The Meanings and Variations of Mother

The Meanings and Variations of Mother The Meanings and Variations of Mother The Meanings and Variations of Mother By Mark Nichol Mother derives from the Old English term modor, which is cognate with the Latin word mater and the Greek word meter. (From the Latin term such words as maternal and maternity are derived.) The term refers not only to a female parent but also to a woman in authority, such as the head of a women’s religious community; it was also long employed as a respectful term of address for an elderly woman (as in â€Å"Mother Goose†), though this use is almost obsolete. It may also apply to an origin, precursor, or source, as in the expression â€Å"Necessity is the mother of invention.† A stepmother is a woman who marries one of one’s parents, and a mother-in-law is the mother of one’s spouse. Motherly describes maternal behavior, and motherlike alludes to a resemblance to the qualities of a mother. Motherhood describes the quality or state of being a mother. The verb mother pertains to the act of producing biological or figurative offspring. Motherland describes one’s home country, although the term is most prevalent in Russia and adjacent nations as well as some in the Near East and seldom used elsewhere. Mother Nature is the maternal personification of nature as the source of all that exists in the natural world. Mother also appears in a compound word ending with an obscene term; in this form and by itself it can be, depending on context, a mild epithet or an extreme insult. Open compounds that include the term mother include â€Å"earth mother† (meaning â€Å"a maternal figure†) â€Å"mother cell† (â€Å"a cell in an organism that produces usually different types of cells†), â€Å"mother hen† (â€Å"an overly protective person†), â€Å"mother lode† (â€Å"a primary mineral lode or vein† or â€Å"a primary source or supply†), â€Å"mother wit† (â€Å"natural intelligence or wit†), and â€Å"mother ship† (â€Å"a ship that serves smaller vessels†). â€Å"Refrigerator mother,† a label once applied to cold, distant, unmaternal mothers, was coined as part of a since-rejected theory for the cause of autism. A stage mother, meanwhile, is one who pressures a child to participate in the performing arts and demands special treatment for him or her; the term is derogatory, with the implication that a she is living vicariously through the child. Compounds employing the informal variant mom include â€Å"helicopter mom,† which describes an overly protective mother, as well as â€Å"soccer mom,† a sometimes pejorative term for a specific demographic- a suburban mother who pushes her children to participate in extracurricular activities such as youth soccer leagues- and the related phrase â€Å"hockey mom,† which pertains to inhabitants of geographic regions where ice hockey is prevalent. Expressions that use the term mother follow: a face only a mother could love: said of an unattractive person at (one’s) mother’s knee: alluding to learning something as a child every mother’s son: an evocative way of saying â€Å"everyone† everybody/everyone and (one’s) mother: a hyperbolic expression referring to a crowd the mother of all (blank): a hyperbolic reference to the best or greatest of a type of thing swear/swore on (one’s) mother’s grave: a hyperbolic reference to a solemn confirmation that one is telling the truth because of the association with the sanctity of a parent’s gravesite tied to (one’s) mother’s apron strings: said of a man who has not asserted his independence from his mother Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Bare or Bear With Me?5 Brainstorming Strategies for Writers20 Classic Novels You Can Read in One Sitting

Lesson Plan for PPP lesson plan for teaching Essays

Lesson Plan for PPP lesson plan for teaching Essays Lesson Plan for PPP lesson plan for teaching Paper Lesson Plan for PPP lesson plan for teaching Paper Group activity with a ball in a circle. Teacher presents situation I. E classroom and throws ball to a student. Student who receives ball states something they are allowed/ not allowed to do, l cant talk over the teacher Introduces concept of can/cant giving student opportunity to use the term can/ cant if they know it. This would be a controlled activity. For a lead in you need to create interest and set the scene. They wont be able to go straight into an activity using the TTL until after o have taught it. Also this is the wrong use of the TTL rules / permission. You must stick to abilities based on skills. Presentation: Introduce meaning form on board. Students are recognizing meaning, usage. Present language through slideshows Sam the dog. Sam is shown on slide show I. E skiing, walking etc. Students answer if Sam can/cant do each activity I. E Sam cant ski, After the sentence is shown on slideshows, students repeat. Students can visually attach words to situations repetition allows pronunciation reactive. Controlled: Introduce Emily Cams owner. Students asked to complete a written activity in pairs They answer true/false questions about things Emily Sam can/cant do. Feed back. Paperwork: complete a gap fill exercise, Sam and Emily day with can/cant. Teacher review students learning. Free Play true/false game. Sides of the classroom are true/false The teacher states different examples of what Sam can/cant do. Students run to the correct side.

Farmingville the explosive issue of illegal immigration Essay

Farmingville the explosive issue of illegal immigration - Essay Example Sandoval and Tambini try to explain the point of view of the Farmingville residents opposed to illegal immigration, in an effort to show that not all opposition is predicated on racism. Louise and Tom, opponents of illegal immigration, are not depicted as racist but as residents who have legitimate complaints against the influx of illegal immigrants to Farmingville. Louise admits that she has a problem with illegal immigrants and that she cannot abide the fact that houses designed to accommodate single families are currently housing 20 to 30 day labourers. Her concerns are legitimate and, when considering that she is not opposed to immigration but to illegal immigration, seem free of racism. Added to that, the housing situation is, from an objective point of view, intolerable and a source of concern, whether for the geriatric female neighbour living alone or for home owners who fear property devaluation. Certainly, Laura's argument may not be completely persuasive but it expresses a point of view which does not seem to speak of racism. Similarly, Tom's displeasure over the sudden influx of truck traffic may not be a persuasive argument against illegal immigration but it is a legitimate, non-racist one. ... The other Farmingville residents are invariably portrayed as incapable of expressing their stance against illegal immigration without injecting a racist undertone into their dialogue and, most definitely, without descending into emotional and somewhat illogical diatribe. The scene featuring the Californian woman is evidence of this. Juxtaposed against immigrants who are silently cleaning the streets, cheerfully organizing a soccer match and preparing the fields, the Californian woman emerges as illogically racist. She accuses illegal aliens of being thieves, murderers and rapists, insisting that their presence in Farmingville is part of a Hispanic conspiracy to re-conquer the United States and expel all non-Hispanic Americans. Needless to say, her inclusion among the ranks of the opponents of illegal immigration reflects very negatively on this group and communicates an impression of their being racist and of their predicating their opposition to illegal immigration on racist princip les. Sandoval and Tambini's depiction of the Sachem Quality of Life (SQL) group further evidences the filmmakers' failure to objectively present the controversy over illegal immigration in Farmingville. In one scene of the very many were SQL members are depicted as racist hate-mongers who are incapable of articulating a logical argument against illegal immigration, the group allies itself with national anti-immigration groups across the country. They recruit members of those other groups to speak against immigration in their "Day of Truth." It is significant that they do not present a fact-based argument against illegal immigration. For example, they claim that it hurts the economy without looking at evidence to the contrary and, more

Accounting Fraud in Daedalus Capital LLC Essay Example | Topics and Well Written Essays - 500 words

Accounting Fraud in Daedalus Capital LLC - Essay Example This fraud scheme where Coleman was taking people’s money and promising them huge returns on their investments but then fail to deliver due to the unpredictability of the marketplace. The Illinois department prohibited the company from selling securities for a period of 90 days in which investigations would follow. The Illinois securities department would charge him with fraud in offering and selling securities, offering and selling of unregistered securities and offering investment advice while he was unregistered to do so. The Illinois Securities Department hope to prosecute through seeking as much evidence against him as possible something which the court in Missouri failed to do leading to the current situation being experienced in Chicago at the moment. Despite the charges brought against him in the court of law and the pending investigations, Coleman still maintains that his company is able to get the clients the promised 100% reward on their investment as promised despite the conditions in the market (Yerak, 2014). The first thing that humans when accused of fraud or inappropriate misconduct do is to deny any allegations. This happens even in cases where there is evidence of whatever magnitude or the individuals charged have a prior record of the same offense in the past. This is the case with Coleman where he has recorded in court as well as with the securities department in Missouri about committing fraud to his investors but he still maintains that it is not the case (Ferrell & Fraedrich, 2012). He strongly stands for his company’s activities and promises even though it is evident that he cannot fulfill them without any fraud occurring in the process and there is evidence to that effect. Coleman would have been better off keeping quiet about the whole situation until cleared or charged by the court for committing the fraud. Talking would only worsen the situation in case his claims were proven to be untrue.  

Restrictionist Policy, Mexican Labor, and Immigration Essay Example for Free

Restrictionist Policy, Mexican Labor, and Immigration Essay The article on Jewish refugees, Mexican guestworkers and administrative politics vividly describes the immigration policies that the United States followed during the turn of the twentieth century.   A cursory reading of the article would show what type of policy regime the United States followed with regards immigration and the factors that affected the same.   The article also depicted the different treatments towards Southern and/or Latin American immigrants, more specifically Mexicans, and European and/or Asian immigrants, more specifically Jewish Germans.    This paper is a summary of the article, focusing on the two abovementioned topics.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The United States immigration policy during the turn of the twentieth century was coined to be a two-tiered bureaucracy.   The first layer was the new State Department and consular officials â€Å"employed exclusionary powers to all but shut down European and Asian immigration.†Ã‚   The second layer was administered by the Labor Department, which was characterized by the legal and illegal immigration of southern and Latin Americans, more specifically the Mexicans.   This second layer was actually described as an â€Å"iron triangle,† illustrated by â€Å"southwestern growers, immigration bureau officials, and powerful congressional committees dominated by southern and western conservatives.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This two-tiered immigration regime was actually a result of the rise of the World War I protectionist state, wherein there was a need for self-defense against foreigners since they were considered as dangerous and/or inferior.   This protectionist regime is highlighted by the Passport Control Act of 1918 wherein aliens are required to obtain a visa from consular officials abroad before they were allowed to enter the United States.    Note however that despite the end of the war, there was a move to continue implementing the Passport Control Act of 1918 as the country is still vulnerable to national security threats.   This law actually complemented the Immigration Act of 1917 and both previous laws were in turn supported by the 1924 Quota Act wherein inspections overseas where done prior to embarkation for the United States.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The restrictionist or nativist regime being discussed by the article was illustrated by two examples.   The first example is one for the first layer, or the shutting down if immigration to Europeans and Asians.   In fact, this shut down affected not only workers but refugees as well.   With the rise of Nazi Germany in Europe, and ideas of anti-Semitism spreading fast, many German Jews and Germans who opposed the Nazi Government were seeking asylum, to protect themselves from the Nazis. However, there seemed to be an unmistakable prejudice against the Germans and the Jews, bolted by an executive order in 1930 which barred aliens who were likely to be of public charge (or those wage earners who are coming to the United States without means of support).   There was a move to loosen this strict executive order by allowing bonds for entering refugees, which was actually ineffective since this was a double barrier for the refugees who were seeking asylum:   they needed a bond to enter the United States and yet the Nazi Government did not allow them to take capital out of the country. True, it was claimed that the idea of asylum as the special commitment of the American people.   And yet the article had enumerated a couple of reasons why despite the special commitment, the entrance of refugees cannot be as lax as those of Mexicans since refugees will only be a public charge, and attention should be paid to the many citizens of the United States who are homeless, unemployed and are struggling as well.   And yet another irony occurs, the strict policy was only on the German Jews and not on the British who were seeking refuge in the United States, and granting visas to Chinese immigrants, justified only by courting alliance with the Chinese during the war. The complete opposite of the experiences of the Jewish refugees were the Mexican workers.   This is actually the second tier of the regulatory policies on immigration by the United States government.   As compared to the European immigrants, the Mexican immigrants had an easier time entering the United States.   Despite the increase in illegal immigration due to inefficient and unmonitored security of the Canadian and Mexican borders, which was blamed on the lack of funds, lack of men and lack of facilities to effectively guard the borders of the United States, there were more legitimate reasons why the Mexican workers were easily granted immigration into the country.    One reason is that there is a need for unskilled workers.   Nativist and restrictionist politicians believed that the reason why Americans are being sent to school is so that they will not do the back-breaking work that unskilled laborers do.   Another reason, which is tied to the first, is that Mexican workers mean cheaper labor.   And lastly, the stay of Mexican migrant workers in the United States is but temporary and they can easily be expelled and sent back to their home countries.   In fact, this was proven when rumors started spreading that even immigrants will be enlisted in the armed forces to fight during the war.   Instantly, the Mexican workers returned to their native countries. Of course, the increase in Mexican guestworkers was not continuous as the Great Depression raised sentiments that the Mexicans were taking the work of the Americans and there was a heightened deportation campaign.   But this did not last long since the construction of highways and the invention of automotive traveling.  Ã‚   Once again, Mexican immigration was on the rise. The abovementioned summary of the article â€Å"Two-Tiered Implementation† definitely shows a great disparity of treatment between the Europeans and the South Americans.   But the same is understandable as the article sufficiently explained the justification for such. The United States, although committed to granting asylum to refugees, is practical in the sense that refugees will be taken care of the public and at the time of the implementation of the nativist immigration policies, the economic situation of the country just does not permit it to loosen immigration of refugees.   But on the other side, the United States gain greatly from the entry of cheap Mexican workers, allowing the Americans to concentrate on skilled jobs, and without having to worry about the deportation of the workers as their native country is just a border away. Indeed, there were good reasons, supported by evidence, that the article posed in explaining the restrictionist regime and the differences in immigration between the Jews and the Mexicans.

a memorable moment :: essays research papers

On April 17th, 2004, my eldest sister went into labor around 5:30 A.M. I honestly wasn't in the mood to go to the hospital so early in the morning, but my mother told me I should. My mom told me that it was a time when my sister really needed us. All I thought about was that she wouldn't even know whether I was there or not. My family and I took her to the hospital, and then everyone waited in the adjacent room. I never thought much about it, so I fell asleep. To me it was like," Whatever," she's just having a baby, another niece or nephew for me. You see, my sister and I were never that close to begin with. While we all waited in the waiting room, the nurse unexpectedly came in and asked for me by my name. She told me to follow her. My sister said that she wanted me by her side as she delivered. In my head I was thinking," Me...why me?" As I walked into the room, my sister looked at me and whispered," Hello." The doctor told me to keep feeding her ice cubes and keep her calm because the contractions were getting closer together and stronger. More doctors and nurses started pouring in and then it was time. Something inside me told me to just go to my sister and comfort her, so I went to her and grabbed her hand. She was experiencing a lot of pain, but still she managed to look at me and smile. I couldn't do anything but smile back. It seemed that everything was happening so fast because the next thing I remember was the doctor yelling," It's a girl!" My sister and I were so excited and we were both crying tears of joy. My sister hadn't let go of my hand, and I felt her squeeze me a little bit. I turned to her and she mouthed to me," Thank you," just before they handed her the baby. That one simple word just made me feel the warmest sensation in the world. It was as if everything at that moment was right. I stayed with me sister that day and the next and just stared at my niece until I fell asleep.

Acorn Industries Essay

It is the rare corporation that can recognizes the need to integrate its resources, policies, people, assets and procedures with changing business strategies. Rarer still is the organization that acts on this need. Yet, in today’s competitive global market, an integrated strategy is increasingly necessary. Given the speed with which change occurs in the global business environment, standard planning techniques and asset allocation methods have become woefully outdated. Indeed, achieving new levels of business sophistication is a never-ending process, requiring Acorn to rapidly a strategic organizational transformation to meet changing conditions. To effectively accomplish this transformation the company needs a system that provides continuous evaluation and improvement, ensuring effective use of both business (hard) and organizational (soft) assets. In particular, what is required is a balance and alignment between customer, organizational and business investment. In today’s market, organizations not taking such an approach run the serious risk of failing to meet the expectations of shareholders. The case of Acorn Industries highlights the lack of strong leadership, the need for a transformation in its organizational structure, the need for a balance scorecard system, the need for a programme manager and the effective operation and utilization of such a structure. Among the distinguishing characteristics of companies achieving sustainable shareholder value is that the management in these organizations constantly evaluates the key operational drivers of the business and, in response to changes in the business environment, strategically transforms the company’s resources among those drivers, whether they are in marketing and sales or in some area of production. This process must occur every time the business changes marketing strategies, experiences a merger, acquisition or spin off,  or moves to a new level of sophistication and globalization maturity. The result is a company experiencing an ongoing process of active, bottom line-oriented self-assessment and growth. When a company’s organizational and business assets are in alignment, adjustments occur naturally. For this alignment to occur, however, the business must measure its organizational and business assets differently than it did at previous levels of maturity. It also m ust be able to transform organizational assets rapidly to meet changing conditions. PROBLEMS AND CAUSES Many new projects implemented within organizations either partially or fully fail because the intervention does not adequately address the enabling environment within which the organization operates (UNDP, 1993). For example, Acorn tried to keep the commercial and government contracts separate. They were also managed as separate entities based on marketing and the resources from the functional departments. Any effort to diagnose and improve the performance of this organization requires an understanding of the forces inside and outside the organization that can facilitate or inhibit that performance (Savedoff, 1998). Enabling environments support effective and efficient organizations and individuals, and creating such environments is becoming an increasingly important aspect of developing this organization towards one that can operate on a programme organizational structure. The organizations natural resources, human resources, financial resources, infrastructure and technology together form what is call â€Å"capabilities.† They combine with rules and institutional ethos to create an enabling or inhibiting environment for organization’s growth and development. This point illustrates the overriding influence of rules and, as noted earlier, the interdependence of the various components of an enabling environment. Acorn embarked on launching ambitious programs to develop capabilities but neglected the importance of conducting a thorough institutional analysis. It involves mapping the institutional environment in terms of politics,  administrative capacity, culture, leadership, organizational structures, etc. in a manner that includes all stakeholders and measures their level of ownership and commitment to reform. Acorn had numerous projects underway with no formal project management process in place to effectively manage successful outcomes. They have not embraced programme management as the discipline to hold people accountable and execute the implementation of strategic change initiatives. Acorn had failed at the process to effectively manage all their projects. Projects emanate from the strategic plan, therefore to increase project success at the strategic level a process must be established to select and monitor projects and ensure projects and resources are in alignment with the strategic plan. For success to occur, synergy is required from all project participants at all levels. RECOMMENDATIONS Strategic leadership is associated with the organization’s vision, as well as with the ideas and actions that make the organization unique. It is the process of setting clear organizational goals and directing the efforts of staff and other stakeholders toward fulfilling organizational objectives (Mintzberg and Quinn, 1995). In essence, therefore, strategic leadership has to do with the organization’s ability to influence its internal and external stakeholders so that they will support organizational directions. Strategic leadership needs to empower its members to create the changes that are necessary for an organization to perform and survive (Byrd, 1987). It goes beyond simple planning, in that it creates ways of clarifying and obtaining organizational goals by looking within and outside the organization. It sets the stage for organizational action and the methodologies the organization will use to produce the results required. Thus, an organization’s strategic leadership involves developing ways of inspiring organizational members and stakeholders to perform in ways that attain the mission, while adapting to or buffering external forces. Strategic leadership consists of three main dimensions: leadership, strategic  planning and niche management: LEADERSHIP _Leadership is basically the process through which leaders influence the attitudes, behaviors and values of others towards organizational goals_ (Vecchio, 1995). Indeed, no one can deny its critical importance to the success of any organization, no matter where the organization is located or what it does. Salopek (1998) outlines four fundamental qualities of leadership, each of which has several specialized and associated competencies. These qualities relate to the ability to become and act as the following: Collaborators skilled at facilitating, coaching and fostering dialogue; Innovators skilled at visioning, championing and diffusing; Integrators skilled at organizing, improving and bridging; Producers skilled at targeting, improving and measuring. The need for leadership qualities is not restricted to executive senior managers, but extends to workers at all levels of the organization. Leadership exists at many places inside the organization, both formally and informally. Formal leadership, exercised by those appointed or elected to positions of authority, entails activities such as setting direction, providing symbols of the mission, ensuring that tasks are done, supporting resource development, and modeling the importance of clients. _STRATEGIC PLANNING_ Strategic planning entails formulating and implementing activities that lead to long-term organizational success. It is essentially a decision-making process that involves a search for answers to simple but critical and fundamental questions: What is the organization doing? How is it doing what  it does? Where should it be going in the future? What should it be doing now to get there? Strategic planning encompasses issues spanning the entire spectrum of the organization, from introspective questions of what the organization’s personality is or ought to be, to strategic operational issues connecting the focus on the future with work to do to move the organization forward. The strategic plan itself is a written document; setting out the specific goals, priorities and tactics the organization intends to employ to ensure good performance (Kaplan and Norton, 1996). Thus, strategic planning must typically include a scan of opportunities, threats and constraints presented by the environment. This means that the organization must repeatedly ask itself what potential or pending actions are likely to influence (positively or negatively) what it does and plans to do? How can the organization forestall or mitigate the negative influences, as well as take advantage of the potential opportunities? Another strategic issue for the survival of an organization is the acquisition of resources in the vital areas of funding, technology, infrastructure and personnel. Strategic planning must adequately pursue these resources by anticipating and capitalizing on opportunities in the external environment that might yield or support them. It also means predicting threats to organizational resources and intervening (politically, in general) to ensure that organizational performance and survival are safeguarded (Korey, 1995). This level of leadership and intervention generally transpires between the senior executive of the organization and the organization’s directors. Resource acquisition entails constantly being on the lookout to create opportunities that will augment the organization’s resources. For strategies to become operational, they need to be communicated, processed and revised according to feedback from stakeholders, both internal and external. All members of the organization need to work toward making the strategic plan a reality, from senior management down to the most junior worker (Mintzberg  and Quinn, 1995). ORGANIZATIONAL STRUCTURE The ability of an organization to structure and restructure itself to adapt to changing internal and external conditions is important for maximizing organizational performance. Unlike other capacities, the structuring and transformation of an organization does not formally occur on a constant basis; however, adaptations of structure are always occurring. Organizational structure is defined as the ability of an organization to divide labor and assign roles and responsibilities to individuals and groups in the organization, as well as the process by which the organization attempts to coordinate its labor and groups. It is also concerned with the relative relationships between the divisions of labor: Who has authority over whom? How and why should an organization divide labour individually and by grouping people? How should organizations coordinate their work to maximize the benefits of the divisions of labour? What do people look for to indicate that problems are structural in nature rather than some other type of problem, such as one of leadership? OPERATING STRUCTURE The operating structure of an organization is the system of working relationships arrived at to divide and coordinate the tasks of people and groups working toward a common purpose. Most people visualize an organization’s structure in terms of the familiar organizational chart. The task of creating appropriate and manageable work units or departments has challenged managers and students of organizational development for decades. In looking at structure, we are interested in the extent to which  individuals, departments or other groupings understand their roles in the organization; whether they have the authority to carry out their roles; and whether they are accountable for their work. Structure also includes coordination issues (Mintzberg and Quinn, 1995). Coordination is the process of linking specialized activities of individuals or groups so they can and will work toward common ends. The coordination process helps people to work in harmony by providing systems and mechanisms for understanding and communicating about their activities. In organizations where innovation and productivity is key, interdisciplinary project teams are a competitive advantage. Entire networks are formed where the best minds collectively tackle difficult projects, with each contributor bringing his or her special perspective and expertise. The ease with which the programme office facilitates interdisciplinary approaches to projects is an indicator of organizational health. Many variables influence organizational structure, including history, size, technology, organizational goals, strategy, governance, funding and other pressures from the external environment, the specific fields of research, and technology. HUMAN RESOURCES The human resources of any organization are its most valuable assets. In the view of many top-level executives, employees are the key source of an organization’s competitive advantage (Brown and Kraft, 1998; Chilton, 1994). Critically important to effective human resource management is to develop and instill core values throughout the organization (Down, Mardis, Connolly and Johnson, 1997). These values include integrity and honesty, commitment to the organizational mission, accountability for and pride in one’s work, commitment to excellence, and building trust. They form the basis for developing cohesiveness and teamwork, as well as for developing policies, procedures and programs that focus on meeting the needs of customers or clients. In the case of Acorn Industries, human resources management functions is  charged with planning and controlling human resources to make sure that people’s needs are met so they can work to achieve organizational goals. Commitment to meeting employees’ needs is not merely an altruistic function-it is highly likely that staff who are reasonably comfortable with working conditions, and stimulated by the environment, will be productive (Miron, Leichtman and Atkins, 1993). From an organizational perspective, control over human resources is critical to hold managers accountable for organizational performance. Nevertheless, progress in this area has been slow. HUMAN RESOURCES PLANNING Human resources planning involve forecasting the human resources needs of the organization, and planning the steps necessary to meet these needs. This planning is the first step in any effective human resources management function. Human resources planning should be closely linked to the organization’s strategic objectives and mission. Even in regions of the world with a plentiful, well-educated workforce, such planning is a challenge because the needs of the organization are constantly changing and sometimes do not converge (Cockerill, Hunt and Schroder, 1995). The challenge is even greater if the pool of people from which the organization recruits is limited by such factors as brain drain, or because labor market wages in the private sector are more attractive (Colvard, 1994). Forecasting in these environments is quite difficult. PROGRAMME MANAGEMENT According to Booth (1998), the term â€Å"programme management† is used mainly by two groups of professionals in ways that are consistent. The first group, those involved with information systems, employs the term to describe the management of _big projects, especially system implementations._ The second group, corporate strategists, uses it to mean the _practical task of translating grand strategies into operational reality._ In many organizations, individual managers typically pursue their own  projects and cite their own successes. In fact, the link between their efforts and organizational performance is generally quite obscure. By coordinating and linking the cascade of corporate goals reflected in diverse projects into specific sets of common-goal actions, program management helps to avoid this problem. Programme management is regarded as â€Å"an additional layer of management sitting above the projects and ensuring that they remain pertinent to the wider organization† (Booth, 1998). In the context of funded organizations in developing countries, organizations often receive financing from different donors or funding agencies for different projects that are not necessarily congruent with organizational goals. In such a situation, there is a clear need for programme management to align different projects with wider organizational goals and coordinate them into common-goal actions. PROGRAMME PLANNING Programme planning ranges from working out what to do on a day-by-day basis to long-term strategic planning. It should be happening constantly within a project and program. Programme planning must take into account what an organization has to do to create its goods and services, as well as the resources it needs to do so. Program planning requires thinking ahead and, as such, involves several concurrent questions. Whom are we serving? What demand are we supplying and at what cost? What are our objectives? What must be done to meet these objectives? Who will do this? How will they do it? How long will it take? How much will it cost? How will we know whether we have met our objectives? Programme planning has many levels and is time bound, so it can be short, medium or long term. However, when conducting an assessment, the extent to which the organization’s plans are well communicated and used as management tools must be determined. This will require written plans. PROGRAMME IMPLEMENTATION The major task of the leaders of an organization is to put the organization’s program into practice. It is all well and good to have a great plan-making  it work is the hard part. Programme implementation requires organization and having staff that can put their skills to work. It requires integration of the management skills needed to allocate resources and the technical skills needed to do what has to be done (for example, to do several projects con-currently and with the sharing of resources). Programme implementation is the stage at which an organization integrates all its resources to concretely achieve its goals. PROGRAMME MONITORING AND EVALUATION Sound project monitoring and evaluation need to be built into projects during their planning stage and carried out throughout the project (IDB, 1997). For example, an assessment of the volubility of a programme or project ensures that it contains the basic elements required to monitor results and ultimately determine whether development objectives are being met. The planning section should have an increasing array of tools that help project planners develop quality projects. The logical framework can be incorporated into a project both for use as a planning tool but also to provide indicators for monitoring and evaluation (IDB, 1997). Similarly, outcome mapping (Earl, Carden and Smutylo, 2001) is used as a tool to support better planning, monitoring and evaluation. PROCESS MANAGEMENT Functional managers with many organizations today view their business as a series of functional silos concerned with their own requirements (Dent and Hughes, 1998). This perspective is particularly pervasive among managers accustomed to being rewarded for optimizing the performance of their functions relative to the rest of the organization. Although managers talk about â€Å"big picture† processes, their efforts are often focused inwardly on their own requirements and are measured accordingly. In such situations, there is an obvious need for common systems and operations that apply uniformly throughout the organization and, like a thread, sew the various functional parts together into a common purpose. There is also a need for compatible strategies to optimize organizational performance. In other words, process management is required. Taking a vision and making it a reality through smooth-flowing daily work in an organization is largely dependent on ongoing â€Å"processes.† These are the internal value-adding management systems and operations that cut across functional and departmental boundaries. They are the mechanisms that guide interactions among all groups of people in an organization to ensure that ongoing work is accomplished rather than hindered or blocked. Thus, _process management is the task of aligning and integrating the various practices and cultures of different segments of an organization through the introduction of common systems and operations that apply uniformly to all segments of the organization_. These common operations or processes include problem-solving, planning, decision-making, communication, and monitoring and evaluation. If the processes are all working, the outcome is that the organization is learning and accomplishing a great deal. Process management takes place at every level of an organization, from the board of directors to the line worker. The board and senior managers must know how to problem-solve, plan and make timely decisions. If they are deficient in these areas, organizational direction is often hampered. As with the case of Acorn Industries, programme units, departments and other functional segments of the organization must plan and set short- and medium-term goals, as well as solve problems, make decisions and generate strategies to carry out appropriate activities to achieve results. VISION AND MISSION The vision and the mission of an organization emerge from important social, economic, spiritual and political values. They are meant to inspire and promote organizational loyalty. Vision and mission are those parts of an organization that appeal to the heart; that is, they represent the organization’s emotional appeal. They motivate people and draw upon staff  and stakeholders’ hopes and aspirations. In this sense, the vision and mission of an organization provide inspirational motivation. Clarifying the vision and mission are important in private organizations. Private sector organizations often identify the importance of serving their customers, and have created visions and missions to support this theme. At issue for many organizations is not only to write but to then live the statements. When vision and mission statements are not lived up to, the result is not to enhance motivation but to foster cynicism. Assessing an organization’s motivation primarily involves looking at its mission, since this is more closely linked to what the organization wants to do. However, in examining the mission, the link to the larger vision, as well as more operational components, must also be assessed. DEFINITION _An organization’s vision defines the kind of a world to which it wants to contribute._ Visions lie beyond the scope of any one organization. They represent the hopes and dreams of organizational members. The vision describes the changes in the prevailing economic, political, social or environmental situation that the programme hopes to bring about. Missions, on the other hand, are a step in bringing about the operational aspects into the vision, an organization’s raison d’à ªtre. _The mission is an expression of how people see the organization operating._ In this context, the mission lays a foundation for future action (Bart, 1997) and guides the organization’s choice of strategies and activities. Some of the main reasons for an organization to have a vision and mission expressed in clear statements are to: Promote clarity of purpose Function as a foundation for making decisions Gain commitment for goals Foster understanding and support for its goals. Whereas the vision locates the organization within a cluster of organizations, it is the mission that answers the questions: Why does this organization exist? Whom does it serve? By what means does it serve them? Those responsible for the performance of an organization increasingly recognize the benefits of clearly and simply communicating the direction in which their organization is going. Such descriptions of the organization’s future, whom it serves, what it values, and how it defines success can have a powerful impact on the organization’s personality. ASSESSING THE MISSION Those seeking to diagnose and analyze the mission of an organization often find themselves dealing with multiple realities-those that are written down, and those that are perceived by organization members. One task in an organizational assessment is to determine the degree to which the formal mission statement is understood and internalized by members and stakeholders of the organization; that is, measure the congruence of the perceived and stated missions. CULTURE While the mission statement formally articulates organizational purpose, it is the organization’s culture that gives life to the organization and helps make the realization of its mission possible. The concept of organizational culture has been the focus of much attention, with analysts associating it with superior corporate performance (Peters and Waterman, 1988), increased productivity (Ouchi, 1981), improved morale, and high rates of return on investment. _Organizational culture is the collectively accepted meaning that manifests itself in the formal and informal rules of an organization or a sub-group._ The culture embodies the collective symbols, myths, visions and heroes of the organization’s past and present. For instance, culture finds expression in the collective pride (and even embellishment) of the accomplishments of individuals. Values important to the organization are illustrated through stories about past successes and failures; these form a living history that guides managers and drives members’ behavior. DIMENSIONS Diagnosing organizational culture helps you understand the relative levels of consistency or inconsistency of â€Å"meaning† that exist in an organization. In some ways, culture is like an iceberg; it has both seen and unseen aspects. From an anthropological perspective, culture has material and non-material dimensions. Culture has both physical artifacts-mission statements, policy guides-as well as basic beliefs that direct the thinking, feelings, perceptions and behaviors of the people in the culture. To know why some people are in trouble, are rejected or punished, or are not appreciated by an organization, you need to know the belief system and norms that underlie the organization’s behavior. In this context, four dimensions of organizational culture can be identified: artifacts, perspectives, values, and assumptions (Bloor and Dawson, 1994). _Artifacts_ are the most tangible aspects of an organization’s culture. These are the physical aspects of an organization: the type of office, the logo, dress, rituals (Christmas parties), stories, language and so forth. Artifacts are the physical manifestations of the organization’s culture. _Perspectives_ are the ideas that people hold and use to act appropriately. For example, a perspective includes how the organization handles customer complaints or, for that matter, employee complaints. In some organizations, people go to great lengths to help customers obtain the products and services they say they need. In other organizations, customers are ignored. _Values_ relate to the ideals held by the organization, including concepts of standards, honesty, quality and integrity. Underlying or basic _assumptions_ are â€Å"the taken for granted† beliefs of an organization. This refers to what members of the organization feel is appropriate behavior for themselves and others. Since assumptions are considered a given, they are rarely if ever questioned. The set of tacit assumptions helps form the uniqueness of the organizational culture (Denison, 1996). BALANCE SCORECARDS Balanced Scorecard is a popular tool for implementation of strategy (Kaplan and Norton 1996a). As the founders of the concept, they promote the concept primarily as a tool that can provide aid in the implementation of strategy. They argue that the main causes of poor strategy implementation are: Visions and strategies are not actionable Strategies are not linked to departmental team and individual goals Strategy not linked to resource allocation Feedback that is tactical and not strategic The name BSC reflects the need for a balance between short and long time horizon for goals, between financial and non-financial measure parameter, between lag and lead indicators and between internal and external perspectives (Kaplan and Norton 1996a). The author argues that _†what you measure is what you get†_ The measurements have a running effect. In order to accomplish a strategic effect, the organization must measure what is strategically important. This can be achieved in the Balanced Scorecard concept. Hence, the concept is not a control tool, but rather a strategic tool to help managers look ahead. In addition, the BSC shows how the results are achieved not only that they are achieved. With the four dimensions; the financial perspective, the internal business perspective, the customer perspective and the innovation and learning perspective, BSC combines a  number of flows that are going on in the organization. By understanding the organisation in this context, t he manager can learn what connections exist between the different perspectives. The common picture of the four dimensions is one of the contributions of the BSC concept. _ARCHITECTURE OF BSC_ Kaplan and Norton (2001a) describes the building of a BSC as a process to define a set of near term objectives and activities, the drivers that will differentiate a company from its competitors and create a long term customer and shareholder value, the outcomes. The process begins in a top down fashion, clearly defining strategy from the perspective of the shareholders and the customer. In other words, the scorecard is supposed to define the short term goals and activities. These are the strategic drivers that are supposed to differentiate the organization from the competitors and create long term value for the customers and the owners. The financial goals for growth and productivity are the most important. Causes of growth are to be defined. When the financial goals are defined, we must ask the question _†Who are the target customers that will generate revenue growth_ _and more profitable products and services? What are their objectives and how_ _do we measure success with them?†_ The customer perspective should also include a value proposition that defines how the company differentiates itself to attract retain and deepen relationship with targeted customers. The defined measurements in the customer and financial perspectives should not describe explicit how this should be achieved internally. It is the internal processes, like product, design, marketing development, sale, service, production that are about to define the necessary activities to achieve the goals in the customer and financial perspectives. The fourth perspective, learning and growth, should put pressure to execute internal business processes in new and differentiated way, based on the organizations infrastructure; the skills, capabilities and knowledge of employees; the technology they use and the climate in which they work, in other words what Kaplan and Norton (2001a) refers to as the learning and growth factors. _IMPLEMENTATION OF BSC_ Kaplan and Norton suggest implementing the BSC to overcome the strategy implementation problems: Visions and strategies are not actionable, strategies are not linked to resource allocation, and feedback is tactical and not strategically. However, when studying Balanced Scorecard, there is no common theory or model for implementation. Some use more perspectives than Kaplan & Norton’s initial four, others not. For example, some have added a human focus or an environmental focus. Kaplan and Norton do not include the human focus as they believe the human is contained in all of their focus areas. This might be a result from the stepwise development of the BSC. The first concrete model for building a BSC is presented by Kaplan and Norton (1993) where they use a system model in eight steps to create a BSC that should link the measurements to the strategy. In the article _†Using the BSC as a strategic management system†_ by Kaplan and Norton (1996b), the development of BSC is extended from the eight step to a ten step model. According to the authors, after the tenth step, BSC has been included in the routine part of the strategic management system. The communication within the organization follows the different units in the business plan and lies in line with BSC. Through follow up of BSC, learning in the organization is enabled through performance and deviation assessments. However, Kaplan & Norton (1996a) mean that this might not be as easy as it looks. This is probably an understatement. They show failures in several cases with structural and organizational problems. The step wise development by Kaplan and Norton is also influenced by other research findings. This also applies to the implementation of BSC system. Kaplan and Norton start out with an implementing model in eight steps, while the Kaplan and Norton 1996b article present another 10 step model. For all models, a common theory for building and implementing BSC is missing. Despite this observation, Kaplan and Norton have developed principles for  how to become a successful strategy focused organization. However, these principles do not tell _how_, but rather _what_ matters to implement strategy successfully. In the article by Kaplan and Norton (2001c) the authors show how organizations use their scorecard to align key management processes and systems to the strategy. Although each organization achieved strategic alignment and focus in different ways at different paces and in different sequences, each eventually use a common set of principles to become what Kaplan and Norton refer to as the principles of strategy focused organization. The five principles are: 1. Translate the strategy to operational terms 2. Align the organization to the strategy 3. Make strategy everyone’s everyday job 4. Make strategy a continual process 5. Mobilize leadership for change When Kaplan and Norton (2001c, 2001a) talks about the first principle _†TRANSLATE THE STRATEGY INTO OPERATIONAL TERMS†_ they mean that the scorecard creates a common and understandable frame of reference for all organization units and employees through the translation of strategy into a logical architecture of a strategy map and the Balanced Scorecard to specify the details of the critical elements for their growth strategies. The second principle _†ALIGN THE ORGANISATION TO THE STRATEGY†_ (Kaplan and Norton, 2001c, 2001a) relates to the organizational performance to become more than the sum of its parts. It must be linked and integrated. The Balanced Scorecard defines what is expected to create synergy and ensure that linkage actually occurs. This will prevent the strategies of different units to go in opposite directions. As many organizations have difficulties  communicating and coordinating across the different functions, suboptimal behaviours may become a major barrier in strategy implementation. The third _principle_ _†MAKE STRATEGY EVERYONE’S EVERYDAY JOB†_ means that the BSC should be used to communicate and educate the organization about the strategy. Scepticism towards unlimited communication to the entire organization risking leakage of valuable information to competitors is answered: â€Å"_Knowing the strategy will do little good unless they execute it. On_ _the other hand we have no chance to execute it if people don’t know about it†._ This is also in line with Kotter (1996) who argues that real power first occur when those involved in the enterprise or activity have a common understanding of goals and directions. The author argues that it is not a top down direction, but rather a top down communication. When Kaplan and Norton (2001a, 2001c) talks about â€Å"_MAKE STRATEGY A CONTINUAL PROCESS†_ they claim that the BSC introduce a new â€Å"double loop process† to manage strategy. The process integrates the management of tactics with the management of strategy using three important processes. First, organizations link strategy to the budget process where they use BSC as a screen to evaluate potential investments and initiatives. Just as the BSC attempts to protect long term objectives from short term sub optimization, the budget process must protect long term initiatives from the pressures to deliver short term financial performance. The second step is to make strategy a continual process by introducing a simple management meeting to review strategy. Information feedback systems are changed to support the new management meetings. Finally, a process for learning and the strategy evolves. The initial BSC represent a hypothesis about the strategy. At the time of formulatio n, it is the best estimate of the action expected to create long term financial success. The design process of the scorecard establishes the cause and effect linkages of the strategic hypothesis explicit. As the scorecard puts it to action and the feedback system start reporting actual results, an organization can test the hypothesis of its strategy. In the fifth principle _†MOBILIZE LEADERSHIP FOR CHANGE†_ also named  _†mobilize_ _change through leadership†_ (Kaplan and Norton 2001a); the authors claim that the first four principles focus on the BSC tool, the framework and the process to support it. They also argue that active involvement of the executive is the single most important condition. If the top management are not active leaders of the process – change will not occur, strategy is not implemented and the opportunity for breakthrough performance is lost. Over time, a new management system will evolve; this is a strategic management system that institutionalizes the new cultural values and processes into a new system for management. This is also in line with Kotter (1996) where he describes how transformational change occurs. By linking traditional processes such as compensation and resource allocation to a BSC that describes the strategy, they create a _strategic management system_. Furthermore, the author claims that the strategy must be a continual process that reflects shifts in opportunities and threats. Here, it is important that the integration of the new strategy into the organization does not create a barrier to future progress. CONCLUSION The relationship between organization and innovation is complex, dynamic and multilevel. The existing literature is voluminous and diverse. For Acorn to be a successful organization, I looked at the aspects of organizational structures, human resources, programme management, process management, their vision and mission, the organizational culture and balance scorecards. These are the potential different aspects of the relationships that form the coherent conceptual framework for understanding the phenomenon of ‘organizational innovation’. Executive Management needs to engage organizational functions in programme execution to obtain information evaluate progress and learn from failures regarding strategic change initiatives. If they don’t, they, like most projects, will fail. Committed leadership is required to provide the right environment for people to succeed when implementing change initiatives.  Projects are essential to the growth and survival of their entities because, when executed successfully, they help deal with changes in the environment, fiscal conditions and citizens’ needs. Directors must be held accountable for managing change and the best way to manage change is to employ a project management methodology that enables the Department to manage strategic project initiatives as a portfolio of budget investments and prioritize them in accordance with their importance to the Department strategy. Acorn Industries needs to focus on making change happen to improve their organizations performance!! Programme management is their ticket to that success. It will enable them to get on the road to quicker implementation of strategic initiatives and keep Acorn Industries moving forward. Organizations that want to be successful need to establish an integrated programme management process in order to execute strategic initiatives and enhance the organizational and individual’s project management capability. BIBLIOGRAPHY Bart, C. 1997. Sex, Lies and Mission Statements. _Business Horizons_ (November/ December): 9-18. Bloor, G., and P. Dawson. 1994. Understanding Professional Culture in Organizational Context. _Organization Studies_ 15(2): 275-95. Booth, R. 1996. Accountants Do It by Proxy. _Management Accounting-London_ 74(5): 48. 1998. Program Management: Measures for Program Action. _Management Accounting-London_ 76(7): 26-28. Brown, S. J., and R.J. Kraft. 1998. A Strategy for the Emerging HR Role. _Human Resources Professional_ 11(2): 28-32. Brudney, J., and S. Condrey. 1993. Pay for Performance: Explaining the Differences in Managerial Motivation. _Public Productivity and Management Review_ 17(2): 129-44. Byrd, R. E. 1987. Corporate Leadership Skills: A Synthesis. _Organizational Dynamics_ 16(1): 34-43. Cockerill, T., J. Hunt, and H. Schroder. 1995. Managerial Competencies: Fact or Fiction? _Business Strategy Review_ 6: 1-12. Colvard, J. E. 1994. In Defense of Middle Management. _Government Executive_ 26(5): 57-58. Denison, D. 1996. What Is the Difference between Organizational Culture and Organizational Climate? _Academy of Management Review_ 21(3): 619-54. Down, J. W., W. Mardis, T.R. Connolly, and S. Johnson. 1997. A Strategic Model Emerges. _HR Focus_ 74(6): 22-23. Earl, S., F. Carden, and T. Smutylo. 2001. _Outcome Mapping: Building Learning and Reflection into Development Programs_. Ottawa: International Development Research Centre. Inter-American Development Bank.1997. _Evaluation: A Management Tool for Improving Project Performance._ IDB, Washington, D.C. Kaplan, R.S. Norton, D.P. (2001 b) â€Å"_Transforming Balanced Scorecard from performance measurements to strategic management:_ Part 1†, Accounting Horizons, Mar, Vol 15, Issue 1, pp 87-105. Kaplan, R.S. Norton, D.P. (2001 c) â€Å"_Transforming Balanced Scorecard from performance measurements to strategic management:_ Part 2†, Accounting Horizons, Jun, Vol 15, Issue 2, pp 147-161 Kaplan, R. S., and D.P. Norton. 1996. Using the Balanced Scorecard as a Strategic Management System. _Harvard Business Review_ 74(1): 75-85. Korey, G. 1995. TDM Grid: An Effective Tool for Implementing Strategic Plans in Academic Institutions. _Management Decision_ 33(2): 40-47. Mintzberg, H., and J.B. Quinn. 1995. _The Strategy Process: Concepts, Context and Cases._ New York: Prentice Hall. Miron, D., S. Leichtman, and A. Atkins. 1993. Reengineering Human Resource Processes. _Human Resources Professional_ 6(1): 19-23. Ouchi, W. 1981. Theory Z: _How American Business Can Meet the Japanese Challenge._ Reading, MA: Addison-Wesley. Peters, T. J., and R.H.J. Waterman. 1982. _In Search of Excellence._ New York: Warner Books. 1988. _In Search of Excellence: Lessons from America’s Best Run Companies._ New York: Warner Books. Salopek, J. 1998. The New Managerial Mentor: Becoming a Learning Leader to Build Communities of Purpose. _Training and Development_ 52(12): 61. Savedoff, W. D. (ed.). 1998. _Organization Matters: Agency Problems in Health and Education in Latin America._ Washington, D.C.: Inter-American Development Bank. Vecchio, R. P. 1995. _Organizational Behaviour._ Orlando, FL.: Harcourt Brace and Co.

The nineteenth century in the US

The nineteenth century in the US had an unmistakable theme, immigration. Over 20 million immigrants, mostly European, came to the United States between 1820 and 1900. They came for a variety of reasons. Most came because the economies of many European countries were in crisis and workers had a very hard time finding work. As well, some fled religious and cultural persecution. Most of them decided to come to the US because of the opportunities they had heard abounded in the US. One immigrant put it well when he said, â€Å"We are in such bad shape and in need of so much that there is nothing left for us here, we must go. † Once they arrived in the US, the immigrants were seen as second class citizens by the vast majority of US citizens. As one American put it, â€Å"I can't understand those scum, those immigrants, for they talk differently and do things differently than I do. † The flood tide of Europeans also overwhelmed the limited charitable services available at the time. One historian referred to the settlement house movement as, â€Å"effective as bailing out the ocean with a teaspoon. Immigrants emigrated to America for the opportunity to improve themselves and found horrible working and living conditions that were a large price, although it was one they were willing to pay. Immigrants came to the US because of political persecution and economic hardships at home. Some European countries persecuted certain ethnic groups for no apparent reason. For example, both Yugoslavia and France blamed Jews for their economic problems. As the French Secretary of the Treasury put it, â€Å"Those Evil Jews who befoul our towns shall not work here, for they are second. Christians shall get the right. † Jews would get beaten by the police and as a result sought political asylum in the â€Å"land of the free†, the United States. It was also extremely difficult for many to get jobs in Europe where 50% of the workers were unemployed in some countries. The main exception was England which thrived on industry as the US did. Workers were encouraged to go to the US because of pamphlets that gave such promises as â€Å"Good work, a free life, a good life for all. † The demand of factory workers was constantly growing, and immigrants decided to take their chance. As one immigrant said, â€Å"We have nothing to lose, for we have nothing. The US is our greatest and only chance. † Immigrants came to the US expecting a higher standard of living but were forced into poor living and working conditions. The vast majority of immigrants, who lived in cities, lived in tenements. These were apartment buildings that were shabbily constructed and contained extremely small apartments. Twenty four to thirty two families were packed inside these six to eight storey structures, often referred to as dumbbell buildings due to the air shaft between the buildings that made them look like dumbbells from above. The residents were highly susceptible to disease, and life expectancy was significantly lower, by about 10 years, in these areas. Up to 4,000 people lived on some city blocks. Families had one, maybe two, small rooms. They had no privacy as the walls were thin as well. As one immigrant put it, â€Å"I can't even talk without my entire building knowing what I said, the walls are so thin. † Bathrooms were also usually outside, although around the turn of the century, some began to appear inside. Tenements were also susceptible to fires. Due to the required air shaft between buildings, the air got trapped which caused more fires. As the material that tenements were made of was very susceptible to fire, widespread fires were common. As one immigrant described it, â€Å"I watched it and as the flames struck it, the entire block seemed to go up in a flash. It was horrible. † Working conditions for the immigrants were also horrific. The immigrants generally did two kinds of work. The first were the jobs Americans wouldn†t do and the second were the unskilled jobs that almost any person, American or immigrant, could do. Immigrants were also willing to be paid less money for the same work. Immigrants were often used as strike breakers because many of them didn†t understand the concept of strikes since it wasn†t part of their culture. The immigrants saw these jobs as ones that had been abandoned and so they took them, provoking anger in Americans for â€Å"job stealing†. As Guillaume Fouchon said,†We do not strike because it challenges our honor. As well, in the old country, there were so few jobs and so many workers. † Also, immigrants misunderstood the process of striking because it was hard to organize people who spoke different languages. Immigrants also had very little in the way of political power. This was not much of a problem, however, for as one immigrant said, â€Å"I just want to succeed, and then I'll worry about how much political power I have. † With the exception of some groups like the Irish, the immigrants had no political power at first. However, near the turn of the century, immigrant votes became a factor as they represented 15% of the voting public in New York alone. This caused the immigrants to gain increased political power through the vote. The Chinese were often called the devils of the immigrants. They were different than all the other immigrant groups because they had a different complexion. As a result, they were subject to more prejudice. The Chinese, who mainly lived and worked in California, took many railroad jobs away from the preexisting Americans. This resulted in their being stoned and having their houses burned to the ground. Such actions were supported by both major parties. As a Democratic National Committee spokesman said, â€Å"We must fight to rid the earth of the evil Chinese. † This was significant because even the â€Å"party of the immigrants†, the Democrats, were against the Chinese. Also, most Chinese, unlike most Europeans, wanted to go to the US, earn money and then go back to China. The American public resented the Chinese and labeled them as a second-class race. As a result of all this prejudice, the Chinese were largely banned from immigrating. As Robert Ingersoll said, the Chinese were not allowed to follow the national progression that benefitted earlier immigrants. Immigrants hoped that by coming to America, they could still retain their culture which they were unable to do in large part due to the education system. Immigrants hoped that they could both move up socially to the same level as the Americans as well as keep their identity intact. When they first arrived, immigrants kept their cultural identity intact by creating ethnic neighborhoods such as Little Frances or Little Italies. These were places for people of one ethnic group, or even one town or one province, to retain their cultural values. These were very prominent, with 17 little Italies in Chicago alone. It was essential for these immigrants to have these places to attempt to avoid assimilation. As Italian immigrant Verduccio Marsongeri put it, â€Å"I need my little Italy because the old country is still so important to me. † In this way, the free education given in the US to most children, American or immigrant, was a mixed blessing. While it certainly prepared immigrant children for better jobs due to better education than their parents had had, education also resulted in a loss of cultural identity. Those children who were educated in the US were instilled with American and not old country values as well as English as the primary language. This was in fact an intended consequence of the education expansion, that the immigrant children be assimilated into American culture so as to eliminate the foreign influence on the US. While immigrants certainly didn†t want their children to be assimilated into American culture, they were willing to pay the price if it meant better education. This accounted largely for the 3 fold increase in students from 7 million in 1870 to 22 million in 1920, as well as a rise in participation from 57 to 78 percent. While the doors of primary education were open, the doors of higher education remained largely closed to the immigrant. Immigrants could go to some lower tier private colleges and state universities, but not in general to the big names such as Yale, Harvard or Stanford. Yet, still it was a major improvement for now the immigrants could be educated the same as Americans. In conclusion, the immigrants came to the US in search of opportunity but found harsh conditions. The opportunity and advances the immigrants made in the US came at a large price. Factory workers were not able to move up and were forced to work in horrid conditions for low pay. Many despaired and wanted to move back, but they couldn†t due to lack of money. Many more, however, willingly stayed. The real benefits of American opportunity and culture would be passed down to the succeeding generations. Overall, the immigration from the Europe and Asia to the US was the largest in world history. As Christa Jackstone, historian, said about the affect immigrants had on the US, â€Å"Immigration in the late 19th and early 20th century really made this country because they literally built this country. As the blacks had done in the years before the Civil War, the immigrants were doing the hard work behind the scenes while other people took credit for it. † Although the immigrants themselves paid a large price, they willingly took the first steps that would benefit future generations.

What the Mind Is and What It is Not Essays

What the Mind Is and What It is Not Essays What the Mind Is and What It is Not Essay What the Mind Is and What It is Not Essay Countless doctrines have been set forth to shed greater understanding on how the mind works, and the many factors that shape thinking.   The strands of thought among various philosophers, authors, psychologists, sociologists may be similar in some ways, but divergent views largely exist.   Notwithstanding the countless studies made and linked to the mind, not to mention all the present-day discussions and goals of creating a healthy mind, the latter remains an enigma. Across cultures, the nature function of the mind had been the subject of countless debates. Much effort has been expended to shed greater light on cognitive processes and their relationship to the external world. By its very nature, the mind tends to be restless, and it can only be truly understood by studying the various forces that influence or bear impact on it. Pointing out what the mind is – and what it is not – may be the first logical step in that direction. What the Mind Is and What It is Not The mind is usually referred to in many different ways – as a person or animal’s intellectual abilities, cognitive process, or mental skills. Quite often, the study of the mind is linked to the theory of evolution. Some clues on the complexities of the human mind may be obtained by turning to the study of man’s closest living species – the apes/chimpanzees, with their noteworthy social and general intelligence (Gorman, p. 13).   A clear picture of the mind can be initially explored by looking back many years ago and looking at common ancestors. â€Å"Looking at modern apes can tell much about the cognitive abilities of the common ancestor living 6 million years ago† (Gorman, p. 11). Nonetheless, while there may be striking similarities between chimpanzees and men in the way the brain is wired, this is but just a portion, or not really a dominant force shaping the development of   the human mind.   At this   point, it is important to differen tiate the mind from the brain. Theorists aver that while the brain is something that can be dissected and studied under the microscope, the mind â€Å"is an abstract concept that usually refers to the activities the brain generates† (Andreasen, 1984, p. 21).   In essence, the mind is not the brain. The mind, and brain, however, are inextricably linked. While it is easy to understand that man’s behavior, since he first came into existence, can be attributed to the evolution of his brain, â€Å"nothing is known about how the structure of our minds depends on the structure of our brains; nobody even knows which brain structures it is that our cognitive capacities depend on†¦ unlike our minds, our brains are, by any gross measure, very like those of apes† (Fodor, 1998, par. 11) Also, as German philosopher Immanuel Kant puts it, â€Å"the human mind is not passively formed by objects of perception; it actively `forms’ the raw material of objects given in perception. It adds something of its own to knowledge† (Ziniewicz, 1996, par. 3).   Simply put, the mind is not merely what it unwittingly absorbs from all the environmental stimuli or even psychic forces acting on it.   It is not a mere storehouse of data or knowledge, but more of a thinking, analyzing mechanism. While there are so many concepts or data bombarding human beings at different developmental stages, the interaction of genetic and environmental factors largely determine how those information are processed. This is a view supported by many sociologists who have undertaken studies on cognitive development. The various external factors may be closely examined to fully understand how the mind works. The mind may be seen, then, as a dynamic multi-tasker. â€Å"The mind is not a single entity but is composed of a number of faculties specialized for solving different adaptive problems†¦ it is a system of organs of computation that enabled our ancestors to survive and reproduce in the physical and social worlds in which our species spent most of its evolutionary history† (Pinker 2005). Indeed, the interplay of various forces, ranging from biological to psychological, need to be considered to get a better grasp on what the mind is and how it works. There are so many simplistic ways to describe the mind in the context of how it assimilates information, how it processes that information, and how it arrives at solutions to problems and complexities in life requiring attention or action. Like any other system, â€Å"the human mind contains a certain amount of psychic energy†¦ striving to maintain an equilibrium† (Andreasen, 1984, p. 22).   This was expressed by Sigmund Freud, the celebrated Austrian psychiatrist well known for his theories of the subconscious mind.   Psychologist and author Howard Gardner, on the other hand, established that the mind is equipped with multiple intelligences, which   include â€Å"linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, and two forms of personal intelligence† (Gorman, p. 5). There are many other theories elaborating on the workings of the mind and the many forces that come together to affect and influence people’s modes of thinking and behaving. It is safe to deduce from many given views theories, that the mind is not static.

Quotes from I Know Why The Caged Bird Sings

Quotes from 'I Know Why The Caged Bird Sings' I Know Why the Caged Bird Sings, a famous book by Maya Angelou, is the first in a series of seven autobiographical novels. The book has been popular since it was first published in 1969. Oprah Winfrey, who read the novel when she was 15, said in a forward to the 2015 edition of the book, ... here was a story that finally spoke to the heart of me. These quotes show the searing journey Angelou traveled transforming from a victim of rape and racism into a self-possessed, dignified young woman.   Racism In the book, Angelous character, Maya, confronts the insidious effects of racism and segregation in America at a very young age, according to SparkNotes. Racism and bigotry are major themes in the novel, as the following quotes make clear. If growing up is painful for the Southern Black girl, being aware of her displacement is the rust on the razor that threatens the throat. - PrefaceI remember never believing that whites were really real. - Chapter 4They dont really hate us. They dont know us. How can they hate us?  - Chapter 25How maddening it was to have been born in a cotton field with aspirations of grandeur.  - Chapter 30 Religion and Morality Angelou- and her protagonist in the novel, Maya- was raised with a strong sense of religion, which serves as her moral guide, according to GradeSaver. And that sense of religion and morality permeate the novel. I knew that if a person truly wanted to avoid hell and brimstone, and being roasted forever in the devils fire, all she had to do was memorize Deuteronomy and follow its teaching, word for word. - Chapter 6See, you dont have to think about doing the right thing. If youre for the right thing, then you do it without thinking.  - Chapter 36 Language and Knowledge The description on the back cover of the 2015 edition of the novel, notes that the book captures the longing of lonely children, the brute insult of bigotry, and the wonder of words that can make things right. Probably more than anything, it is the power of Angelous words- and her emphasis on understanding- that helped to shine a light on the harsh realities of bigotry and racism. Language is mans way of communicating with his fellow man and it is language alone that separates him from the lower animals. - Chapter 15All knowledge is spendable currency, depending on the market.​  - Chapter 28 Perseverance The novel covers the years from when Maya is 3 until she turns 15. Much of the book is about Mayas attempt to face bigotry and degradation. Finally, though, near the end of the novel she also sees the honor in surrendering- giving in- when necessary. Like most children, I thought if I could face the worst danger voluntarily, and triumph, I would forever have power over it.  - Chapter 2We are the victims of the worlds most comprehensive robbery. Life demands a balance. Its all right if we do a little robbing now.  - Chapter 29At fifteen life had taught me undeniably that surrender, in its place, was as honorable as resistance, especially if one had no choice.  - Chapter 31 Fitting In In a parable for the novel- and the world around her- Maya wanders around town one night and decides to sleep in a car in a junkyard. The next morning she awakes to find a group of teenagers, composed of many races, living in the junkyard, where they get along well and are all good friends. I was never again to sense myself to solidly outside the pale of the human race. - Chapter 32 Sources Angelou, Maya, and Oprah Winfrey. I Know Why the Caged Bird Sings. Ballantine Books, 2015. GradeSaver, â€Å"I Know Why the Caged Bird Sings Study Guide.† SparkNotes, I Know Why the Caged Bird Sings.

Ask week 4 Essay Example | Topics and Well Written Essays - 500 words

Ask week 4 - Essay Example How would they win back their customers? It is obvious that, after indentifying the question to address, the management could have been able to work out on issues to address the question, rather than defining what the answer entailed (Hackman and Wageman 1995). For example, addressing the question of what could have been done to meet customer needs would have instigated on answers that would address the concern. Besides communication and knowledge management as a key factor in building awareness, â€Å"The Company presented a faà §ade of smugness with their name and overconfidence in their products† (Janis 1973). Critically discuss this statement. An organization should not limit its borders in assessing information to build knowledge management. In fact outsourcing would be ideal for any organization that wants to build up its knowledge management. Any organization must create a model of learning by establishing relationships with the industry monitors to avoid making similar mistakes that have been done by Ford. What issues should be put into consideration? Evaluation of past and current business environment can be argued to help an organization build up a model of learning (Floyd and Woolridge 1999). This is arguably true because if this is something to go by, the organization is able to evaluate the situation of their competitors and measure its current abilities according to the current climate of the industry. The lack of knowledge development at both personal and organizational level was evident at that particular time, but the idea of rubbing off the discussion was more critical to handle (Janis 1973). Why were similar companies going through the same issue? According to Bazerman and Moore (2008), effective decision making could be hampered by two situations that are squarely associated with decision makers. What are these

Comparison between two Pieces of a Music Class that Occurred on Friday Essay - 1

Comparison between two Pieces of a Music Class that Occurred on Friday 11th April, 2014 - Essay Example The notes in both pieces are long, loud and they descend extremely fast. However, Moment Musical No.4 is particularly similar to Chopin’s Prelude in G major Op. 28, No. 4 because of the fast tempo, thick texture in the left hand and a melodic intensity. It sounds and feels like an improvement of Chopin’s Prelude in G Major Op. 28, No.4 The attendance was poor, and those who attended sat at the back and not the front. On the positive side, the program was well organized with little interruption. The music was also good, nice accompaniment in the first three pieces, and the tenor played his part very well. His rounded voice was well timed and his expressions, especially in the third piece (If you’ve only got a mustache), were comical which is what the piece demands. The first chorus a Capella had a slow rhythm and soothing melody that was relaxing. It began softly, the tempo did not change expect in the piano and it ended in the same rhythmic manner that it started. The second choral song was one that began with the same fashion as the first, soothing and reassuring. A slow tempo, with variations in high and low notes to keep the rhythm going. The third piece was a comical piece, with a dramatic melody that was repetitive in every verse of the song. Yuan Lu’s performance of the Moment Musical No. 4 was remarkable. It is a piece that is very difficult to master especially due to the taxing emphasis on the left-hand movements. Listening to his Moment Musical No.4, one relates to the fast tempo which can be compared to the fast challenges and changes in life that happen impromptu. The music gives one an adrenaline rush that encourages one to tackle the obstacles in life. In the end, the music becomes softer with more emphasis on the right hand, this gives one a sense of hope and release. Sergei Rachmaninoff composed the six Moment Musicals at a time when he was in financial ruin.  He composed the moments within three months to get money. At the same time, he expressed his emotions through the music. One can feel that through the fast-paced tempo, and through loud and long notes.