Foreign minister Essay Example for Free

Foreign minister Essay According to a former French foreign minister, America’s power lies in its ability to â€Å"inspire dreams and desires† due to its eternal presence in media all around the world. In an interconnected world, there is no doubt that the America more than country has acquired status of an empire, turning the world towards American ways. Some reason American military might and others consider its media the real power, however it’s the American businesses, which have changed the world enormously in the last 100 years. American companies today are doing not just business, but they have made America a world economic power. A slight depreciation in dollar or energy in US, the whole world can feel pinch of the impact. In a global economy, American companies are reaching out to the consumers and exploiting markets, be it China or Latin America or Japan or African countries, they are the force to reckon with. As they arrive in the region, they bring in capital, technology, knowledge and jobs for the local residents. And in addition buy from the local firms contributing to the social activities of the regions. Today America owes the world well- known products and brands, dominating the business models around the globe. Out of 100 famous brands, 62 are American, which is about 62 percent of the well-known brand. American companies contribute to the one third of the world economic output, companies like Coca-Cola, Macdonalds, Apple, IBM, and Microsoft has not only created wealth and jobs at home, but they have also created countless jobs overseas increasing American Influence. American companies deliver their products by basically in two ways: exports and over seas investment. These practices are popular ways of US companies to have their presence in the global business making them connected to many world economies. American firms compete more through foreign direct investment and establish by being on the ground. In simple words, the American firms global engagement is more through manufacturing and selling, such as General Motors manufacturing in Germany, Intel integrating in Ireland, Wal-Mart manufacturing in Jordan, Eastman Kodak competing Fuji in China and capturing sales in Latin America. It is no surprise that during the economic crisis of Mexico in 1995 and Asian crisis in 1997, US companies had the impact, yet not as much as it was anticipated. Even during the crisis American (FDI) was relatively stable due to several inherent superior measures taken by these companies. The US companies are the leading exporters in the world. American companies accounted for the fifty percent of the semiconductor manufacturing in 2005. According to WTO report, the US exports and commercial activities, such as semi-conductors, computers, vehicle spare parts, and pharmaceutical products reached US$1. 01 trillion in 2003. From 1994 to 2003, US FDI (foreign direct investment) reached US$1. 3 trillion, bringing new technologies and managerial skills to developing countries. In fact the US companies are engine of global growth, without them, the world economy can become stagnant.

Dr. Martin Luther King, Jr. :: essays research papers fc

Dr. Martin Luther King, Jr. “I have a dream that one day this nation will rise up and live out the true meaning of its creed: ‘We hold these truths to be self-evident, that all men are created equal’...I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.';   Ã‚  Ã‚  Ã‚  Ã‚  Not only did Dr. Martin Luther King Jr. have a dream, he had a vested interest in acquiring equality in the black community. His nonviolent approach to obtain equality for African Americans had an immense effect on society as a whole. King believed that in order to make a change you have to start where you are, use what you know, and do what you can to make a difference.   Ã‚  Ã‚  Ã‚  Ã‚  I support King’s approach to gain equality. King demonstrated to America that though nonviolence might not be the approach we always want to take, because it will sometimes destroy our egos. Through his faith in god it helped him to motivate us so that we could be the better race. It took more than whips, hoses, sticks, and segregation to keep Black America down. The government kicked them off the high horse to the ground, and as a Black Nation we jumped back on the saddle and rode on to victory.   Ã‚  Ã‚  Ã‚  Ã‚  Dr. King started with the Civil Rights Movement, and from there he kept on going. This movement started with a phone call about Rosa Parks being arrested for not surrendering her seat to a white bus rider. King and other leaders felt that a protest of some kind was needed. A meeting in the community was called, they agreed that the only way to fight back would be to boycott the bus company. The people in the locale agreed to participate and that started the Montgomery Bus Boycott. As they continued to withhold patronage the white community fought back with terrorism and harassment. The community complained and King told them, “We must learn to meet hate with love.'; Although King’s views were continuously challenged by blacks who had lost faith in nonviolence, his belief in the power of nonviolence protest remained strong. The boycott lasted for 381 days. It eventually took the United States Supreme Court to end the boycott. On November 13,1956 the court declared that Alabama’s state and local laws requiring segregation on buses were illegal. King believed that the boycott proved that “There is a new Negro in the south with a sense of dignity and destiny. Dr. Martin Luther King, Jr. :: essays research papers fc Dr. Martin Luther King, Jr. “I have a dream that one day this nation will rise up and live out the true meaning of its creed: ‘We hold these truths to be self-evident, that all men are created equal’...I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.';   Ã‚  Ã‚  Ã‚  Ã‚  Not only did Dr. Martin Luther King Jr. have a dream, he had a vested interest in acquiring equality in the black community. His nonviolent approach to obtain equality for African Americans had an immense effect on society as a whole. King believed that in order to make a change you have to start where you are, use what you know, and do what you can to make a difference.   Ã‚  Ã‚  Ã‚  Ã‚  I support King’s approach to gain equality. King demonstrated to America that though nonviolence might not be the approach we always want to take, because it will sometimes destroy our egos. Through his faith in god it helped him to motivate us so that we could be the better race. It took more than whips, hoses, sticks, and segregation to keep Black America down. The government kicked them off the high horse to the ground, and as a Black Nation we jumped back on the saddle and rode on to victory.   Ã‚  Ã‚  Ã‚  Ã‚  Dr. King started with the Civil Rights Movement, and from there he kept on going. This movement started with a phone call about Rosa Parks being arrested for not surrendering her seat to a white bus rider. King and other leaders felt that a protest of some kind was needed. A meeting in the community was called, they agreed that the only way to fight back would be to boycott the bus company. The people in the locale agreed to participate and that started the Montgomery Bus Boycott. As they continued to withhold patronage the white community fought back with terrorism and harassment. The community complained and King told them, “We must learn to meet hate with love.'; Although King’s views were continuously challenged by blacks who had lost faith in nonviolence, his belief in the power of nonviolence protest remained strong. The boycott lasted for 381 days. It eventually took the United States Supreme Court to end the boycott. On November 13,1956 the court declared that Alabama’s state and local laws requiring segregation on buses were illegal. King believed that the boycott proved that “There is a new Negro in the south with a sense of dignity and destiny.

Planning a Scheme of Work

Planning Scheme of Work – Literacy Level 2 The produced scheme of work is aimed at 16 to 18 year old learners who are enrolled on the â€Å"Entry to Employment† (â€Å"E2E†) programme. The programme is intended for unemployed young adults to assist them in improving their prospects of employment with training or of entering higher education. The programme is designed to include personal and social skills, vocational skills and Basic and Key Skills. In this context, much learning is intended to embed Basic and Key Skills into other areas of learning and vice-versa Session ContentSessions are based on the Skills for Life Teacher Resource Pack issued by the DfES, which is produced to support National Standards for Adult Literacy. These resources are designed to be based on real life situations, aimed at adults and to cover the Adult Literacy Core Curriculum. Six modules have been used, one at level one and five at level two. I have divided each module over two sessi ons each lasting for two hours of classroom time. Opportunities to complete tasks beyond the scope of the session are available as all learners have free study periods, which are supported by tutors.Extension activities using spelling and grammar exercises have been included and would also be completed in free study time. I have decided on the sequence of topics based on Reece & Walker (2003, p239) suggesting that easiest topics could be tackled first, so starting the programme with level 1 activities. I have also taken sessions directly relevant to E2E learners, i. e. job search, and used these for the first few sessions as I have observed this type of learner questioning the relevance of various activities they are asked to undertake on the wider E2E programme.Teaching and Learning Methods Sessions are started with a directed section, explaining objectives to the learners, using visual aids (interactive whiteboard and data projector) and or audio clips to demonstrate the learning point of the session and stimulate interest in the topic. This part of the session lasts about 10 to 15 minutes and is followed by an opportunity for learners to work on their own, in small groups or more usually in pairs, using printed or on-line resources, for around 40 to 50 minutes. During this time learners are supported by the tutor.After this a break is taken and the above process is repeated after break, focusing on the next part of the session, again starting with visual aids, usually in the form of a data projector. The final 10 minutes are used to re-iterate points made and check understanding through questioning. The scheme of work relies on the use of visual and audio stimuli in conjunction with individual learning as many learners on the E2E programme have had poor experiences of conventional classroom technique. A. T. Graham (1999, P. 26) Says:It is interesting to note the following figures for what we remember (learn? ) from our various senses: Sight 75% Hearing 13% Feeling 6% Smell 3% Taste 3% Feedback from learners of these methods is almost unanimously positive, especially towards the use of technology and visual aids. Assessment Methods At the end of each session, learners are encouraged to complete the module checklist and detail areas that they feel confident with or need more practice with. Each session incorporates tasks to be completed during the session and completion of the tasks is supported and observed by the tutor.This presents the opportunity to continually assess each student’s progress as well as assist any student encountering difficulty. Although not part of the scheme of work, students sit diagnostic assessments at the start of the programme and further diagnostics as well as practice tests later in the programme. Usually a second diagnostic at six weeks followed by mock tests at 10 and 12 weeks. Self Evaluation A self-evaluation form has been included for completion at the end of each session. The form examines the effectiveness of tutor and learner activities, resources and where relevant, achievement.The largest space is reserved for learner feedback as learners are asked for feedback after each session and asked to complete feedback forms on a regular basis. These, together with improvements in diagnostic and mock test scores form the basis of evaluation for this programme. Learning Theory & Motivation A key element of the scheme is that it encourages independent learning. Within each structured session there are opportunities for the learners to work on their own or in pairs with support from a tutor.During this time learners are not simply given worksheets and expected to complete them, each learner has access to their own resources which they follow at their own pace and work through with discussion between groups of learners and the tutor. So, for example, during a session on newspaper articles, after a class discussion of two examples of newspaper articles students would be asked to fi nd their own examples on the Internet, examine the differences between articles themselves and discuss their findings with the tutor one to one or in a small group.In this way learners take control of their own learning and experience the satisfaction of knowing that they are not simply filling in blanks. Learners on the E2E programme then have equal time in non-structured sessions to carry on with any unfinished work, carry out their own research and complete any extension activities. Geoffrey Petty (2001, P. 306) States that: There is a consensus amongst management theorists that giving employees control over how they work greatly increases their sense of responsibility, motivation and effectiveness.Unsurprisingly, giving students control over their own learning empowers them in the same way. Independence is not an arbitrary foundation for a teaching method: it resonates with a deep human need – the need for freedom; the need to be in control. This is a need felt most stron gly by adolescents†¦ 16 to 18 year old learners, many of whom have achieved little or nothing at school respond well to being given control of their own learning. ResourcesThe E2E programme benefits from being well resourced, especially with technology. This has an impact on the engagement of learners, most 16 to 18 year olds being unimpressed with anything less than cutting edge technology. Every learner has access to a broadband enabled, high specification computer on which to complete individual work, all resources are available across the network for printing and or editing by the learner, meaning that the learner is in control of his or her own version of the Skills for Life Resource Pack.So, for example, in lesson five, a resource page for searching the Internet would be projected to the whiteboard, we would be able to discuss the question â€Å"can you name any more search engines? † and the tutor would be able to note some examples on the screen for learners to s ee. Learners would then be able to look at their own version of this resource page, type in their answers and print off a hard copy for their file. They would then be able to access the Internet and continue with the activity. Equality of OpportunityAs discussed, the scheme of work is based around the Skills for Life Teacher Resource Pack issued by the DfES, the introduction to which states that the materials are intended to be â€Å"broad-based† and â€Å"adult-appropriate†. Within the materials, names, voices and pictures of characters are ethnically diverse and represent both genders. It is however the job of the tutor to be sensitive to learners and I have replaced 2 articles on terror alerts in lesson nine after awkwardness during the session amongst Muslim students.Wheelchair access to the building and wireless laptop computers are available to students with disabilities. Two of the fixed computers in the classroom are configured for large fonts. Conclusion The E ntry to Employment programme is aimed at a group of learners who have previously struggled in education and so challenge tutors to find new ways to engage them. Independent learning is encouraged by the Learning and Skills Council for E2E and more sources than that quoted support this method. The use of I. C. T. s also encouraged and this scheme of work relies heavily on it although a much less â€Å"high tech† version could be delivered if this was required. Although many learners are engaged by the technology, it cannot take the place of a tutor or teacher, merely add to the learning experience and a good understanding of the subject is impossible to replace. Bibliography A. T. Graham (1999) Planning for Teaching & Learning, Resource Handbook Geoffrey Petty (2001) Teaching Today, Cheltenham: Nelson Thornes Ltd Reece & Walker (2003) Teaching, Training and Learning ,Sunderland: Business Education Publishers Ltd.

Essay about Gun Control is Racial Discrimination - 1230 Words

Gun violence is one of the most serious problems in the United States. Each year in the U.S., more than 35,000 people are killed by guns, a death rate much higher than that in any other industrial nations. In 1997, approximately 70 percent of the murders in the United States were committed with guns. However, ironically, the United States also is the country that has the most gun control laws. Gun control laws generally focus on passing legislation—by local state, or national government—to restrict legal ownership of certain firearms. Seemingly, gun control laws may decrease criminals’ access to guns, but in fact the same laws also have their negative effects. Thus, the controversy over gun control is always heated. But my paper is not†¦show more content†¦Prohibitions against the sale of cheap handguns originated in the post-Civil War South. In the 1870s and 1880s, small pistols costing as little as 50 or 60 cents were obtainable, and since they could b e afforded by blacks and poor whites, these guns posed a significant threat to those who were wealthy or powerful. They were afraid that blacks and poor whites possessing guns would break their established social structure. So consequently, in 1870, Tennessee banned â€Å"selling all but ‘the Army and Navy model’ handgun†. Of course this type of gun was the most expensive one, which was beyond the means of most blacks and laboring people. In 1881, Arkansas enacted an almost identical ban on the sale of cheap revolvers. In 1902, South Carolina banned the sale of handguns to all but â€Å"sheriffs and their special deputies†. In 1893 and 1907, respectively, Alabama and Texas passed extremely heavy taxes on the sale of such weapons to put handguns out of the reach of the blacks and poor whites. The same thing happened in the North. Attempts to regulate the possession of guns began in the northern states during the early 20th century. These regulations were almost the same with their counterparts in SouthShow MoreRelatedPolice Brutality1314 Words   |  6 Pagesrole in initiating and prolonging racial suppression and provides the explanation for police brutality to become a federal crime. In history, racist violence, police brutality, has been used to suppress the racial blacks and to preserve power and privileges for the white race. This was done for five primary purposes. First, it has forced black people into slavery or low wage situations. Secondly, to steal land and other resources. A 3-rd was to maintain social control. A fourth purpose was to eliminateRead MoreParallels of Fate in Crash and Oedipus the King Essay1046 Words   |  5 Pagesa kingdom it automatically means that he has the power to control his own fate. 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