure proper management and assignment of duties to teams, otherwise, the teams will harbour more competition among members than creativity. Hence producing more frustration than facilitation spending more energy and time than it would take one person to complete the same task. Teams face a number of challenges during their time of operation. The most common problem among workers is poor communication, which can lead to project failure more so when it depends on proper communication among members of the team. Secondly, some teams may face unproductive conflicts where members of the team yell at one another and gossip hence breaking the working relationship among members. Identify common goal, develop open communication, and clarify roles and responsibility (Costa, Passos, & Bakker, 2014). Organisations should learn on how to avoid challenges or manage them as outlines in the article. One the companies should ensure that they identify a common goal of the team, develop open communication and clarify goals and responsibilities. The Coca-Cola Company sees its employees as the most valuable assets, the company’s organizes its members of staff into teams hence ensuring better performance. They are grouped into teams in their different areas of speciali sation. Torrente, P., Salanova, M., & Llorens, S. (2013). Spreading engagement: On the role of similarity in the positive contagion of team work engagement. Journal of Work and Organizational Psychology, 29,

Presentation Essay Example | Topics and Well Written Essays - 250 words

Presentation - Essay Example Several studies have also demonstrated that the development of vocabulary knowledge early in school influences reading comprehension skills later in life. Since the founding of the first school for deaf students in the U.S. in 1817, literacy has been a primary educational goal for the deaf. Many different communication approaches such as oral/auditory communication, total communication, and bilingual/bicultural communication have been used in the pursuit of this goal. Despite almost 200 years of attention, DHH students are still leaving school with language skills that are grossly underdeveloped and, in many cases, are not even achieving functional literacy. This study focuses on the research question of what serves effectively to improve deaf students’ acquisition of new reading vocabulary in the third grade. A questionnaire was designed to gather teachers’ views on the most effective approaches that enable students to achieve greater academic success in building vocabulary: oral/auditory communication, total communication, or bilingual/bicultural