10 Facts on Martin Luther King for a Speech

10 Facts on Martin Luther King for a Speech If you are writing a speech about Martin Luther King, Jr., you will need some facts to include into your text. Below are ten great items which will help you in your writing: Martin Luther King, Sr., devoted his life to correcting injustices. This way of living was something passed down to his son who preached not just about Civil Rights, but about equality. His confrontations against segregation began in January 1935, when he organized a protest against the segregated courthouse elevators in his home town. Eight months after that he tried to get African Americans registered to vote. In 1939, Martin Luther King, Sr. had his famous march to the city hall in Atlanta. This march was accompanied by several hundred other supports, all of whom were attempting to demonstrate to current leadership the political strength within African Americans. Martin Luther King, Jr. followed in the beliefs of his father that people across the entire nation could use their vote to bring real change to laws. Martin Luther King, Jr. held great admiration for the ministers in Atlanta and his father, all of whom spoke up for civil rights. It was this obsession, this reverence of language and the power of words which enticed Martin Luther King, Jr. He had attended school where he would eventually gain entrance to college and become ordained as a minister. He was able to stir the minds and hearts of those who listened to him. With a degree in sociology and a passion for religion, Martin Luther King, Jr. started to fight the justice and inequality with the same power and strength that his father had used before him. Martin Luther King, Jr. and Malcolm X appeared about this same time fighting for justice and racial equality. As a minister, he incorporated teachings of Ghandi and advocated nonviolent methods of protest. He led the March on Washington in 1963 which was a very large political rally where over 300,000 people marched and there were 200,000 police officers. The march was congregated around jobs and economic freedom. It was here that Martin Luther King, Jr. delivered his famous speech entitled, â€Å"I Have a Dream†. In 1954 Brown v. Board of Education had taken place and declared that state-sponsored segregation in schools was against the constitution. King had been embarrassed by his first march in Memphis which ended in violence. It was here that he pledged to return to rectify the situation he had left. His reasoning for returning was due to a mental change in race to economics. He needed to change his civil rights movement focus to include economics and this required a return to Memphis. Legislative headway was made by the federal government with initiatives that included the Voting Rights Act of 1965 and the Civil Rights Act of 1968. Leaders from within the African American community that became well known during the Civil Rights era for their efforts included Rosa Parks, Martin Luther King, Jr., Malcolm X and many others. The most effective leader to emerge from the boycott movement was Martin Luther King, Jr. who had not only understood the much larger significance of the boycott but also realized that blacks living in the south could make strides through the use of nonviolent tactics. This movement in Montgomery eventually led to the development of the Southern Christian Leadership Conference, a clergy-led organization with King serving as president, in 1957. Within three years a wave of sit-ins were taking place to spur the end of segregation at lunch counters in the south. Such protests spread rapidly throughout the South and eventually lead to the founding of the Student Non-Violent Coordinating Committee in 1960. His speech the day he was assassinated concerned the strike by Memphis Sanitation. Changing his focus to economics, King spoke about economic actions, boycotts, nonviolent protest, and unity. He cited the book of Exodus, the parable of the Good Samaritan, teachings of Jesus, and the prophet Amos. He referred to death threats near the end, saying that they didn’t matter because he was on a mountain top and didn’t mind. He stated he had no fear and had seen the Promised Land and that, as a people, they will get the Promised Land. He ended the speech with the first line of the Battle Hymn of the Republic. The assassinations of Martin Luther King and Malcolm X along with significant government repression as well as the infighting that occurred in the black militant community resulted in a decline of protest activity following the 1960s. Even so, a permanent effect was left on society in America as a result of the Civil Rights Movement. Overt forms of discrimination and segregation finally came to an end while anti-black violence in the South declined as well. In communities where blacks had once been forbidden to vote, black candidates were elected to political offices. American democracy had been transformed by the modern African-American civil rights movement, much in the same way as similar movements had previously altered the country. The method of non-violent protest was also widely used during the mid-20th century by civil rights activists. In this case, the philosophy of non-violence was typically rooted heavily in religion. In order to be successful, a non-violent protest required the support of most of the black population as well as active participation by that population. Therefore, a successful protest required the active support of church leaders. When activists in Montgomery wanted to organize a bus boycott, it was their ministers they turned to for support and leadership. It was their actions, under the leadership of Martin Luther King, that would set the tone for the future peaceful civil rights protests that would shape the decade and finally bring about change. In his reform efforts, King often talked about self-sacrifice and love. Such non-violent protests were inspired by King’s visit to India, which solidified his belief in the power of massive non-violent resistance. In the early to mid-1960s, the use of both bodies and lives became one of the most prevalent forms of protest. These facts should get you up the speed with all the needed information for your potential speech. You will find a lot of great additional intel for a speech in our 20 topics and 1 sample essay on Martin Luther King and also our in-depth guide on speech writing one on your own. References: Autobiography Of Martin Luther King Jr.. London: IPM in association with Little Brown and Co., 1999. Print. King, Martin Luther, and Alex Ayres.  The Wisdom Of Martin Luther King, Jr.. New York, N.Y., U.S.A.: Meridian, 1993. Print. King, Martin Luther, and Clayborne Carson.  The Autobiography Of Martin Luther King, Jr.. New York: Intellectual Properties Management in association with Warner Books, 1998. Print. King, Martin Luther, and Coretta Scott King.  The Words Of Martin Luther King, Jr.. New York: Newmarket Press, 1983. Print. King, Martin Luther, and James Melvin Washington.  A Testament Of Hope. San Francisco: Harper Row, 1986. Print. King, Martin Luther, Clayborne Carson, and Kris Shepard.  A Call To Conscience. New York: IPM (Intellectual Properties Management), in association with Warner Books, 2001. Print. King, Martin Luther, Clayborne Carson, and Ralph E Luker.  Called To Serve. Berkeley, Calif. [u.a.]: Univ. of California Press, 1992. Print. King, Martin Luther.  Stride Toward Freedom. Print.

Cash transfer and In

Cash transfer and In Cash transfer refers to payments of money made directly to eligible poor people, by state or federal government. This is done with an aim of reducing poverty through introduction of conditions towards the receiver. Only people who meet certain criteria benefit from the government money transfer and this ensures that ineligible people do not get the money. Cash transfer has significant benefit to people who might be enrolling children into public schools, receiving vaccinations, as well as undergoing regular medical check-ups.Advertising We will write a custom report sample on Cash transfer and In-Kind transfer specifically for you for only $16.05 $11/page Learn More Social contracts play a major role of transferring money from the government directly to poor families (Paglin Wood, 147). This provides the extremely poor families with cash to deal with emergencies, promoting long-term investments in human capital from paying the poor families to making good d ecisions. This means that the families ranking the poorest of the poor receive the cash and in return they send their children to school as well as exercising medical check-ups in clinics. In addition, through the Conditional Cash Transfer, there is enhancement of efficient human capita development within the family structure through discouragement of misguided beliefs which lead to inefficient decisions, such as sending only the boy-child to school. However, provision of cash transfer to improve school attendance has been criticized that it does not ensure higher academic performance and on the other hand, in terms of overall public health, mixed results are the major outcomes. This is a demonstration of lack a clear focus on the main target because bringing children to schools and clinics only provides a half solution as there is no guarantee for effective performance of these institutions (Paglin Wood, 147). On the other hand, in-kind transfer entails transfer of payments made b y governments and institutions to individuals in kind aimed at promoting their well-being. This is aimed at improving people’s living standards through provision of their necessities such as food and providing poor people with public housing, providing education through offering free schools, improving employment chances and free health services among others. Unlike cash transfer, in-kind transfer ensures that the aim of the government is achieved through provision of the goals rather than a mean of attaining those goals. The argument is that, where free services- for example education- are provided, more effective outcomes are achieved as mishandling of the money is avoided. In addition, in-kind transfer provides open field for expansion to needy people, such as employment chances which might be difficult to realize even with appropriate qualifications (Mankiw, 53). However, restrictions and lack of personal decisions accompanies this kind of transfer. Provision of free educ ation restricts people in choosing the school they would like or would prefer to attend. According to critics against in-kind transfer, provision of tuition vouchers or sums of money equivalent to the education, health or housing offered would give people an opportunity to choose their best (Mankiw, 53).Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In a case study of food and money transfer in Bangladesh, wheat and rice transfer, (both to poor household and for education), and cash transfer were provided to the people. Food transfer showed much more consumption of the food than in cases where cash transfer was employed. To those groups that participated in money transfer, only fifty percent was recorded to have been used in food consumption, unlike total food consumption on the groups where food transfer was exercised. However on the second period of transfer, the house holds that received food transfer on the previous exercise was on average poorer that the others, with 95 per cent of consumption and per capital expenditure while the other households had 85 per cent of the same ((Paglin Wood, 211). Though the consumption is evidently higher in in-kind transfer, providing of cash transfer in my country can be more appropriate. In-kind transfer increases consumption due to unavailable of multiple choices but cash transfer will give people opportunity to not only decide on what to chose but also on how to use. In conclusion, cash and in-kind transfer are welfare systems that have benefited persons in countries where they are practiced, such as the United State. Both have contributed to improvement of people’s welfare as well as human capital. However some constrain within their operation do hinder their maximum effectiveness in meeting their goals. This is so because when they focus on perfecting one side of people’s life, other systems affe cts their efficiency on the other side. The cash transfer offers people an opportunity of choosing as they determine what school, clinic and food to use. On the other side, maximum consumption of transfer is realized where in-kind transfer is employed though people’s choice is limited. Mankiw, Gregory N. Principles of microeconomics. Neerijnen, Elsevier, 1998. Print. Paglin, Morton Wood Gerald. Poverty and transfers in-kind: a re-evaluation of poverty in the United States. NY, Hoover Press, 1980. Print.Advertising We will write a custom report sample on Cash transfer and In-Kind transfer specifically for you for only $16.05 $11/page Learn More

Holistic - Concept Analysis Essay Example | Topics and Well Written Essays - 1000 words

Holistic - Concept Analysis - Essay Example The American Holistic Nurses’ Association (AHNA), 1994, explains health as â€Å"the maintenance of harmony and balance among body, mind, and spirit† (White, 2005, p.32). Through a process of continuous adaptation, the body endeavors to achieve balance or stability termed as ‘homeostasis’ among these factors. Internal physiological homeostasis is a balance of the body’s fluids. It is crucial for nurses to understand how the combining of all aspects of a person’s life help clients through healing processes. Thesis Statement: The purpose of this paper to undertake a concept analysis of the term ‘holistic’ through an integrated literature review, by identifying the attributes of the concept, and by illustrating the concept through a model case with supporting rationale. The Concept of ‘Holistic’ The holistic approach involves the whole picture. The Merriam-Webster (2011) dictionary defines holistic as concerned with whol es or complete systems rather than with the analysis, treatment, or separation into parts. Thus, holistic medicine relates to the treatment of both mind and body, while holistic ecology views humans and the environment as a single system. Further, the complete wholeness of something is much greater than the total sum of its component parts, and cannot be explained by examining each of its separate parts (Encyclo, 2011). The use of a holistic approach to treatment is gradually being used in combination with mainstream methods of patient care. The National Institutes of Health (NIH) established the National Center for Complementary and Alternative Medicine (NCCAM) to examine holistic modalities of treatment and patient care. According to the National Institutes of Health, holistic care takes into consideration the whole person â€Å"including physical, mental, emotional, and spiritual aspects† (White, 2005, p.32). The main purpose of examining holistic care is to facilitate the integration of validated therapies into general patient care. The nurse using the holistic approach enables the patient to attain the optimal state for healing to take place. Further, as an instrument of healing, the holistic nurse healer facilitates the patient’s growth towards wholeness of mind, body and spirit. Holistic nursing calls for â€Å"deeper levels of commitment, compassion, love, and caring† (Dossey & Keegan, 2009, p.xv). According to Guzzetta (1998), holistic nursing is composed of caring, spiritualit, synchronicity, expanded consciousness, culture, environment and several other factors. Holistic care aims to heal the whole person using art and science to activate the innate healing potential within individuals, thus empowering the patient (Dunning, 2009). The Attributes that Define the Concept of ‘Holistic’ The holistic means of patient care that are used in nursing include biofeedback, exercise and movement, goal-setting, humor and laughte r, imagery, journaling, massage, play therapy, prayer, and therapeutic touch (White, 2005). The holistic model of nursing also has other attributes including a search for patterns and causes instead of treatment of symptoms of any disease; patient care is integrated and related to the entire patient, rather than specialized care. The emphasis is on human values rather than on efficiency (Dossey, 1997). Further, the nurse’s caring forms an essential component of healing; pain and disease are considered to be valuable signals of

Summary Essay Example | Topics and Well Written Essays - 500 words - 124

Summary - Essay Example The banker contradicts the peasant’s judgment on the state, he or she judges the government based on a future goal that it works towards realizing. Economics manipulates and dictate the political behavior. Administrations lose supporters in seasons of hard times while a massive gain of the supporters seen in good times. The two models involving both retrospective and prospective of the index of consumer sentiment as contradicting variables between economic conditions and approval, it is found out that the probable component adequately accounts for the presidential approval time series. The next article voting successfully addresses an average voter as one who falls far short of the prescriptions of classic autonomous hypothesis in terms of interest, facts, and participation in politics. The authors suggest a more realistic standard involving the citizens fulfilling their democratic duties by voting correctly. Five decades of behavioral research in political science reveals that only a tiny marginal of the citizens in any democracy live up to the lines and goals of democracy. Interests in politics become generally weak, political discussions limited and political knowledge is diminishing. The result leads to the majority of American citizens not participating actively in politics beyond voting. The determination of voters on their correct vote choices can be predicted reasonably well using the widely available survey data. The authors illustrate how the prediction can help in determining the proportion of the voters voting correctly, which they calculate at about 7 5 percent for the five US presidential elections between 1972 and 1988. The third article is a decisive study of voting in America and talks about the American voter. Michigan model is a theory formulated on voter choice. Based on all-inclusive studies of election study data in America, most voters cast their ballots

IFRS 1 -- ThyssenKrupp Group First Year Conversion Assignment

IFRS 1 -- ThyssenKrupp Group First Year Conversion - Assignment Example Some of the financial components that will be affected from the conversion from US GAAP include the treatment of intangible assets such as development costs, goodwill and intangible pension assets. Tangible assets such as property plant and equipment will require adjustments in how investment property is dealt with because of the differences in treatment under both methods. IFRS uses a components approach in dealing with property, plant and equipment and so they are shown separately – inclusive of the depreciation charged on these assets. Impairment of assets is also dealt with differently and most operating leases will now be classified as finance leases. This will have implications for profits and for the tangible assets balance in the balance sheet. Investment property will now be a separate line item on the balance sheet as a result of these changes. Under IFRS all non-current assets can qualify as assets held for sale while under US GAAP only long lived asset can, once th ey meet specific criteria. There are other interesting cases that will affect deferred tax assets, inventories, trade accounts receivables and other receivables such as embedded derivatives and prepaid pension costs. It is interesting to note that the measurement date of the pension plan will coincide with the year end and so this will affect the prepaid pension cost shown in the financial statements. The treatment of contracts will not only have implications for inventories but also accounts receivable, accounts payables and of course income and therefore the net profit of ThyssenKrupp. IFRS requires a different treatment for minority interest than that used under US GAAP. While US GAAP showed minority interest as a separate item between liabilities and equity IFRS requires that it be shown as part of equity. As a result of these changes the figures for the 2004/2005 will be very different. The differences relating to changes in equity and other elements are therefore required to b e shown in the notes to the financial statements. IFRS 1 also requires that the differences be clearly explained so that the various stakeholders which includes, shareholders, analysts, prospective investors and others are able to understand them and their effects on the financial statements. Finally, it is very important to note that IFRS1 defines an entity’s first IFRS financial statements as being the first annual financial statements in which an entity adopts IFRS by making it clear that IFRS is being complied with by way of an â€Å"unreserved† and â€Å"explicit† statement of that fact (Ernst & Young 2009). The conversion from US GAAP to IFRS has impacted various elements of the financial statements. According to Ernst and Young (2009) the main principle is full retrospective application of IFRS standards that were in effect as of ThyssenKrupp’s first IFRS reporting period. Some of the elements of the financial statements have been impacted positive ly and some negatively. The Balance Sheet elements that are explained below are: property, plant and equipment; inventories; and minority interests. The income statement elements that will be explained are: net sales; selling expenses; and other operating income Balance Sheet Elements Property, Plant and Equipment â‚ ¬m â‚ ¬m Balance as per US GAAP 9,469 Less: Reclassification 557 Other 169 (726) Balance as per IFRS 8,743 The balance as per US G

Gender Stereotypes in Gary Winick’s Bride Wars Essay Example for Free

Gender Stereotypes in Gary Winick’s Bride Wars Essay 2009 has not exactly been a fruitful year—so far—for the American filmmaking industry, at least in terms of quality and originality. If the latter part of 2008, as in most years, was marked by the release of some of the most memorable films in history, the first four months of 2009 have mostly made-for-children movies, romantic comedies, and guy-bonding flicks. Bride Wars is a relatively superficial take on women’s obsession with weddings, and is currently ranked at number nine in the list of top-grossing films worldwide. Directed by Gary Winick and starring Anne Hathaway and Kate Hudson, Bride Wars narrates the lifelong friendship of Emma and Liv—women in their mid-20s who, as young girls, made plans for almost identical weddings. When they hire the same wedding planner who schedules them both on the same time, day, and venue, the conflict begins and the ‘wars’ take place. A series of impossible schemes hatched by each to hinder the other’s plans ensues, yet ultimately end in happy endings for both. Despite its arguable shallowness and lack of believability, Bride Wars may still be evaluated according to specific themes inherent in the discussion of the female psyche: conforming to cultural and social traditions, particularly in terms of gender roles and expectations. The pivotal scene is revealed at the very beginning of the film, as the young Emma and Liv are shown with their respective mothers at The Plaza Hotel, an upscale location for weddings. They both witness a newly-married couple—the groom looking dashing in a suit and the bride in an exquisite gown—in a moment of utter romance and love; this singular image drives both girls to make a pact to have their own weddings in the same place. But more than the desire to be wed at The Plaza, the most notable element in this scene is the accepted—even expected—notion of marriage, without essentially considering the function of the process as a partnership. By being presented with an image that fully conforms to the traditional concept of women and their social roles, the young girls immediately associate this with their own goals and ambitions. Though later scenes show how they both pursued their individual interests—public relations for Liv and teaching for Emma—it is apparent how getting married is still their priority. The concept of marriage in this film is limited to the actual wedding, with a few flimsy forays into the discussion of sharing a life with another person. That first image set the boundaries of the ideology chosen by the filmmaker, as evidenced by the dreamlike treatment accorded to it; it sends the message of perfection and idealism as befitting women by being a bride. After all the events that had taken place, Emma and Liv kept their friendship and even resulted in Emma marrying Liz’ brother Nate. Unsurprisingly, the last scene proved to be the answer to the first—with the two women meeting after their honeymoons, and revealing that they were both pregnant. It is evident how this scene was meant to provide the punchline to the film, leaving its audience assuming that the same ‘war’ would take place later. However, it also reinforces the established parameters set by weddings, since pregnancy and giving birth is the traditional next step after the union. The happy occasion of revelation and reconnection exhibits the place of childbirth in the context of the female role, yet it fails again to make any argument regarding the personal significance of bearing children. Bride Wars, though peppered with pup culture references and modern concepts, is centuries behind in terms of gender issues and breaking free from stereotypes. Light romances and comedies are not strictly confined to such superficial subjects, which shows why Bride Wars is a film only meant for commercial objectives. How We Think, Speak, and Feel: An Understanding of Human Behavior in Three Films Visitors from another planet are perhaps the best test subjects for the assessment of texts, particularly films. Since cinema is a depiction of human behavior and portrays concepts gleaned from human experience, having extraterrestrials view films—given that they understand the language—will allow them to achieve a sense of what and how humans are. Rather than take them through a historical representation of human life through films, it would be best to introduce them to the inherent traits found in most cultures—through intelligence, language, and psychology. The three films that may be able to communicate these are A Beautiful Mind for intelligence, When Harry Met Sally for language, and Doubt for psychology and its permutations. Ron Howard’s 2001 film A Beautiful Mind is based on the life of gifted scientist and mathematician John Forbes Nash, and narrates his journey into schizophrenia and depression. But the film is also a real-life account of a man given an extraordinary amount of talent, which shows the extent to which the human mind can progress. This information would be essential to the extraterrestrial visitors, for it will let them know how humans think; whether it reveals similarities or not is the ultimate goal of the exercise. Since Nash’s expertise is in numbers and formulas, logic is the knowledge represented in the film, which may be more ‘universal’ compared to politics, economics, or other contextual topics. In the film, Nash is shown as having his own world apart from the people around him, only surrounding himself with equations and other methods pertaining to scientific and explainable phenomena. This is clearly presented in the scene where he writes his formulas on a glass window, consumed by the process and unaffected by his environment. Seeing a human engage in such intellectual activity may inform extraterrestrials of the workings of the human mind, specifically this advanced depiction of thinking processes. On top of that, Nash’s account of seeing UFOs and aliens may appear to be a point of connection with this particular audience, as it shows how human validate their existence. The 2008 film Doubt, directed by John Patrick Shanley, is set in a Catholic Church in New York in 1964. During this time, the notions of faith and religion were primarily dictated by priests—portrayed as almost immortal beings who could do no wrong. However, assumptions about the unusual behavior of Father Flynn, the parish priest, were made by the nuns tasked to care for and educate the children in the school run by the church. The result was doubt in authority and in the general power of organized religion, and eventually in the faith of the nuns in their chosen vocation. Introducing the alien guests to these concepts will acquaint them with the complex values and traditions of humans, which are directly associated with the idea of faith in a Higher Being. The image of Father Flynn is meant to symbolize faith itself, and accusing him of improper behavior—in this case, an illicit relationship with a young boy—shows how humans are capable of acting against established rules. What the aliens may glean from this could be the debate between the human need for something to believe in, whether seen or unseen, and the alternative human quality of logical analysis based on observable phenomena. When Harry Met Sally, released in 1989 and directed by Nora Ephron, is one of the most effective portrayals of the differences between men and women. Language is one of the issues illustrated by the film, and it would benefit the extraterrestrials to see how men and women think and express themselves differently. The film narrates the friendship of Harry and Sally, which eventually ended in romance after years of struggling to keep it platonic. The iconic scene where Harry and Sally are in a restaurant arguing over sexual attitudes of men and women reveals both mindset and language, as their discussion is progressed by their opposing views and the final act of Sally faking an orgasm. Aliens and non-humans will find this portrayal extremely significant, for it almost shows how men and women are of different life forms as well. It also illustrates the mating habits of both men and women, which may be similar to their own. These three films will definitely equip the extraterrestrials with enough information and knowledge to guide them toward a better understanding of human behavior. But while these films tackle some of the basic realities present in most societies all over the world, more complicated concepts—such as war and poverty—can only be understood after fully comprehending the abilities and capacities of humans, since these are effects of a misguided use of innate human traits. References Ephron, N. (Dir. ) (1989). When Harry Met Sally. Columbia Pictures. Howard, R. (Dir. ) (2001). A Beautiful Mind. Universal Pictures. Shanley, J. P. (Dir. ) (2008). Doubt. Miramax Films. Winick, G. (Dir. ) (2009). Bride Wars. 20th Century Fox.

My Educational Goals and Philosophy Statement Essay -- Philosophy of E

My Educational Goals and Philosophy Statement I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, socially, and academically. It is my desire as a future educator to help students meet their fullest potential by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas. There are two elements that I believe are essential to establishing such an environment, (1) allowing the child’s natural curiosity to direct his/her learning, and (2) promoting respect for all things and all people. Giving children the opportunity to study things that are meaningful and relevant to one’s life and interests is what progressivism is all about. I believe education should be child-centered and focused on having students acquire problem solving skills. For a child to have a successful educational experience, their curriculum must be individualized to meet their needs and interests. Children should be encouraged to improve, but not pushed to achieve past the level appropriate for them at a particular time. If curriculum is related to life experiences that a child understands, it will be easier for them to comprehend and it will have more lasting meaning to them. Another aspect of progressivism that I will incorporate in my classroom, is teaching my students about multiculturalism, including peop... My Educational Goals and Philosophy Statement Essay -- Philosophy of E My Educational Goals and Philosophy Statement I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, socially, and academically. It is my desire as a future educator to help students meet their fullest potential by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas. There are two elements that I believe are essential to establishing such an environment, (1) allowing the child’s natural curiosity to direct his/her learning, and (2) promoting respect for all things and all people. Giving children the opportunity to study things that are meaningful and relevant to one’s life and interests is what progressivism is all about. I believe education should be child-centered and focused on having students acquire problem solving skills. For a child to have a successful educational experience, their curriculum must be individualized to meet their needs and interests. Children should be encouraged to improve, but not pushed to achieve past the level appropriate for them at a particular time. If curriculum is related to life experiences that a child understands, it will be easier for them to comprehend and it will have more lasting meaning to them. Another aspect of progressivism that I will incorporate in my classroom, is teaching my students about multiculturalism, including peop...