ConocoPhillips Internal Business Analysis Essay

ConocoPhillips Internal Business Analysis - Essay Example ConocoPhillips Corporation was founded in 1875 as Continental Oil and Transportation Co. which at that time was one of the first Petroleum makers (ConocoPhillips, 2007). The company has grown a lot in 132 years and in 2006 it had annual sales of over $188 billion, operates in over 40 countries and employees nearly 38,000 people. It is a publicly traded fortune 500 company that has achieved tremendous growth during the 21st century. Its main line of business includes petroleum production and refining, natural gas, chemicals and plastics. The company is recognized worldwide for its technological expertise, deepwater exploration and production, reservoir management and exploitation, 3D seismic technology, high-grade petroleum coke upgrading and sulfur removal (ConocoPhillips, 2007). The company has a very strong crude oil, natural gases and liquid gases operation. It is its strongest line of business. In 2006 the company produced 976,000 barrel of crude oil per day (DB), 4.97 billion cubic feet of gas per day (BCFC), and 136,000 DB of gas liquids daily (Annual Report, 2007). The company has a competitive advantage in this market because they control all sides of the supply chain. They explore, produce, refine, distribute and market the product. They have great logistics which is helped by its physical presence in 40 nations. They own 69.5 million net developed and underdeveloped acres of land in 23 countries for production and exploration purposes (Annual Report, 2007). ConocoPhillips Corporation extended its market share in the natural gases market by acquiring Burlington Resources. The move was also extremely beneficial because it allowed the company to gain access to life-long reserve of natural gases in the North American market. The company has some weakness and faces certain threats related to industry conditions. As a publicly traded company ConocoPhillips Corporation has lost access to direct foreign investments funds

St. Augustines Political Philosophy Essay Example for Free

St. Augustines Political Philosophy Essay St. Augustine is a fourth century philosopher whose groundbreaking philosophy infused Christian doctrine with Neoplatonism. He is famous for being an inimitable Catholic theologian and for his agnostic contributions to Western philosophy. He argues that skeptics have no basis for claiming to know that there is no knowledge. In a proof for existence similar to one later made famous by Rene Descartes, Augustine says, â€Å"[Even] If I am mistaken, I am. † He is the first Western philosopher to promote what has come to be called â€Å"the argument by analogy† against solipsism: there are bodies external to mine that behave as I behave and that appear to be nourished as mine is nourished; so, by analogy, I am justified in believing that these bodies have a similar mental life to mine. Augustine believes reason to be a uniquely human cognitive capacity that comprehends deductive truths and logical necessity. Additionally, Augustine adopts a subjective view of time and says that time is nothing in reality but exists only in the human mind’s apprehension of reality. He believes that time is not infinite because God â€Å"created† it. Augustine tries to reconcile his beliefs about freewill, especially the belief that humans are morally responsible for their actions, with his belief that one’s life is predestined. Though initially optimistic about the ability of humans to behave morally, at the end he is pessimistic, and thinks that original sin makes human moral behavior nearly impossible: if it were not for the rare appearance of an accidental and undeserved Grace of God, humans could not be moral. Augustine’s theological discussion of freewill is relevant to a non-religious discussion regardless of the religious-specific language he uses; one can switch Augustine’s â€Å"omnipotent being† and â€Å"original sin† explanation of predestination for the present day â€Å"biology† explanation of predestination; the latter tendency is apparent in modern slogans such as â€Å"biology is destiny. †

Importance of Culturally Appropriate Health Policies

Importance of Culturally Appropriate Health Policies Bernard F. Richards Explain the importance of culturally appropriate health policies. Lederach (1995) defines culture as â€Å"the shared knowledge and schemes created by a set of people for perceiving, interpreting, expressing, and responding to the social realities around them (p. 9). Damen (1987) notes that culture can be defined as â€Å"learned and shared human patterns or models for living day-to-day living patterns and include thoughts, styles of communicating, and ways of interacting†. This incorporates sociocultural factors such as race and ethnicity, nationality, language, gender, sexual orientation among others. The WHO (2014) notes that â€Å"health policy refers to decisions, plans, and actions that are undertaken to achieve specific health care goals within a society. An explicit health policy can achieve several things: it defines a vision for the future which in turn helps to establish targets and points of reference for the short and medium term. It outlines priorities and the expected roles of different groups; and it builds consensus and informs people.† It is a truism that a community or society is a complex construct with individuals who can be hurt, who have varying needs and respond differently to any intervention initiative. This signals the need for health policies to be crafted in a culturally appropriate manner in order to impact individuals and his community. Studies have shown that culturally-appropriate health policies produce valuable results and assist in driving the accuracy of diagnosis, improve the likelihood of acceptance and adherence to the recommendations made and could possibly prevent or minimize the inappropriate use of health care facilities like clinics, hospitals and diagnostic centers. Experts have concluded that a modifications in health care delivering systems that are culturally oriented will promote quality improvement and should be applied at all levels of planning and execution. It is also suggested that a culturally appropriate health policy will have the effect of assisting in the reduction of any racial, ethnic or social health disparities. In this regard, effective communication must be an important consideration. In order for any policy to effective they must be enunciated and disseminated in a clear, simple and precise manner. The Department of Health and Human Services (DHHS) (2010) notes that an operational plan moves a static prevention policy from being mere words written on a piece of paper into an effective and affective construct ready for action. Cultural appropriate health policies speak to the affective and contemplate the ability of systems to deliver patient care to a population or society having diverse values, beliefs, and behaviors and eliminating any disparities in health care. Although policies that improve the quality of care have both direct and indirect cost they can be used to improve quality and improve behavior at the level of the individual. It is also known that a society where the population is healthy has a higher propensity to generate wealth and wellbeing. Explain how one can develop a policy so that it gets the support of the community. Public health agencies worldwide are engaged in formulating policies and developing strategies to promote health within populations. Population health begins at the community level where smaller sub-groups can be targeted and engaged. However, to effectively execute strategies, support from stakeholders, including the community, is pivotal. An important consideration then is how promote the view of the strategy being ‘our policy’ rather than that from an outside, disconnected entity. Before formulating the policy, a thorough research of community dynamics is important. Campbell (2010) explains that anthropology is vital to public health practice. Such research provides information which will fuel the understanding of a community’s cultural beliefs and ideology regarding health related issues and practices (pgs. 76-77). Knowledge of community beliefs and practices can better guide policy makers in formulating health interventions that will be more accepted and supported by community stakeholders. According to Pittet (2001), a major factor contributing to change resistance and compliance is ignorance. People are more likely to accept something they have been involved in and can associate with. Stakeholders should be educated as to the health problem that exists in the community and why change is necessary. Involvement from these grass root stages will promote greater acceptance policy as community members will see that addressing the problem is the responsibility of individuals and the community as a whole. Resistance is possible at any stage of the change process. Therefore, open and continuous communication should be fostered with the community. Rabinowitz (2014) purports that fostering community support for health policy is a continuous process. New information at every stage, from formulation to implementation, should be shared with the community. Additionally, community stakeholders should be actively involved in the specific health interventions governed by the policy. Additionally, publicly lauding the successes of the interventions will draw further support from even sectors that initially against the program. Explain how you might engage the community to be part of the voice when developing a policy Health policy comprises methods put in place by health agencies to promote a particular health outcome (Cherry Trotter Betts, 2005). The health care system consists of a number of forces acting to impact the system for their interest. These forces include political entities as well as private and public sector groups that have the capacity to impact the health care system and influence the health policy-making process. Policy specialists advocate that political interface occur when individuals participate in the decision making process and cooperate in actions to improve said process. Mention must be made of the numerous stakeholders who have an interest the outcome of a health care policy who employ different means of activism to shape the health system. Public policy is described as a governmental act which embodies a response to health needs. According to Gregory, Hartz-Karp and Watson (2008), community engagement is a process whereby the community is involved in all stages of policy planning and formulation. With respect to health policies, community engagement implies fostering participation with community members in the development and execution of policies that will affect community health. Factors included comprise health service delivery, budgetary allocation, and wider issues affecting the health system. The community contributes meaningful and valuable input in any health related strategy. Therefore, effective collaboration with these stakeholders will serve as a major driving force behind any policy aimed at positively influencing health. The process of community engagement requires strategic actions at several levels. These levels include information gathering, education, discussion and partnership. To effectively put in place policies to counteract sources of ill-health in a community, it is important to first uncover what health issues exist. Coulter (2009) explains that health needs assessment is a methodical technique by which the health issues affecting a population are uncovered. This facilitates consensus as to the priorities that exist which will gear the allocation of resources (p. 11). This is usually one of the first steps in health planning and community engagement and facilitates formulation and application of steps to counteract such inequalities. Knowledge equips one with the necessary information to fuel informed action. Furthermore, active dialogue with community representatives will inevitably foster cooperation. Practical ways to secure the informed participation of the various groupings of a population being served is through small groups interactive talks, church promotion and school base interactions, spot meetings and though the development of literature and health education materials which reflect their level of health literacy and cultural norms. In developing a policy that gets the support of the community it is necessary to engage community representatives in the planning meetings whether as part of a swat or focus group or even formally as board members. This ensures ‘buy in’ by those they represent since they will have a voice at the formulation stage of the policy process. Engagement should endeavor to uncover what will work in the best interest of the jurisdiction being targeted, aid in the achievement of the stated policy, assess what resources are needed, how those resources should be allocated and utilized in the implementation of the policy, fairness and equity and effectively how the policy reflect the values of society. When all these elements are factored in the process then the much anticipated shared value can be a reality. It has also been noted by researchers that increasingly the population of society has become very diverse and experience huge disparities in health. As we grapple with the severe differences in race, gender, ethnicity, and negative experience in the socioeconomic status of the world community research shows that health policies affect the health behavior of individuals, their socioeconomic standing and their work environment. Health policies therefore must be carefully planned, implemented and evaluated. They must also be inclusive and seek the involvement of stakeholders. The DHHS (2010) discloses that the U.S. health expenditure is by far more than for any other nation however, this has not demonstrated superior results. Analysts have suggested that one of the possible reasons for this unfavorable outcome might be a failure to actively involve the population in strategic planning and execution. It can be concluded that in order to develop a policy that gets the support of the community the overarching principle is a merging of the efforts of policy makers and the community individuals who must regard the policy as relevant to their needs and are able to see the benefits they offer. References Campbell, D. (2010). Anthropology’s contribution to public health policy development. MJM, 13(1), 76-83. Cherry, B. Trotter Betts, V. (2005). Health policy and politics: Get involved! In B. Cherry S. Jacobs (Eds.) Contemporary nursing: Issues, trends management (pp.211-233). St. Louis, MO: Elsevier Inc. Coulter, A. (2009). Engaging communities for health improvement: A scoping study for the Health Foundation. Retrieved from http://www.health.org.uk/public/cms/75/76/313/597/Engaging communities for health improvement.pdf?realName=788l5U.pdf Damen, L. (1987). Culture Learning: The fifth dimension on the language classroom. Reading, MA: Addison-Wesley. Department of Health and Human Services (2010). Healthy People 2010: Understanding and Improving Health, 2nd ed. Washington, D.C., U.S. Government Printing Office. Gregory, J., Hartz-Karp, J. Watson, R. (2008). Using deliberative techniques to engage the community in policy development. Australia and New Zealand Health Policy, 5(16), doi:10.1186/1743-8462-5-16 Lederach, J.P. (1995). Preparing for peace: Conflict transformation across cultures. Syracuse, NY: Syracuse University Press. Pittet, D. (2001). Improving adherence to hand hygiene practice: A multidisciplinary approach. Emerg Infect Dis, 7(2), doi:10.3201/eid0702.700234. Rabinowitz, P. (2014). Gaining public support for addressing community health and development issues. Retrieved from http://ctb.ku.edu/en/table-of-contents/assessment/getting-issues-on-the-public-agenda/gain-public-support/main. World Health Organization (WHO). (2014). Health policy. Retrieved from http://www.who.int/topics/health_policy/en/

A Painful Lesson in Staying Calm :: Personal Narrative Writing

A Painful Lesson in Staying Calm Oh boy, was I ever furious! I was cursing up a storm! â€Å"Damn ball! Where the hell did it think it was going? Who the hell ever let me learn how to golf? They obviously were one damn stupid bastard to think I could ever golf!† I briskly stormed away from the tee-box, enraged that my ball was completely out of control as it had flown through the air a few minutes earlier. â€Å"Just go damnit! Hit your fricken ball!† I sounded like a small pathetic child yelling at her mother because she had not gotten her way in an argument as I screamed angrily at my brother who was now standing on the tee-box ready to send his ball to the ends of the earth. As I turned around to begin the journey towards my hopeless shot, disregarding the obvious mistake I was making, it hit me. The pressure from the sudden unexpected impact on the tip of my left elbow shot through my entire body quickly and painfully. The pain shot from my elbow, through my arm, down through my legs, then back up to my other arm, and finally to my head. The pain was strong and sharp. It felt as though I had fallen on an electric cattle fence, and it had given me one strong electrical shock that overtook my whole body with pain for a split second. In that split second I saw the world a little differently. I felt as though I had been shot. My mind paused and took a photograph of the view in front of me. I was only able to take one quick vivid photograph in my mind though because it all happened so quickly. The shimmering green grass was blinding my eyes as the strong rays of sunlight beamed down upon the fairway. There was a little gully about fifteen feet from me where there was tall grass that looked like pieces of green and brown string sticking out of the ground. A little patch of grass was missing by the gully to reveal a small sparkling creek that flowed rapidly. There was no wind to blow the strings, so they sat there motionless. I saw the bright green leaves of the trees that were almost completely surrounding me.

BE Reading

This involves creating the opportunity, space and time needed to think about practice and the appropriate action emerging from a reflective thinking process. We argue that being a ‘thoughtful agent' alls requires a deeper understanding of self and of the nature of personal engagement with ongoing reflective activity. This approach enables restrictions to question the ‘paradigms in which one is operating' (Peters and Vandenberg, 2011 : 63) and to be responsive to the need for change and quality improvement in relation to the specific needs of spellbinder, families and settings. Consequently, it requires an understanding of what we mean by being a reflective practitioner, including understanding the terminology we use and the interpretation we apply throughout this chapter.Table 4. 1 explains how we use the terminology that surrounds reflective practice in this chapter. Reflective practice has been identified by educators as beneficial for quality improvement (Arises and Ch on, 1978; Bout et al. , 1985; Brookfield, 1987; Broadband and McGill, 2007). It has been described as a generic term for ‘those intellectual and affective activities in which individuals engage to explore their experiences in order to lee ad to new understandings and appreciation' (Bout et al. , 1985: 19). In addition, reflection has the capacity to create ‘alternative and more productive ways of organizing the workplace' (Brookfield, 1987: 14).Together these two statements indicate that examining our actions and activities, both at a cognitive and an emotional level, can help restrictions to think and learn from experience in order to improve practice. Such reflective activity can also be creative, offering different, new and more effective ways of organizing things, whether applied when working with children or colleagues or to the way we organism the environment. Expressed simply, the core principles Of reflective practice involve reflective thinking and learning, whi ch are used to inform decisions and actions in practice, and by implication, improve quality. A number of ‘models' have evolved to support reflective thinking and practice. Many of these, such as Kola's (1984) model of experiential learning,Ghee and Ghee's (1998) ‘reflection-on-practice' and Brookfield (1995) ‘lenses', have the clear purpose of supporting critical thinking about experience and using what is learnt from this process 60 to inform future actions. In addition Ghee (2011: 28) draws on the work of Bandmaster (1991 ) and asks us to see reflection as a mainstreaming process that includes the satisfaction of four personal needs of purpose, value, efficacy and self-worth'. However, while many recognize the role of self- reflection and the influence of a range of personal ‘drivers', they do not serially encourage practitioners to understand, take ownership or utilities the unique nature Of their reflective activity.Ownership draws on a range Of personal factors, such as heritage, disposition, skills and understanding. A deeper level of engagement with reflective activity also requires understanding and appreciation of personal potential. Self-awareness can support reflective practice that is personally meaningful and therefore more likely TA produce the energy and drive necessary to make significant differences in terms of quality. This perspective includes recognition and acceptance of unique ways of being reflective and how this is supported by an individual's specific professional qualities. Such an approach values different ways of engaging with reflective activity and professes no single model or particular professional context.It also supports the development of reflexive practitioners who question ‘taken for granted beliefs' and develop an ‘understanding that knowledge is contestable' (Peters and Vanderbilt, 201 1: 63). Peters and Vanderbilt argue that such reflexivity supports a focus on ‘doing the right things rather than doing things right', a key principle hat we believe underpins the process of improving quality. An individual's reflective activity often takes place within dynamic and changeable socio- cultural context, which shapes the processes, responses and individuals involved. While the core values and principles of an individual al may remain constant and be articulated and understood as a basis for reflective activity, there are many ways of responding to issues according TA context.Developing as a reflective practitioner means being someone who is able to act in ways that make a qualitative difference and it requires an understanding of the current socio-cultural context and how this affects the nature Of professional responses. Brotherliness's (1986) ecological model may help us to explore this concept of socio-cultural influence on reflective identity and practice. According to Frontbencher an individual's development is affected by a series of environmental influence s: the ‘mortises' of family, school, or neighborhood; the ‘ecosystem' of a town, local policy, or economic influences; and the ‘Microsystems' of cultural influences, national policy, or pervading ideology.A practitioner's reflective reactive may likewise be influenced by colleagues, peers, managers and parents at a setting; who in turn may be influenced by local quality improvement policy, REFLECTIVE PRACTICE 15 THE KEY TO QUALITY IMPROVEMENT 61 risk awareness, and economic status; and overall this is influenced by central government policy and perhaps the perceived ‘culture' of the type of setting. Therefore practitioners may subtly shift in perceived identity and consequent reflective responses according to the social and environmental situation in which they find themselves. The ability to engage positively and constructively thin a changing professional landscape is supported by an individual's understanding of both that landscape and what is possible wit hin a particular situation in terms of their personal responses and qualities.Just as external socio-cultural spheres influence responses, the reflective activity by an individual may influence future qua a lit y improvement in others because the practitioner is an ‘active' agent within their professional context. Recognizing and valuing the impact of this agency may offer an opportunity for reflective practice to be a ‘means of empowerment, leading to change at the individual ND societal level' (Cable and Miller, 2008: 173). Developing a strong sense of one's own identity as a reflective practitioner can have a significant impact on both individual and collective confidence to engage in reflective activity as a means of improving quality.Reflective practice as a ‘way of being' Understanding reflective practice as a ;way of being' that is owned and experienced by a practitioner encourages the development of an individual as a ‘reflective professional practiti oner rather than as a technician' (Moss, 2008: xiii). This allows for the identification of different ways of engaging within a recess. A ‘technician' may go through' the motions of making changes in practice by following a prescribed model of reflective practice. However, it IS essential for a ‘reflective professional practitioner' to emotionally and intellectually ‘own' the process (Moss, 2008: xiii). Ownership means acknowledging that reflective practice can include the use of deeply embedded intuitive ‘reflex responses' and ‘ways Of knowing' (Atkinson and Clayton, 2000: 2).Atkinson and Clayton argue that we should value ‘other forms of reflection' that do not focus solely on reason and articulation; rather, unconscious insight draws on the whole of what has been known'; the enormity and complexity of which cannot always be articulated (2000: 5). Encouraging practitioners to use their full range of personal resources within reflective activity is essential. It is possible that compliance with a prescribed ‘model' limits reflective potential by indicating one preferred way of proceeding towards 62 reflection, or even towards quality improvement. We would suggest that without alternatives, such reliance on an external ‘expert' model may leave practitioners feeling De-skilled and disemboweled. Recognition of reflective practice as unique to individuals celebrates difference, recognizes personal development and is therefore inclusive.Enabling practitioners to utilities their full range of personal resources within reflective activity requires a critical view of what is involved. There is a view that intuitive forms of knowledge and ‘ways of knowing' have been unjustly ignored in our rational technical world (Atkinson and Clayton, 2000). For Atkinson and Clayton intuitive and ‘tacit' forms of knowledge in practice are of equal value and should be equally validated and respected. They even argue that the re are times when we can ‘think too much' in rationalizing processes when we should rely on a more instinctive way of being. This suggests that there is a form of professional reflection that is much more intuitive and instinctive and relies on the inner resources of a practitioner.We see this as important in the context of developing early years practice, which requires an understanding of many complex issues. Kernel and Sheep (2010) suggest that reflective intuition should be respected as a ‘way of knowing' that is particularly useful in dealing with complexity. Intuitive reflective practice respects and releases inner qualities and understandings, which inform actions taken to improve quality in practice. Many models of reflective practice represent what seems to be a relatively simple process. Investigation into the nature of a practitioner's ‘real life' participation in reflective practice reveals a complex array of professional qualities applied and synthesiz ed in different ways at different times according to the situation.Understanding the coming together of the individual al and context offers a way of understanding reflective activity from a deeply arsenal perspective. Through a process of making ‘human sense' (Donaldson, 1987) of one's own reflective activity, practitioners Gin evaluate the ways and extent to which they make changes for the better in all aspects of life. Personalized reflective activity that becomes a positive experience and rewards aspects of self is more likely to become a disposition or ‘habitat mind' (Arnold, 2003), owned by the individual. Practitioners who understand the nature of their own engagement in reflective practice are more likely to be . Emotionally as well as intellectually involved in the process.

Augustus Essays - Julio-Claudian Dynasty, Marcus Vipsanius Agrippa

Augustus Essays - Julio-Claudian Dynasty, Marcus Vipsanius Agrippa Augustus Augustus Gaius Julius Octavius Augustus was born plain Gaius Octavius at Rome on September 23rd. His father was the first in the family to become senator, but died when Octavian was only four years old. It was his mother who had the more distinguished connection. She was the daughter of Julia, sister to Julius Caesar. He was short in Stature, and well proportioned. His body however was covered in spots and he had many birthmarks scattered over his chest and belly. As for character it is said that he was cruel when he was young, but became better when he good older. He was tolerant of criticism and possessed a good sense of humor. Although unfaithful to his wife Livia Drusilla, he remained deeply devoted to her. His public moral attitudes were strict. Octavian served under Julius Caesar in the Spanish expedition of 46 BC. It was possible that he designated to take a senior military command in Caesar's projected Parthian expedition of 44 BC, although at the time he was only 18 years old. But Octavian was with his friends Marcus Agrippa and Marcus Salvidienus Rufus in Appollonia in Epirus completing his academic and military studies, when news reached him of Caesar's assassination. He at once returned to Rome. He learned on the way that Caesar had adopted him in his will. The news sharpened his resolve to avenge Caesar's murder. When he arrived he found power in the hands of Marc Antony and Aemilius Lepidus, who were urging compromise and amnesty. Octavian refused to accept this, and succeeded in undermining Antony's position by winning over many of Caesar's supporters, including some of the legions. He was failed to persuade Marc Antony to hand over Caesar's assets and documents. Octavian was compelled to distribute Caesar's legacies to the Roman public from whatever funds he was able to raise from other sources. This no doubt raised his standing with the Roman's considerably. Octavian's own standing had been heightened by the deification of Julius Caesar. No longer addressed as Octavian but as Caesar he would now also style himself as son of god. Augustus was one of the most talented, energetic and skillful administrators that the world has ever known. The work of reorganization and rehabilitation which he undertook in every branch of his vast empire created a new Roman peace. He won genuine popular support by hosting games, erecting new buildings, and by other measures to the general good. He understood that his personal standing and security would be strengthened by governing in the public interest. Augustus was no great military leader, but had the good sense to recognize the fact. Mainly he relied on his faithful friend Agrippa to do the fighting for him. Agter Actium, Augustus took personal lead in only one campaign, the Cantabrian War of 26-25 BC in Spain. Even there it was one of his generals who brought the war to a successful conclusion. Augustus' reign was more successful that he ever could of imagined. He lived long enough to make his family seem the natural rulers in the eyes of the Roman's. Though to insure that the power should pass down to an heir of his proved difficult. Save for a premature baby his marriage to Livia produced no children. Augustus did have a daughter, Julia, from a previous marriage to Scribonia. His plans focused on Julia's husband and children. In 25 BC Augustus married Julia to Marcellus, the son of his sister Ovtavia, but when Augustus believed himself dying in 23 BC he passed his signet rings not to Marcellus, but to Agrippa. On Augustus' recovery there were all the signs of an impending power to struggle between Marcellus and Agrippa. Marcellus soon fell ill and died. This left Agrippa the obvious candidate to be teh emperor's heir. In 21 BC had him divorced his existing wife and marry the widowed Julia. Agrippa was 25 years her senior, but the marriage produced three sons and twon daughters. Augustus adopted the sons Gaius and Lucius of the Marriage as his own. Agrippa died in 12 BC, leaving Julia widowed once again. Augustus without a guardian. Augustus considered his wife Livia's two adult sons from her previous marriage. Augustus obliged Tiberius, the elder of the two, to

Babe Ruth the Legend essays

Babe Ruth the Legend essays Babe Ruth was born on February 16th, 1895 and died on August 16th, 1948. He loved baseball very much and it all started in Baltimore, Maryland. This is his story! Babe Ruth lived in Baltimore, Maryland. It was very rough for him, because he lived on the streets. His parents did not have a lot of money and they often neglected him, which is why his home was in the streets of Baltimore. He went to St. Marys Industrial School for boys. This school was located in Baltimore, Maryland. His education was both bad and good, but the food in the cafeteria was what really pleased Babe Ruth when he was young. It was not like the food on the streets it tasted much better. Babe was always very generous to his friends. Everyday they would go to the snack place with their earned cash to get treats to eat. Babes failure was in school. He was not a very good student, because his grades were very low and he lacked concentration in class. Many of the kids teased him because he was always so far behind them in learning in school. As Babe grew older he discovered baseball and became really good at it. He soon became known as the Best Home Run Hitter in Baseball. He hit sixty home runs in one year. Once he became a home run champ, known throughout the USA, many people wanted to be his friend. He was now famous. I admire Babe Ruth of his home run fame and for the reasons as follows. So, please listen up? When Babe Ruth was at St. Marys Industrial School, he discovered he was good at one thing, Baseball. Babe became one of the best baseball players there. He loved baseball and he worked very hard at hitting the ball very far. When he grew up an amazing thing happened. He was picked to play professional baseball. He even went to the World Series, where he hit three home runs. The seats in the stadium were full and there were people even stand ...