The Importance of and Impacts of Professional Development in Education Essay Example for Free

The Importance of and Impacts of Professional Development in Education Essay Abstract: Like any area of human endeavors, the professional development in case of education is considered as a key factor in honing the over all performance of the students thereby resulting in a marked success of educational institutes. In this regard, importance and the positive implications of efforts in terms of teacher development cannot be denied. This paper succinctly touches on the contemporary trends pertaining to the development in education sector with a special elucidation of professional development where areas like collegial interactions, teachers leadership, community interaction, teachers’ individual learning and data driven decision come up to be the effective strategies in order to enlighten the education system with positive reforms.    The paper also analyzes a few research based programs as the case studies for advocating the importance of teachers and their collegial interactions for the success of any institution. Development in Education: In the changing world, the aggrandizing competitiveness has overwhelmed every sphere of the contemporary life. It’s a datum of experience that to cope with the increasing demands of the current era, a modern man is in a continuous process of inoculating reforms in every field. In this regard, what surpasses all the fields is the sector of education since it forms the basis for strengthening all the other institutes of life. In other words, for the provision of better workers, the engineering sector is as much dependent on the education system as is any other field like Medicine or Business.   Keeping in view such a crucial importance of education, various analysts and educationists are bringing new innovations in order to hone the current education system. These reforms involve issues like the quality of teachers, testing and evaluation, learning environment, course design, curriculum and need analysis of the students etc. Professional Development in Eductaion: â€Å"Student learning depends first, last, and always on the quality of the teachers (Usdan, McCloud Podmostko: 2001).† When talking about the reforms in the education system, the role of a teacher cannot be denied. Since teachers play a key role in the over all accomplishment of any educational institute, they have rather become the cynosure of educational reforms where they are considered as students who are in a constant process of mentoring and being mentored. The reason behind bringing the teachers to the centre of attention is the fact that any kind of improvement happening in any classroom involves the participation of a teacher (Schwarz: 1998). Any development in teachers would not only improve students’ performance but would also motivate the teachers themselves. According to Fullan and Stiegebauer, â€Å"Good change processes (are those) that foster sustained professional development over ones career and lead to student benefits (Schwarz: 1998).† Reasons behind Professional Development: â€Å"Processes, practices, and policies that are built on (†¦) view of learning are at the heart of a more expanded view of teacher development that encourages teachers to involve themselves as learners in much the same way as they wish their students would (Lieberman: 2002).† Behind the increasing trend towards the teacher development lays the notion of ‘learning by changing (Lieberman: 2002)’. According to this notion, the basic catalyzing force behind teacher development is the process of changes implemented in the institutions in an expectation of amelioration. In order to cope with the increasing demands, the teachers not only attend to their individual skills but also refer to their colleagues. This concept views the teachers in a constant process of learning that facilitates them to realize their changing roles as instructors, peer coach and researches, to create new structures like problem-solving groups, decision-making teams, to work on new tasks like journal and proposal writing and to establish an inquiry oriented culture in the classroom (Lieberman: 2002). Models and interpretations of teachers’ professional development: Sparks and Loucks-Horsley have proposed five levels of teacher development which are individually-guided staff development, observation-assessment, involvement in a development and improvement process and training and inquiry. However Hargreaves and Fullan propose that the term ‘teacher development’ has multiple interpretations which include the search to find learning opportunities for better performance, finding places for personal development and helping to foster a learning oriented and supportive work environment (Kee Luan : 1996). Marsick and Watkins proposed their Model of the Learning Organization to have three levels namely individual learning, team learning, and organization learning (NCREL: 2003). The first level focuses on individual skills that may be obtained in solitude or in groups whereas the last two refer to the collaborative skills of the teachers. Issues and Scope of Professional Development in Education: The scope of professional development in education can be best seen in the light of various strategies and issues involved under the vast umbrella of the term ‘professional development’. Team Learning and Teachers Collegiality: According to Bernard-Powers et al., â€Å"Adults are learners just as are children, and that everyone learns best when there are ongoing opportunities to develop questions, investigate, reflect, apply and share knowledge in real-life contexts (NCREL: 2003). Collegiality or Collegial Interaction is a phenomenon whereby the teachers get a chance of interacting with their colleague teachers for active professional learning through events like Conventions, Faculty meeting, Seminars, Lesson planning, School Visitations, Sharing materials, Conferences, Workshops, Examination preparation, Informal meetings and Team teaching etc. According to the research work done by Jackson and Goodlad, the greatest impediment in the way of teacher development is the absence or lack of collegiality. It is because learning new skills and implementing them is a matter of trial and error. As long as the teachers work and asses the performance on their own, a much greater space for improvement is left as compared to the case where the teachers work in groups (Kee Luan: 1996). The concept of teacher collegiality or the collaboration of teachers for the purpose of honing their performance is not a novel idea. Although prevalent for the past decades, collegiality has gained special interest of educationists in the recent few years when it is considered to be the most effective way of teacher development. With its roots profoundly interred in the organizational theory models, Collegiality fosters team work of the teachers thereby assuring the success of the institute. During the collegial interaction process the teachers learn from the experienced teachers and apply collaborative skills. In this concern, organizations like Australian College of Education and the General Teaching Council for England have already taken active measures to encourage teachers’ collegial interactions (Leonard, L. Leonard, P.: 2003). Teacher leadership: Teacher leadership is often considered as a direct contrast against collegiality because collegiality is misinterpreted as a form of interdependence of teachers on one another which leaves the individual potential of the teachers as leaders in doubt. Such misconception arise because of the lack of information that the collaboration of teachers not only helps in accommodating the weaknesses but also emphasizes on the encouragement of teachers in case of their achievement. Such an encouragement boosts a spirit and motivates the teachers for further honing their performance.   This makes the teachers individually strong rather than being dependent. According to McCann and Radford, collegiality also indicates the positive contribution of other teachers in the success of a particular teacher (NCREL). Succinctly speaking, the ‘celebration of achievements is important to give teachers encouragement and recognition. Ways of sharing and celebrating achievements before a wider school audience should be a component of a mentoring scheme ( NCREL).’ Community Interaction: According to the Ontario College of Teachers, the teachers are educational leaders who collaborate not only with their colleagues and students but also with the parents, and members of the community. As proposed by the National Board for Professional Teaching Standards, an effective teacher is a participant of the learning community (Leonard, L. Leonard, P.: 2003). The learning of such teachers is not merely confined to the premises of the institute but is stretched throughout the community. Occasions like parent teacher meetings, co curricular events, exhibitions and fairs provide a fair chance of learning experience in a culture specific context. Individual Learning : â€Å"Just as independent learners inspire an engaged and effective classroom, teachers who are themselves independent learners inspire vital and engaged learning communities (NCREL: 2003).† Among many areas that are kept under consideration for teacher development, technical proficiency often supersedes various other skills since education like any other field is also overwhelmed with the current of latest technologies. For the very reason, professional development in education also focuses on the teaching of technological skills. According to a survey conducted in different schools of the West, technology use by teachers results in an improved student performance thereby resulting in an increase of such trends (Brumfield: 2006). It is because the modern methods of teaching employ different technologies which make the lessons not only innovative but also interesting for the students. Individual Learning through Collegial Interactions: Collegiality also helps in honing the individual skills of the teachers in such a way that interactions with colleagues help the teachers to be acquainted with innovative strategies. Group discussions allow them to   implement better strategies of the other teachers in their classrooms, helps them in fulfilling the needs of all the students and provides them with a standard of professional practices to be implemented in the classroom (School Education Division: 2006) . Cultural Contexts in Teachers’ Learning: Since collaboration of teachers is wholly coalesced with the process of sharing ideas, the cultural context plays a vital role during its practice. It is in the light of the cultural notions that the teachers share common norms while practicing collegiality. Consequently, this culture-specific collegiality is responsible for the creation of a particular school culture. Peterson draws a schism between two types of cultures prevalent in the schools.   Namely Positive Culture and Toxic Culture, the former exists in educational institutes with teachers actively involved in collegial practice whereas the latter ascends the institutes where such exchange practices are discouraged (Leonard, L. Leonard, P.: 2003). Educational Decision-making: Decision making in education is an extremely critical issue since the major decisions not only hold the fortune of the students but also determine the over all success of the institute. Any rightly taken decision may boost a positive wave of change when at the same time a wrong decision may mar the prospects of the school’s population and its reputation. Realizing such a significance of educational decisions, the modern educationists propose a data-driven approach to decision making.   Although with its idea being inoculated back in 1980s, data driven decision making in education has actually gained strength in the present day world. The pre-requisite of such a decision making is the presence of data as a proved reason for implementing any new policy or a change in the institute. Such a data is systematically collected and analyzed by the teachers, heads and administrators. This data is of various types including the input, process, outcome and satisfaction data. Here the input data involves the data on the demographics and expenditures of the school, the process data comprises of the data on quality of instruction, the outcome data analyzes the dropout rate and the test results and the satisfaction data asks for the opinions of teachers, parents, community and the students etc   (Marsh, Pane Hamilton: 2006). Instead of relying on a single type of information, triangulation of data is considered the most effective way of getting the maximum information possible. In the triangulation of data, various sources and techniques are adopted which are tallied with one another before arriving at any concrete finding to form the basis of the future decision. Such decisions fall under two categories namely the identification oriented decisions and the action oriented decisions. In the case of identification oriented decisions, the data obtained is utilized to identify goals and to do the needs analyses. In the case of action oriented decision making, one of the most viable ways of data collection is to introduce temporary changes in the classroom and obtain the data in the form of achievement test. The results of such an achievement test are further compared with the tests administered in normal circumstances. The difference in the average results of the students before and after the implementation of transitory changes determine whether the decision of implementing the change permanently would be workable or not. Research works on Professional Development and Collegial Interactions: The Project for Enhancing Effective Learning: The Project for Enhancing Effective Learning (PEEL) was launched in Australia in 1980s and proved to be a ground breaking work of teacher collaborative action research. The project commenced as a research work confined to the classrooms in Melbourne. Originally focused on the development of students and their learning practices, the proceedings of the research indicated a need of similar meta-cognitive development of the teachers in order to make the teachers play a positive role in facilitating the changes implemented in the classrooms.    As a result of the changing environment in classrooms, regular meetings of teachers were held in which the colleagues used to mention their observations, share their experiences and come up with their innovative ideas thereby making the meeting rather informal at many times. In the words of Baird and Hagglund, â€Å"The over-riding outcome of PEEL was that every one learned (1994).† Concerning the teachers, the Baird and Hagglund gave the following pictorial model to show a step-by-step approach of reforming education by the role of teachers in a collegial environment (1994). POOR LEARNING TENDENCIES Replace with GOOD LEARNING TENDENCIES Foster by practicing GOOD LEARNING BEHAVIOURS Stimulate such behaviours by applying GOOD TEACHING PROCEDURES (That should be associated with GOOD CURRICULUM DECISIONS and GOOD ASSESSMENT PRACTICES) The above mentioned Peel Pathway of Improving Learning stresses the coalition of learning in a collaborative situation. Since its inception, PEEL has not only become a popular education reform model for Australian institutes but also for the institutes in other countries like Canada. PLAN- Project: PLAN in Swedish means ‘Project for Independent Learning’. Originally based on the methodology of PEEL, the PLAN Project of Sweden was started being framed in 1992 in order to bring a positive change in Gà ¶kstensskolan Institute of Sweden. The project was considerably based on a model that favored collaboration among teachers. One of the terms of agreement for joining PLAN was that the teachers should devote an hour for collegial interactions practiced in the form of groups having 12 members each. The group leaders of different groups were also required to collegiate with each other frequently with a sole purpose of training the teachers for rising students’ performance. Impacts of Professional Development: As a consequence of aggrandizing emphasis on professional development of teachers, the education system has witnessed a considerable phase of amelioration. According to the studies of Wisconsin Department of Public Instruction, as a result of professional development, the teachers do not confine their lessons to the conventional facts but keep updating their knowledge with latest developments in their fields. Similarly, the teachers do not expect normative feedback but appreciate multiple perspectives from their students. They also design the curriculum in such a way that the knowledge inculcated to the students becomes more thought provoking. In order to elucidate various concepts, they try to extract examples from the real life situations instead to sticking to the text book instances. Through the practice of collegiality, teachers are now able to work in groups in order to share different teaching strategies about which they had learnt either in workshops or through community interaction and also share materials they that had retrieved from various sources which are helpful in honing the teachers’ performance. As a result of frequent interactions, all the teachers of the institute simultaneously hone their abilities thereby rising the over all quality of the institute’s education. In a special case when a large number of teachers leave the institute, teacher collegiality helps in training the novices who enter the faculty. In this way the weaknesses of a few teachers are accommodates by the strengths of the others (Inger: 1993). Conclusion: The area of teacher development pertaining to the educational reforms is challenged by a number of impediments. Among these hindrances, a few pointed out by Lieberman involve the lack of knowledge about how teachers learn, little space for invention and the building of craft knowledge and the view of teachers in practices which is not considered as an acceptable moiety of teachers’ learning (Lieberman: 2002). Even with such obstacles, the significance and positive implications of Teacher Development Programs cannot be denied. In the light of case studies of various teacher development programs, it is clear that the place of teachers as learners in a collegial environment is as necessity for the development of education systems as the teachers’ place in the form of educational leaders is made possible only by the collegiality practiced among them at different levels. References Baird, J.R. Hagglund S. (1994). Teacher collaborative Action Research: A Swedish adaptation of an Australian Project.   Retrieved March 14, 2008, from Education Resources Information Center: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/13/5d/31.pdf Brumfield, R. (2006). Teacher development key to tech success. Retrieved March 14, 2008, from E-School News: http://www.eschoolnews.com/news/top-news/index.cfm?i=37127CFID=686760CFTOKEN=98871010 Critical Issue: Terms of Engagement—Rethinking Teachers Independent Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Traits (2003). Retrieved March 14, 2008, from North Central regional Educational Laboratory: http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd400.htm Collaboration, Teamwork, and Mentoring. Retrieved March 14, 2008, from North Central regional Educational Laboratory: http://www.ncrel.org/sdrs/areas/issues/envrnmnt/stw/sw5ment.htm Inger, M. (1993). Teacher Collaboration in Secondary Schools. Retrieved March 14, 2008, from National Center for Research in Vocational Education: http://vocserve.berkeley.edu/CenterFocus/CF2.html Kee, T.E. Luan, T.S. (1996). Collegiality and Teacher Development. Retrieved   Ã‚   March 14, 2008, from The Australian Association for Research in Education:http://www.aare.edu.au/96pap/teoek96556.txt Leonard, L. Leonard, P. (2003). The continuing trouble with collaboration: Teachers talk. Current Issues in Education [On-line], 6(15). Retrieved March 14, 2008, from http://cie.ed.asu.edu/volume6/number15/ Lieberman, A. (2002). Practices That Support Teacher Development. Phi Delta Kappan, 76 (8). Marsh, J.A. , Pane, J. F. Hamilton, L.S. (2006). Making Sense of Data Driven Decision Making in Education.   Retrieved March 14, 2008, from The Rand Corporation: http://www.rand.org/pubs/occasional_papers/2006/RAND_OP170.pdf Professional learning guide (2006). Retrieved March 14, 2008, from Learning, Teaching and Assessment Guide: http://www.ltag.education.tas.gov.au/Proflearn/designpl/proflearnguide.htm Schwarz, G. (1998). Teacher Lore and Professional Development for School Reform.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Westport, CT: Bergin Garvey. Usdan,M., McCloud, B. Podmostko, M. (2001). Leadership for Student Learning: Redefining the Teacher as Leader. Retrieved March 14, 2008, from Institute of Educational Leadership: http://www.iel.org/programs/21st/reports/teachlearn.pdf Wisconsin Standards for Teacher Development and Licensure. Retrieved March 14, 2008, from Wisconsin Department of Public Instruction: http://dpi.wi.gov/tepdl/pdf/10kdp.pdf

The Effects of the Cold War in Asia Essay Example for Free

The Effects of the Cold War in Asia Essay The cold war was the name given to the economic, political, military and ideological rivalry that took place between the United States and its allies and the Soviet Union and their allies after World War II. The two powers never directly engaged in military action because both had nuclear weapons that if used, would have had devastating consequences for both sides. Alternatively, proxy wars were fought. A proxy war results when opposing powers use third parties as substitutes for fighting one another and is typically initiated by a power that does not itself participate. The Korean and Vietnam wars are two examples of proxy wars because the U. S. and the Soviet Union did not engage each other however, Soviet attempts to spread and unify both Korea and Vietnam under communist rule prompted intervention either by the United States and/or by their allies. Another example of communist expansionism is the Malayan emergency that lasted from 1948-1960 which resulted in a guerrilla insurgency committed to an independent communist Malaya. These three events were just a few effects of the cold war in Asia. This essay will discuss each event individually and in more detail and attempt to convince readers that the Korean and Vietnam wars and the Malayan emergency were the direct results of Soviet attempts to expand communist rule in Asia and the United States and their allies’ policy of preventing and containing such moves. The Korean War The Japanese occupation of Korea ended after 35 years when they surrendered to both Soviet and American forces in 1945. The plan for the future of Korea was to hold free and fair elections and establish a democratic Korean government. In the meantime, the Soviets and the Americans agreed to occupy the country as a trusteeship. Korea was then divided at the 38th parallel- the U. S. occupied the South and the Soviets occupied the North. In 1948, two separate governments were established the Democratic People’s Republic under communist rule in the North, and the Republic of Korea in the South. Sunday June 25th 1950, North Korea began its attack on South Korea (with the support of the Soviet Union) starting with a 90-minute artillery barrage and then a full invasion of North Korean tanks and infantry across the 38th parallel into South Korea. The United Nations quickly condemned the invasion and insisted the North stop their advance and retreat. When it was evident that the North was not complying with this demand, President Truman, on June 27th authorized the United States Navy and Air Force to support South Korea. The U. N. gave the United States the authority to choose the supreme commander who would lead the allied mission. President Truman chose General Douglas MacArthur who was experienced and considered an American war hero. On June 28th, three days after the invasion Seoul, the South Korean capital was taken over by the North Korean forces. On June 30th, President Truman commissioned the use of American troops in South Korea. Ultimately, 16 member nations would contribute forces to the mission of repelling the North Koreans. During the first weeks of the war, the communist North took Seoul and continued their invasion Southward with little difficulty. The South Korean army and U. N. forces were pushed back to Busan – an area located at the southeastern most tip of Korea. On September 15th 1950, MacArthur launched a daring but necessary allied counteroffensive involving about 70,000 troops at Inchon. This purpose of this landing was twofold – first, catch the North Koreans off guard and second, disrupt both communications and supply lines. Now at a disadvantage upon success of MacArthur’s counteroffensive, the North Koreans began to retreat. This allowed the â€Å"cornered† South Korean army and U. N. forces at Busan to march north and meet up with the other U. N. forces. By early October 1950, all U. N. forces were together at the 38th parallel. Although it appeared that the Korean mission was a success, the war was far from over. Approved by both the U. N. nd the Joint Chiefs of Staff, South Korean troops and U. N. forces crossed the 38th parallel into North Korea. The People’s Republic of China warned U. N. troops that if they crossed the 38th parallel, they would enter the war. MacArthur however, reassures President Truman who is apprehensive over the news that they would not enter the war. However, on November 23rd 1950, about 200,000 Chinese troops crossed the Yalu River and attacked U. N. forces prompting a bold retreat and an immediate withdraw of troops. By December 24th 1950, the navy evacuated approximately 100,000 U.  N. and South Korean troops and roughly as many refugees. General Matthew B. Ridgeway replaced General Walton Walker who died at the end of December 1950. His deployment began Christmas day and he commenced the rebuilding of the Eighth Army. Seoul, which had been recaptured by U. N. forces in October, was abandoned in early January 1951. Nevertheless, by March 27th 1951, the Eighth Army took back Seoul and reached the 38th parallel. In November 1952, the United Nations changed their policy towards the war and approved a defensive strategy. However, the war entered a deadlock both politically and militarily. In January 1953, Dwight Eisenhower succeeded Harry Truman as President of the United States. Determined to resolve the deadlock and end the Korean War, he threatened to use nuclear weapons against China if they did not agree to a peaceful solution. Finally, after three years of conflict, an armistice was signed on July 27th 1953. Casualties were high for all parties involved – an estimated 33,741 Americans killed in action and 103,284 wounded. South Korean numbers are much higher – 59,000 killed in action and 291,000 wounded. U. N. orces that include Australia, United Kingdom, Canada and New Zealand lost 1,263 and 4,817 wounded. Remaining U. N. forces including Belgium, Columbia, Ethiopia, France, Greece, the Netherlands, Philippines, South Africa, Thailand and Turkey suffered 1,800 killed in action and 7,000 wounded. North Korean and Chinese casualties are not clear, but estimates are 500,000 killed and 1,000,000 wounded. With the support of both the Soviet Union and China, North Korea invaded South Korea for the purpose of overthrowing the government, taking control of the South and unifying the entire peninsula under communist rule. However, this strategy failed because the international community responded. Unfortunately, the war did not settle the dispute of unification and effects of this are still felt today in both North and South Korea. Although it is difficult to determine the winner, if any, of this war, it is clear that the response of both the United Nations and United States was to contain the spread of communism. Perhaps, the only party that could claim victory is the Chinese. Chinese forces were successful in forcing allied troops out of North Korea and across the 38th parallel. China would now play a significant role in the future peace talks. The Vietnam War The French had formerly occupied Vietnam prior to 1940 when Japan invaded parts of the country. Now, Vietnam had to foreign occupiers – the French and the Japanese. In August 1945, Japan surrendered to allied forces. This gave Vietnamese nationalists led by Ho Chi Minh the opportunity to proclaim the independence of Vietnam. However, the French were determined to regain control of the country. This led to a bloody war between the Vietnamese nationalists and the French in November 1945. The most troubling for the United States was that the Vietnamese nationalists, the Viet Minh, was a communist movement. Nevertheless, it was not until 1950, when the Soviet Union and China recognized the Viet Minh that confirmed American suspicions, revealing Ho Chi Minh, in secretary of state Dean Achesons words, â€Å"in his true colors as the mortal enemy of native independence in Indochina. † A concern among US officials was that US interests were at stake if Vietnam became a communist country. Therefore, in 1950, the US provided monetary assistance to the French effort in Vietnam. Nevertheless, in 1954, France withdrew from Vietnam after a significant defeat at Dien Bien Phu. In July 1954, an agreement was reached at the Geneva conference that temporarily divided Vietnam at the 17th parallel. The Viet Minh led by Ho Chi Minh would control the North and forces such as the United States who aided the French would control the south. The agreement also called for national elections to be held by July 1956 to reunite the country under one government. The United States however, disagreed and refused to accept the agreement worried the Communists would win and unite Vietnam under communism. If Vietnam became communist, it was believed among US officials that surrounding countries would also become communist – this was known as the domino theory. Therefore, with the help of the United States, elections were carried out but only in South Vietnam. June 18, 1954 Ngo Dinh Diem was elected as the first president of South Vietnam backed by the United States. However by 1960, many Vietnamese began feeling oppressed by Diems leadership and organized the National Liberation Front (NFL) also known as the Viet Cong that would fight against both the South Vietnamese government and United States forces. When Lyndon Johnson became president in November 1963 following John F. Kennedys assassination, he began sending aid to the newly formed government. On August 2, 1964, two US warships were attacked by North Vietnamese gunboats in international waters known as the Gulf of Tonkin incident. In response, Johnson asked Congress for the authority to do whatever it took to withstand any further attacks from the North Vietnamese against US forces. Congress approved Johnsons request with the Gulf of Tonkin resolution. Only after Johnson was re-elected as president in November 1964 did he intensify the war in Vietnam. In early 1965 Johnson ordered the bombing of North Vietnam and in March 1965 ordered large numbers of US military troops to South Vietnam. Johnsons intention was not to achieve victory but for the US forces to strengthen South Vietnams defenses until they were able to assume responsibility. By the summer of 1965, 90,000 US troops were in Vietnam. Nevertheless, General Westmoreland, the US commander in Vietnam would ask Johnson for another 150,000 troops. Secretary of Defense Robert McNamara recommended sending 100,000 additional US troops to Vietnam. Johnson would approve McNamara’s recommendation. Despite the US military buildup, the Viet Cong were well supplied and dedicated fighters. They were also more familiar with the jungles of Vietnam than the US was – this gave the Viet Cong a huge advantage. They attacked in ambushes, set up booby-traps and moved around underground tunnels. General Westmoreland would again request more US troops that Johnson approved. Between 1966 and 1967, US forces serving in Vietnam rose drastically from 190,000 to 535,000. On January 30, 1968, the North Vietnamese and Viet Cong orchestrated a surprise attack on South Vietnamese cities and towns known as the Tet offensive. † It is estimated that 67,000 Viet Cong took part in the offensive. An estimated 40,000 were killed. The US was able to regain the cities and towns lost in the offensive. Although this was a US victory, it proved to the president and the American people that the enemy was better equipped and more powerful than previously believed. After the Tet Offensive and growing disapproval of the war at home, Johnson decided not to escalate the war any further. In January 1969, Richard Nixon became president of the United States. Nixon was favorable among the American people for his promises to de-escalate and end the Vietnam War. US troop withdrawals began in the summer of 1969. However, it was not until January 27, 1973 that a peace treaty was finally reached. Nixon suspended all military operations in Vietnam and the remaining US troops left in March 1973. Fighting however would continue between the North Vietnamese and the South Vietnamese until April 30, 1975 when South Vietnam surrendered to the North. On July 2, 1976, Vietnam was reunified under a communist government. Vietnam was a war the US felt compelled to fight. The US thought if Vietnam was overthrown and became communist that it would be only a matter of time until surrounding countries would fall victim to communism. However, after a ten-year commitment in Vietnam, the US was unable to achieve victory. Why? The US forces were fighting in unfamiliar jungles whereas the Viet Cong were well adapted. The Viet Cong were also well supplied by both China and the Soviet Union. The US could not halt the flow of supplies and replacement fighters without the possibility of bringing either China and/or the Soviet Union into the war. Viet Cong used ambushes and booby traps against unsuspecting US troops. Nuclear weapons were out of the question as that would have definitely led to prompt and severe retaliation from probably both China and the Soviet Union. Unpopularity at home in America along with anti-war and civil rights protests eventually led to the ending of US involvement in Vietnam. Malayan Emergency, 1948-1960  On December 8, 1941, the Japanese invaded Malaya, which was under British rule at the time. Although British forces fought hard against the invaders, large numbers of Japanese troops eventually forced the British to retreat and surrender in early February 1942. The Japanese occupation of Malaya lasted from 1942 to 1945 when they surrendered to allied forces at the end of World War II. Malaya was now faced with restoring a civil government and initiating a new constitution. However, the Communist Party of Malaya (CPM), led by Chin Peng opposed this idea. Between 1945 and 1948, the CPM had accumulated thousands of communist fighters that were trained in jungle warfare by the British to fight against the Japanese occupation. In June 1948, the 12-year unrest began when Communist Terrorists (CTs) killed three British rubber planters. The Communist Party of Malaya then departed to rural areas and organized the Malayan National Liberation Army (MNLA). They began a campaign of terror involving executing, mutilating and tormenting British and Native people aimed to panic the civilians. Britain repeatedly requested the assistance of the United States, but was turned down. Therefore, Britain stood alone against the threat in Malaya. In the fall of 1950, 50,000 British troops were sent to Malaya. The plan of action for dealing with the current crisis was defensive: to protect all targets of economic importance. However, there were insufficient amount of soldiers to properly deal with the country’s challenges, so more were transferred in from the Kings African Rifles, the Guards Brigade and the Royal Marines. The Director of Operations in Malaya, General Sir Harold Briggs, came up with a resolution known as â€Å"the Briggs plan,† which was to isolate the insurgents from their supporters. Under the plan, 500,000 rural Malayans and 400,000 Chinese were forced to relocate into guarded camps known as New Villages. At first, people were angry about the new arrangement however, with improved living conditions in the camps, monetary aid and given ownership of their property; they changed their initial perspective to that of happiness and satisfaction. Sir Henry Gurney, the British High Commissioner was ambushed and assassinated by the MNLA in 1951. This was a turning point in the war because the assassination has been defined as the reason the Malayans renounced the MNLA campaign. Lieutenant-General Sir Gerald Templer succeeded Sir Henry Gurney. He was a strict and robust soldier. He called for instant actions to grant Chinese ethnic citizens the right to vote. He advanced the development of the Malayan Army. He also improved the intelligence network (Special Branch). The MNLA were allowed remission by the Malayan government in 1955 as a means of ending the emergency peacefully, but many rejected because the terms were limited in nature. Chin Peng and Tunku Abdul Rahman, the father of Malayan independence entered into negotiations. The negotiations deteriorated when Tunku turned down Peng’s requests. As a result, the aggression proceeded more intensely but by this time, it was apparent that the MNLA’s goal of a communist Malaya proved unsuccessful. Malaya acquired independence in August 1957 but the emergency would not be conclusively over until 1960. By the end of the emergency, 6,710 insurgents had been killed with another 1,287 captured; 2,702 insurgents surrendered and another 500 gave themselves up. Malayan security forces including police suffered 1,345 casualties with another 519 commonwealth personnel lost; civilian losses were 2,478 with 810 others missing. The emergency is estimated to have cost the British government between ? 520 million and ? 700 million. Malaya is the only successful battle of the entire Cold War. Why? The MNLA consisted of about only 8,000 insurgents. There was little outside support and British General Harold Briggs quickly implemented a resolution that isolated the insurgents from the general population. Britain gained the support of the population when they provided aid and other support. The British also wanted Malay to be an independent state whereas an MNLA overthrow would suggest a potential â€Å"puppet state† of the Soviet Union and/or China.

Pest Analysis Of The United Arab Emirates Economics Essay

Pest Analysis Of The United Arab Emirates Economics Essay The increasing economic development in UAE and Saudi Arabia has made these developing states an excellent nation for those people who choose to expand overseas or are interested in Foreign Direct Investment (FDI). Globalization aids to strengthen their distribution channel and their economies. Saudi Arabia is rapidly gaining importance as a manufacturer and economic leader in the world. These countries have eliminated many of their trade barriers now and have a free trade economic system that attracts many business men from around the globe who seek new consumers and target market for their products (Bloomberg, 2010). UNITED ABRAB EMIRATES PEST ANALYSIS: POLITICAL: The stable political situation of UAE enough to attract almost any major financial institution that needs to invest. These financial institutions can assist in accessing capital markets emerging within the UAE economy. the banking system developed my emirates is a relationship based system of banking with the monetary policy and system capable enough to fulfill funding supplies of a later stage that may be equity leasing or loans (John, 2010). ECONOMIC: Out of three million population of UAE 60% of them are in the workforce. In the UAE economy the level of FDI is very high. Globalization has helped improve the UAE economy greatly by bringing in thousands of workers, services and products from throughout the world. UAE has been a member of World Bank, WTO and IMF for seven years. The country has huge wealth and has experienced trade surplus of approximately over 100 billion dirham in the past year (Tomlinson, 2010). SOCIAL: All of UAE citizens have high living standard, a western lifestyle and continues rising financial positions. The society remains free and open to all types of restaurants, tourism, sport and recreational activities. The multicultural nature of society and economy existing in UAE allows fir many of the foreigners to work there in well paid positions (Cateora and Graham, 2007). TECHNOLOGICAL: The UAE population comprise of young and extremely technologically knowledgeable professionals. The IT industry aids tourism, hotel and IT service sector. The IT software industries and internet usage in the gulf region is double the rate of Europe. The UAE population has the largest users of internet, satellite and mobile phone within the Middle East (Cateora and Graham, 2007). SAUDI ARABIA PEST ANALYSIS: POLITICAL: The politically stable government of Saudi Arab attracts many of the foreign investors and business men. The government also provides various incentives that attract many investors and tourism from around the globe (Morgan, 2010) ECONOMIC: Saudi Arab accounts for the worlds major oil producer and exporters. This allows Saudi economy to earn a high GDP. It also helps its current account to balance against the value of imports when the demand for oil is high (Griffin and Pustay, 2009). SOCIAL: The religious history of Saudi Arabia for the Muslim also holds great significance. In the religious seasons people from all over the world come to pay visit to the holy places. This accounts for much of the revenue for Saudi economy. Hotels, restaurants and residential places earn high revenue in these seasons (McGinley, 2010). TECHNOLOGICAL: Saudi Arab is a country that keeps itself technologically updated as it needs to cater a massive population of tourists and visitors from around the world. Saudi Arab imports technological machinery from Japan and other countries which enables it to be established as well-technologically equipped country (Morgan, 2010) MACRO ECONNOMIC ANALYSIS OF BOTH ECONOMIES: BALANCE OF TRADE: It refers to the difference in the VALUE of imports and the VALUE of exports when a country trades (Stanlake and Grant, 1995). SAUDI ARABIA Saudi Arabian economy reported a trade deficit of about US$ 32638.2 MILLIONS in the year 2009 in spite of being the worlds largest producer and exporter of oil with more than 90% of exports being based on it. Major imports of Saudi Arabia include equipment, machinery, food stuff and chemicals with its main trading partners being European Union, China and Japan (Source: trading economics.com, indicators, international monetary fund) Analyzing the trend we see a stable balanced of trade from the year 2000 to 2006. It then gradually increases till 2009 and falls very rapidly in 2010.we also see rapid rise from the year 2005 to 2006 and from 2008 till 2010 (McGinley, 2010). UNITED ARAB EMIRATES The exports of natural gas and petroleum play an important role in the UAE export economy. It mainly imports chemical, machinery and equipment from its major trading partners: India, Japan, China and European Union (Menafn, 2009) (Source: tradingeconomies.com, Ministry Of Economy) Unlike Saudi Arabia, the BOT of UAE shows a positive upward trend. It grows steadily from the year 2001 to 2005 and rapidly reaches 211.3 billion 2007. It then falls to 170.85 billion in 2008 which is not too sharp a decrease as it has swiftly gone up in the year 2009-2010. GDP GROWTH RATE: It refers to the gross domestic product that is gained by calculating the difference between the imports and the exports (Hobday, 1988). SAUDI ARABIA The economy of Saudi Arabia expanded over 0.6% last year. The worth of Saudi Arabia GDP is 0.6% of the economic world or 369million dollars (Source: tradingeconomies.com, Saudi Arabian Central Department) The trend shown for the GDP rate of Saudi Arabia is not stable. We see a sharp rise and a sharp fall from 2001 to 2002 and from 2003 to 2004 reaching up to 7.66% from 2004 we see a fluctuating GDP rate that falls to 0.6% in the year 2010. This downward trend is not favorable for Saudi Arabia. UNITED ARAB EMIRATES Unlike the, Saudi which expanded over the last year, UAE Economy experienced contraction of 2.10% last year. The UAE GPD is worth $ 261 billion and accounts for 0.42% of the total of the world economies. (Source: tradingeconomies.com, Ministry Of Economy) The UAE analysis of GDP growth shows a high GDP of about 8% from the start of 2001.UAE and Saudi Arabia has a similar trend till 2004. But UAE shows a 12% rise in GDP rate from 2001, unlike Saudi Arabia which shows just 8% from 2001. Saudi Arabia GDP falls to 0.6% by the end of the year 2010 while UAE experienced negative rate of -2.1% (Time out Dubai, 2009) INFLATION: Inflation refers to the general increase in the price levels over the period of time (Stanlake and Grant, 1995). SAUDI ARABIA The inflation rate through the year 2010 was reported at 5.51%. It touched historical heights in 2008 with inflation of 11.08 % (Source: tradingeconomies.com, Saudi Arabian Central Department) The inflation rate of Saudi Arabia shows an upward trend. It is 0.31% in 2001 and continues to rise till 2009. The economy then faces a gradual decrease in the inflation rate and it falls to 3.5% near 2010, from 11.08% same year. By the end of 2010 and the starting of 2011 we see inflation again expected to rise to 5.51% (Tomlinson, 2010). UNITED ARAB EMIRATES The average inflation rate of UAE is 6.27%. The historical highest inflation recorded for UAE had been 11.10 % (Source: tradingeconomics.com, Ministry of Economy) The inflation rate of UAE has grown steadily over the years. The trend shows no downward trend but it continues to grow from 2003 till 2008. Unlike Saudi Arabia high shows fluctuation and steady growth of inflation, UAE economy has faced an upward trend for inflation for the past years. UMEMPLOYEMENT: The unemployment rate is defined as the number of people of the total labor force who are unemployed or/and seeking for work (Turnovsky, 1977). SAUDI ARABIA According to the last report the unemployment rate in Saudi Arabia was 10.5% in Saudi Arabia. From 1999 till 2009 Saudi Arabias unemployment rate reached to the average of 10.5%. The historical height of Saudi Arabias unemployment rate was recorded at 12%. (Source: tradingeconomies.com, Saudi Arabian Central Department) The unemployment rate illustrated above shows an upward trend of rising unemployment in the Saudi economy which is definitely not a favorable indicator for the overall economy. We see the percentage of the labor force unemployed falling from the year 2007 to 2009 sharply but it fails to keep it lower and rises again to 10.5% by the end of 2010. UNITED ARAB EMIRATES The unemployment rate of UAE far exceeds of that of Saudi Arabia. It was calculated as 20.60 in 2004 which was the historical height achieved for the UAE economy according to arabian news (Tomlinson, 2010) (Source: tradingeconomics.com, Ministry of Economy) For UAE economy the unemployment rate shows an upward trend but not as rapidly and sharp as for the Saudi Arabia. But the total percentage of the rate of unemployment in UAE is higher than of Saudi Arabia which has a fluctuating trend for unemployment. INTEREST RATE: It refers to the price of borrowing and lending (Hobday, 1988) SAUDI ARABIA The decisions making authority regarding the interest rates lies with the Saudi Arabian Monetary Agency (SAMA) (Cateora and Graham, 2007). (Source: tradingeconomies.com, Saudi Arabian Central Department) The interest rate trend shown above illustrates a downward initial trend and then a slight increasing graph followed by a sharper fall with a stable and constant rate from 2009 till 2010. UNITED ARAB EMIRATES The UAE interest rate decision making authority lies with the Central Bank of the United Arab Emirates (Ahmed, 2004) (Source: tradingeconomics.com, Ministry of Economy) The interest rate trend for the UAE economy and Saudi Arabian economy is very different. Un like Saudi Arabia UAE faces many fluctuation through the years from 20007 till 2009.it starts at a higher rate, remain stable, falls and then rises quite sharply. It then experiences little fluctuations and rests at 1.80 with the starting of 2011. SUGGESTIONS FOR IMPROVEMENT: SAUDI ARAB ECONOMY The over analysis of past trends suggest that the inflationary pressures might stay manageable and stable over the period of 2010-12 (John, 2010). This inflation will reflect the weakened interest rate .A weakened interest rate will compel people to spend more. Demand for money will rise as indicated by the monetarist view (Cateora and Graham, 2007). The increased supply of money will eventually increase the price levels as the quantity theory of money explains. There may be a fear of inflation which may exist then. Population growth will be generating some local price pressures. The economy is expected to grow by an average 3.7% in the upcoming year 2010-14. Resources reveal that the Saudi economy is expected to be greatly supported by extensive spending by the government thus absorbing a large proportion of the job market. A strong increase in investment projects by the government is also expected. There will be good domestic consumption of oil but weaker oil export due to higher o il prices (Bloomberg, 2010). Due to stronger investment projects from the government the economy will face greater injections into it which will result in falling unemployment rate and rising income levels. This will leave a favorable and positive impact on the Saudi economy in the upcoming years. But looking at the Saudi economy from the Keynes view/Classical theory of income and employment we see as the employment and income levels will rise due to injections in the economy, there will come a certain level, that aggregate demand will no longer bring any changes in the income and employment levels but prices will begin to rise which will indicate inflation in the long run (Shihab, 1996). UNITED ARAB EMIRATES The growth forecast for UAE is lowered by the IMF to less than 1% (Tomlinson, 2010). UAE economy is expected to grow 2.9% following year. The investment activity is expected to be weak as the emirate is trying to redefine its economic objectives (Bloomberg, 2010). As the UAE economy will try to reduce its rate of inflation unemployment is expected to rise as defined by the Phillips curve and his short theory of two devils that exist in the society. For the longer run, the monetarist view can also be taken into account when we will see UAE economy will try to reduce its rate of unemployment. The offered higher wages will ultimately be raising the cost of production in the long run and instantly growing inflation continuing the trend the economy showed for the pat years. This will result in falling income levels and higher rate of unemployment as the withdrawal and injection approach suggests (Menafn, 2009). Experts suggest that the above economies should try to reduce their rate if inflation especially in case of UAE. This may reduce the unemployment level and the levels of income will eventually raise giving people higher living standards. As for Saudi Arabia expert suggests the government to precede with its investment projects and attract other investors from throughout the world. As the current account of Saudi Arabia has been greatly affected by the rising oil prices, Saudi government should concentrate on developing trade and other export product that may cover the current account deficit (John, 2010).

Things Fall Apart, by Chinua Achebe Essay -- things fall apart, chinua

Post colonialism deals with cultural identity in colonized societies and the ways in which writers articulate that identity. Things Fall Apart is a good novel that serves as a reminder of what Nigeria once was. It shows how a society can deal with change, how change affects the individuals of that society, and how delicate a change can be; so much so that the people themselves are surprised at the change. Things Fall Apart is an English novel by the Nigerian author Chinua Achebe which was published in 1957. Throughout the book the role of customs and traditions is very important and decides the fate of men, women, and children. Some of the customs practiced in this culture would certainly be frowned upon in the West yet are perfectly acceptable. It talks of the Ibo society. The protagonist of the novel is Okonkwo. He is a respected and influential leader within the Igbo community of Umuofia in eastern Nigeria. He first earns personal fame and distinction, and brings honor to his village, when he defeats Amalinze the Cat in a wrestling contest. The first part of the book deals with the proof of tribal life in Africa and the rise in power and authority of Okonkwo. The author highlights his strengths as well as his obsession with success. Okonkwo does not show any love in dealing with his three wives and children. This part reveals that Okonkwo actions are often irrational and imprudent, which will be the cause of his eventual fall. We learn about the traditions, superstitions and religious faiths of the villagers. The second part begins with Okonkwo exile to his mother’s land for seven years. This part also marks the entry of the white man into the lives of the African people. Though inwardly disappointed, Okonkwo begins a ne... ...Apart. London: Heinemann Press, 1958. The Women's Review of Books. 18 (July 2001): p30. From Literature Resource Center "When Things Fall Apart" StudyMode.com. 05 2002. 2002. 05 2002 Chua, John, and Suzanne Pavlos. Cliffs Notes on Things Fall Apart. 18 Jan 2014 Benjamin, Walter. â€Å"Critique of Violence.† Reflections: Essays, Aphorisms, Autobiographical Writings. Trans. Edmund Jephcott. Ed. Peter Demetz. New York: Schocken, 1978. 277–300. Print. George, Olakunle. Relocating Agency: modernity and African letters. Albany: SU of New York p, 2003. Print. Mbembe, Achille. On the Post colony. Berkeley: U of California P, 2001. Print. Ogede, Ode. Achebe’s Things Fall Apart: A reader’s Guide. New York: Continuum, 2007. Print. Chinua Achebe - Chinua Achebe - Things Fall Apart: A Novel - New York - Broadway Books - 1994

Henry David Thoreaus Walden and Aldo Leopolds A Sand County Almanac E

Henry David Thoreau's Walden and Aldo Leopold's A Sand County Almanac While discussing Henry David Thoreau's Walden and Aldo Leopold's A Sand County Almanac, we attempted to address an important challenge -- Is the close observation and description of nature merely an idle thing for people in today's world? It could be suggested that nature writing and the close enjoyment of natural environments is merely "recreational" and not intellectually, economically, or politically worthy of our efforts. Perhaps this activity has "spiritual value" or gives us a "sense of peace." But does it really have anything to do with the way we live in the world today? It seems to me that this question is central to the whole course of study and that we need to be able to answer it convincingly and in some detail. In my view, there can be no doubt to the correct answer. The close observation and description of nature is no idle thing. It is an act of world-making, or founding one's world view. Since behavior is determined by the ways in which one sees the world (reality), it is the groundwork of one's behavior. It is this act in which we find both Thoreau and Leopold engaged. Thoreau himself comments on its significance in the essay, "Where I Lived and What I lived For." By closely observing, but especially by describing (by using language) we establish our lives within the whole natural world. We express our desire and commitment to live within that world. Now, perhaps this sounds trivial and trite in today's world, but it is no trivial commitment for a citizen of today. Modern human life is set so firmly within a human-built world and dwells so thoroughly on human issues only that it is normal for us all to grow up and live out our lives... ... goal of that culture is to keep us outside of our human selves, located firmly within its agendas and serving its purposes. That culture does not want to acknowledge another world, a natural world. To do that would be allowing human liberation, for that would present people with a true picture of who they are and offer them a station that is not dominated by the established political/economic agenda of today. This is no idle thing; it is a powerful political issue, in fact. The established culture does not really want its citizens to live in any world but the specific one that it provides, that it has defined, and that it controls to its advantage. When we read Thoreau's Walden closely, we see this same cultural tension even one hundred and fifty years ago. Thoreau was well aware of the fact that his life at Walden Pond was a liberating counter-cultural experience.

A Streetcar Named Desire, by Tennessee Williams :: A Streetcar Named Desire Essays

Set in the French Quarter of New Orleans during the restless years following World War Two, A STREETCAR NAMED DESIRE is the story of Blanche DuBois, a fragile and neurotic woman on a desperate prowl for someplace in the world to call her own. After being exiled from her hometown of Laurel, Mississippi for seducing a seventeen-year-old boy at the school where she taught English, Blanche explains her unexpected appearance on Stanley and Stella's (Blanche's sister) doorstep as nervous exhaustion. This, she claims, is the result of a series of financial calamities which have recently claimed the family plantation, Belle Reve. Suspicious, Stanley points out that "under Louisiana's Napoleonic code what belongs to the wife belongs to the husband." Stanley, a sinewy and brutish man, is as territorial as a panther. He tells Blanche he doesn't like to be swindled and demands to see the bill of sale. This encounter defines Stanley and Blanche's relationship. They are opposing camps and Stella i s caught in no-man's-land. But Stanley and Stella are deeply in love. Blanche's efforts to impose herself between them only enrages the animal inside Stanley. When Mitch -- a card-playing buddy of Stanley's -- arrives on the scene, Blanche begins to see a way out of her predicament. Mitch, himself alone in the world, reveres Blanche as a beautiful and refined woman. Yet, as rumors of Blanche's past in Laurel begin to catch up to her, her circumstances become unbearable. Characters: Blanche Dubois: Blanche Dubois is the older sister of Stella Kowalski who visits them in New Orleans and stays throughout the summer. She was a schoolteacher of English in Mississippi and presents herself as very prim, proper, and prudent. Her name is French and she says, 'It [Dubois] means woods and Blanche means white, so the two together mean white woods. Like an orchard in spring!' (Act III, pg. 177). She was married to a young man named Allan, who committed suicide when she was very young. She drinks and smokes and tells lies. She suffers from continual delusions of hearing polka tunes and gunshots. Stella loves her dearly, but Stanley is in direct opposition to her false appearance and selfish attitude. Blanche cannot be around direct light and is overly concerned with her appearance, accessories, bathing, and age. She has a brief romance with Mitch and is later committed to a mental institution. Stanley Kowalski: Stanley is Stella's strong and good-looking husband.

Martin Kuther King

â€Å"Darkness cannot drive out darkness: only light can do that. Hate cannot drive out hate: only love can do that. † ? Martin Luther King Jr. , A Testament of Hope: The Essential Writings and Speeches â€Å"Faith is taking the first step even when you can't see the whole staircase. † ? Martin Luther King Jr. â€Å"Our lives begin to end the day we become silent about things that matter. † ? Martin Luther King Jr. , I Have a Dream: Writings and Speeches That Changed the World â€Å"In the end, we will remember not the words of our enemies, but the silence of our friends. ? Martin Luther King Jr. â€Å"If you can't fly then run, if you can't run then walk, if you can't walk then crawl, but whatever you do you have to keep moving forward. † ? Martin Luther King Jr. â€Å"I have decided to stick to love†¦Hate is too great a burden to bear. † ? Martin Luther King Jr. , A Testament of Hope: The Essential Writings and Speeches â€Å"Let no man pul l you so low as to hate him. † ? Martin Luther King Jr. , A Knock at Midnight: Inspiration from the Great Sermons of Reverend Martin Luther King, Jr. Never, never be afraid to do what's right, especially if the well-being of a person or animal is at stake. Society's punishments are small compared to the wounds we inflict on our soul when we look the other way. † ? Martin Luther King Jr. â€Å"The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy. † ? Martin Luther King Jr. â€Å"Only in the darkness can you see the stars. † ? Martin Luther King Jr. â€Å"Nothing in the world is more dangerous than sincere ignorance and conscientious stupidity. ?Martin Luther King Jr. â€Å"A man who won't die for something is not fit to live. † ? Martin Luther King Jr. , The Autobiography of Martin Luther King, Jr. â€Å"Intelligence plus character-that is the goal of tr ue education. † ? Martin Luther King Jr. â€Å"Everybody can be great†¦ because anybody can serve. You don't have to have a college degree to serve. You don't have to make your subject and verb agree to serve. You only need a heart full of grace. A soul generated by love. † ? Martin Luther King Jr. Those who are not looking for happiness are the most likely to find it, because those who are searching forget that the surest way to be happy is to seek happiness for others. † ? Martin Luther King Jr. â€Å"Injustice anywhere is a threat to justice everywhere. † ? Martin Luther King Jr. â€Å"No one really knows why they are alive until they know what they'd die for. † ? Martin Luther King Jr. â€Å"If a man is called to be a street sweeper, he should sweep streets even as a Michaelangelo painted, or Beethoven composed music or Shakespeare wrote poetry.He should sweep streets so well that all the hosts of heaven and earth will pause to say, ‘ Here lived a great street sweeper who did his job well. † ? Martin Luther King Jr. â€Å"Forgiveness is not an occasional act, it is a constant attitude. † ? Martin Luther King Jr. â€Å"We must accept finite disappointment, but never lose infinite hope. † ? Martin Luther King Jr. â€Å"I have a dream that one day little black boys and girls will be holding hands with little white boys and girls. † ? Martin Luther King Jr. , I Have A Dream http://www. goodreads. com/author/quotes/23924. Martin_Luther_King_Jr_