Student Activism in the 1960s and 1970s Essay Example Essay Example

Student Activism in the 1960s and 1970s Essay Example Paper Student Activism in the 1960s and 1970s Essay Introduction Student activism is defined as the movement of students who want to implement change in the political, economic, environmental, or social milieu of the society (Haskins and Benson 1988). In most cases, student activism is focused on student rights, specifically on the fight against tuition increase or curriculum changes. In extreme cases, student activism has also helped a lot in effecting changes in the political setting of a country. The fact is student activism was very active in these two decades. This was true not only in Western countries, but in other parts of the world too. In the Philippines, the 1970s were marked with protests against the conjugal dictatorship of Ferdinand and Imelda Marcos. Students from the country’s premiere university, the University of the Philippines, formed the so-called â€Å"Diliman commune† to barricade their campus against the onslaught of the military that remained loyal to the President. Students demanded the resignation of a corr upt leader. The protests eventually led to the People Power revolution more than a decade later. In France, student activists were also instrumental in shaping the latest history of the country. At one point, the University of Paris was closed in 1968 because there was a brewing problem between the administration and the students. To denounce the closure of the university and to condemn the kicking out of student activists, Sorbonne students in Paris also started their own protests and mass demonstrations. The scattered movements stirred national consciousness and their small-time activities eventually intensified into a national civil disobedience. Student Activism in the 1960s and 1970s Essay Body Paragraphs In Indonesia, student groups were always the first group to stage street protests against the government. To prove their indispensability, other organizations would often seek to solicit the support of student groups to strengthen their causes. In the 1960s, university students held demonstrations to call for the elimination of alleged Communists within President Sukarno’s administration. These student activists were also instrumental in the eventual resignation of Sukarno in 1967. In Canada, the late 1950s and the 1960s also witnessed the emergence of several new left student organizations. At that time, two of the several dominant left groups in the country were the Company of Young Canadians (CYC) and the Student Union for Peace Action (SUPA). From the pacifistic and moralistic Combined Universities Campaign for University Disarmament (CUCND), the SUPA was established in 1964. Its scope included grass-roots politics in underprivileged communes, and raising awareness of the ‘generation gap’ being experienced by Canadian youth and their adult counterparts. At that time, student activism in the United States of America was also getting more active. Its causes specifically geared towards changing the existing educational system in the country. This does not mean to say that the causes these movements were fighting for were new. In fact, student activism in this country started way, way back when public education was just starting. In fact, the earliest documented student activism dates back to 1930s. The American Youth Congress, a movement heavily supported by then First Lady Eleanor Roosevelt, urged the US Congress to act against racial discrimination. The 1960s The 1960s saw young people all over the world struggling to take part in their respective country’s future. These young people wanted their voices heard, and so they went out on the streets in protest to make their government listen. In America, the 1960s was a very crucial ti me. Together with the other young people worldwide, young Americans discovered their personal potential to help effect changes in their political and economic environment. At that time, their main concern were to give student clearer voice at school, and to fight racial segregation – a practice that had been prevalent before. Indeed, political activism flourished in America at this point. Civil rights were high up on every movement’s agenda. Some even challenged the US participation in the Vietnam War. During the 1960s, school campuses were used as meeting points for political activities that would often include protests with marches (Miller 1987). Some of these protest rallies were violent that some participating students were unnecessarily hurt. The 1960s was a turbulent time in the country. Too much freedom was in the offing, and this was underscored by the many issues that were pulling the country down at that time. In fact, those who fought for freedom and challe nge the status quo were branded as â€Å"hippies.† Many adults criticized young people’s kind of music, clothes, sexual freedom, and even drug use. The term â€Å"the generation gap† was coined to explain the differences between these young people and the adults that surrounded them. On the other hand, those who stayed on the side of the status quo were called â€Å"the establishment.† Yet, it was apparent that the lively democratic environment during the 1960s encouraged disagreements even among those who wanted to effect social and political changes in the country. It is no wonder then that student activism in the US achieved political prominence during the 1960s. Several student movements were established for various causes back then. One of these movements was the Ann Arbor Youth Liberation. It figured students fighting for an end to state-led education. There was also the Student Nonviolent Coordinating Committee, a movement which primarily worked ag ainst the increasing racism in the country. The movement also called for the incorporation of US public schools. Another focal point of this period was the Students for a Democratic Society (SDS). It was a student-led organization that believed that schools are a social agent that both strengthens and oppresses society. The movement eventually produced the so-called Weather Underground. However, these organizations eventually died down in the middle of the 1970s. The 1970s As the heat of student activism started to dwindle in the 1970s, some young activists continued their struggle in a bid to gain more freedom and choices. The Viet Nam War that happened early on underlined the social estrangement that was echoed in the campaign of black Americans for justice and equality in an ever hostile society. Revolution and liberation were still the prominent words, even as resistance to the war caused hippies, radical youth, hippies, artists and musicians to band together for a common cause . The previous decade of protest supported an age of rage and idealism, of activism and rebellion, and of buoyancy and oomph. Yet, for many, the 1970s was still a decade to continue what had been started in the 1960s. Although activism was no longer as intense as the previous decades, students have already realized their potential in changing the world. And so, instead of going back to their safe cocoon, they continued their struggle to promote various causes. This was true not only in the US, but in many other countries across the globe as well. For many young people, the dream of political and social justice has not waned. The 1970s may have seen the â€Å"hippies† going out of style but the causes they have adhered to remained intact and alive. Perhaps, the advent of more advanced technological innovations, like the computers, has redirected the venue among student activists. Instead of going out for street protests, they have learned to use electronic medium to advance th eir causes. In a way, the proliferation of the computers and the internet helped in spreading out the sentiments of students activists as far as social and political issues were concerned. Conclusion In the end, the 1960s and the 1970s redefined the world as it was. Perhaps, no decade since the Second World War has changed the face of the earth than in these two historical decades. The world, more specifically America, would not be what it is now if not for the student activism that flourished during these decades. Perhaps the young activists of the 1960s remain one of the most misunderstood young people to date. The fact that young people staked out their own social organization back then alienated and alarmed their elders. Surprisingly, what sprung forth as peculiarly youthful rebellion – drainpipe-trousered men, long-hair on both men and women, net-stockinged women — has already been received by adults worldwide (http://www.sos.state.mi.us/history/museum/explore/mus eums/hismus/1900-75/sixties/questio.html). The 1970s, despite its relative serenity and quiet merely continued what had been started in the 1960s. There were still student demonstrations all over the world, but they were not as intense as they were before. Yet, there was something in the 1970s that was not present in the previous decade. Perhaps learning from their experiences during the 1960s, student activists had become more enlightened and were less prone to rebellion unless really necessary. Too much freedom began to come hand in hand with social responsibilities. The â€Å"hippies† now belonged to a by-gone era and in its place sprouted a more practical youth. In spite of all that transpired, it became apparent that a pattern has subsequently emerged. The American university indeed became a political arena for a whole generation of Americans who already lost faith in the ability of the status quo to solve national concerns. These young people have come to realize the po wer that they yield in their collective hands. In other words, even before these young people discovered the adage that â€Å"what is personal is political,† they already belonged to a universe that believed they could alter the world (http://lists.village.virginia.edu/sixties/HTML_docs/Exhibits/Track16.html#Poster). Whether this was true or not, only history will be able to hand down a verdict. Suffice it to say that perhaps what student activism longed for during these two decades, it was able to achieve. 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Bondage and Escape in Sons Lovers Essay Essay Example

Bondage and Escape in Sons Lovers Essay Essay Example Bondage and Escape in Sons Lovers Essay Paper Bondage and Escape in Sons Lovers Essay Paper Essay Topic: Love in Excess A major subject in â€Å"Sons A ; Lovers† is bondage and flight. Every major character is held surety by another character or by their environment. Her hubby. her household and her choler at the family’s societal position hold Mrs. Morel surety. She has no friends to be seen or money of her ain to utilize. Her flight from her bondage is her decease. She was unhappy her whole life and lived though another homo as a beginning of felicity. She basically lived her life through William and. after his decease. through Paul. which in a turn of sarcasm. by making so she is basically maintaining them in bondage. She wants William to travel to town to acquire a good occupation and a good married woman to assist up their societal position. When he does travel and convey place a adult female. she thinks she has eventually arrived. merely to be pushed back down with his decease. William. who found a good upper category adult female with Lily. brings her dorsum to his family’s place. He loves Lily. until he sees her behaviour to his sister ; Lily treats Annie like a retainer. Although his female parent likes Lily. he can non remain with her and shortly leaves her and so falls ailment and dies. William’s decease is his great flight from the bonds of his female parent. When William dies Paul replaces him as Mrs. Morel’s silent person ; Paul leads his life as his female parent wants him to. she keeps him in cheque. approves who he dates and even goes with him and speaks for him on his first occupation interview. The lone thing redeeming Paul in this is that he knows that he is being tied down by his female parent and is contending a soundless battle against her for his whole life. Although Mrs. Morel doesn’t like Miriam. he keeps his relationship with her. Although Mrs. Morel doesn’t privation Paul to remain out tardily. on most occasions he breaks this regulation besides. The lone thing that of all time releases Paul from Mrs. Morel’s appreciation is her decease. Mr. Morel’s imprisonment is the most actual. He is held confined by the mine ; every twenty-four hours he must work in the mine and the harder and thirster he works. the more money he makes. He is held confined by money and a blue-collar calling. As a adult male. he ahs more options than Mrs. Morel. he can travel to work. he can imbibe in the saloon after work. he has his ain money ; but still the mine is ever at that place. naming him back with the traditional knowledge of doing more money next hebdomad. Miriam is held confined by Paul and by her ain exalted hopes and dreams. Paul strings her along in their relationship. with no hereafter for them in the relationship. This deficiency of hereafter for them may be based on Mrs. Morel’s disfavor of Miriam and by Paul’s willingness to ever delight Mrs. Morel above him. Miriam is besides held confined by her ain dreams ; she envisions herself as a princess. non as the married woman of an office clerk. She has aspirations that are unachievable. and hence is kept down by her ain refusal to settle with Paul. Clara is held confined besides. but for the opposite ground that Miriam is: Clara is levelheaded and stable and back uping herself with a occupation. She is excessively healthy though and will non let herself to fall excessively much in love with Paul. She in the terminal seems to merely head further into imprisonment. by traveling back with her opprobrious hubby. In decision. everyone of the major character is held in bondage and non all are able to do an flight from their bonds.

She Unnames Them by Ursula Le Guin, an Analysis

'She Unnames Them' by Ursula Le Guin, an Analysis Ursula K. Le Guin, a writer predominantly of science fiction and fantasy, was awarded the 2014 National Book Foundation Medal for Distinguished Contribution to American Letters. She Unnames Them, a work of flash fiction, takes its premise from the Biblical book of Genesis, in which Adam names the animals. The story originally appeared in The New Yorker in 1985, where it is available to subscribers.  A free audio version of the author reading her story is also available. Genesis If youre familiar with the Bible, youll know that in Genesis 2:19-20, God creates the animals, and Adam chooses their names: And out of the ground the Lord God formed every beast of the field, and every fowl of the air; and brought them unto Adam to see what he would call them: and whatsoever Adam would call every living creature, that was the name thereof. So Adam gave names to all cattle, to the birds of the air, and to every beast of the field. As Adam sleeps, God takes one of his ribs and forms a companion for Adam, who chooses her name (woman) just as he has chosen names for the animals. Le Guins story reverses the events described here, as Eve unnames the animals one by one. Who Tells the Story? Even though the story is very short, its divided into two separate sections. The first section is a third-person account explaining how the animals react to their unnaming. The second section switches to the first person, and we realize that the story all along has been told by Eve (though the name Eve is never used). In this section, Eve describes the effect of unnaming the animals and narrates her own unnaming.   Whats in a Name? Eve clearly views names as a way to control and categorize others. In returning the names, she rejects the uneven power relations of having Adam in charge of everything and everybody. So, She Unnames Them is a defense of the right to self-determination. As Eve explains to the cats, the issue was precisely one of individual choice. It is also a story about tearing down barriers. Names serve to emphasize the differences between the animals, but without names, their similarities become more evident. Eve explains: They seemed far closer than when their names had stood between myself and them like a clear barrier. Though the story focuses on the animals, Eves own unnaming is ultimately more important. The story is about power relations between men and women. The story rejects not just the names, but also the subservient relationship indicated in Genesis, which portrays women like a smaller part of men, given that they were formed from Adams rib. Consider that Adam declares, She shall be called Woman,/Because she was taken out of Man in Genesis. She Unnames Them Analysis Much of Le Guins language in this story is beautiful and evocative, often evoking the characteristics of the animals as an antidote to simply using their names. For example, she writes: The insects parted with their names in vast clouds and swarms of ephemeral syllables buzzing and stinging and humming and flitting and crawling and tunneling away. In this section, her language almost paints an image of the insects, forcing readers to look closely and think about the insects, how they move, and how they sound. And this is the point where the story ends. The final message is if we choose our words carefully, well have to stop taking it all for granted and really consider the world - and the beings - around us. Once Eve herself considers the world, she must necessarily leave Adam. Self-determination, for her, is more than just choosing her name; its choosing her life.  Ã‚   The fact that Adam doesnt listen to Eve and instead asks her when dinner will be served might seem a little clichà ©d to 21st-century readers. But it still serves to represent the casual thoughtlessness of taking it all for granted that the story, at every level, asks readers to work against. After all, unname isnt even a word, so right from the beginning, Eve has been imagining a world that is unlike the one we know. Sources Genesis 2:19. The Holy Bible, Berean Study Bible, Bible Hub, 2018. Genesis 2:23. The Holy Bible, Berean Study Bible, Bible Hub, 2018. Le Guin, Ursula K. She Unnames Them. The New Yorker, January 21, 1985.

The Coca-Cola Company & Ethical Crises Essay Example | Topics and Well Written Essays - 1000 words

The Coca-Cola Company & Ethical Crises - Essay Example These ethical issues have made Coca Cola a difficult place to work in. for instance, between 2001 and 2004, the Coca Cola Company was accused of being abusive and intimidating in Colombia, following its response to the deaths of eight of its employees in 1989. Even though the link between the company and the eight deaths was not properly established, Coca Cola was left with a wounded reputation as it began to have a rough relationship with human rights activists and environmentalists. The aftermath of these developments has been Coca Cola taking on a more socially responsible mien. As such, Coca Cola has tremendously improved its working conditions and accorded marginalized communities financial support.  Ã‚     There have been many cases of legitimate allegations concerning Coca Cola lying to the public or consumers concerning the recipe that is used to make Coca Cola drink. In 1999, Belgium, there was a significant ethical dilemma following Coke’s conflict interest with a major contamination scare. Resultantly, Belgian officials made a recall on all Coca Cola Company products following outbreaks which had accosted Coca Cola products consumers. Although Coca Cola was very swift in denying its responsibility for the outbreaks, yet it remained unable to evidence to discount claims and questions against the safety of its beverage. After several bouts of resistance by Coca Cola, the company finally capitulated into making its own investigation. All the ethical issues discussed above are very serious.

Assignment 4 Example | Topics and Well Written Essays - 250 words - 8

4 - Assignment Example It is vital during data collection for the researcher to perform the criteria to know the best languages to be during the interview. Conversely, it requires translator, who are difficult to get. Psychological analysis is a way of measuring ones performance on a job in a standardized and objective manner. It uses a test score used to establish an individual’s performance, for instance, an examination for students. The advantage of the process is that the assessment enables the researcher to determine the abnormal and normal personality. On the contrary, there are individuals who can perform a duty so well without being subjected to such tests when it comes to practicality. Questionnaires are applicable in scenarios that require sentences response to an event or an utterance’s interpretations that are contained in the description of the event. Its advantage is that it is not so expensive and can quickly be direct to many participants (Schauer, pg 8). Its disadvantage is that only written and specific instructions can be to the participants, which also rely on the participants’ imaginations. It is the use of surveys or questionnaires to examine attitudes in individuals as various measures are used to determine what causes likes and dislikes in people. Its merit is that it provides designed portfolios with additional information on how to check on attitudes. On he other hand, its demerit is that its accuracy will only depend on the collected data even if it’s a false statement. Oral discourse elicitation is a data collection technique that allows researchers highly to control the context type of events they intend to extract as they research on data that is oral. Elicited imitation includes role-plays and conversations. The merit of conversations done orally is that they provide data orally. On the other hand, role-play is advantageous in that the participants are the events’ details. Their main demerit is that they don’t

Leadership Essay Example for Free

Leadership Essay The importance in developing greatness and achieving success lies within the ability to carry out Level 5 leadership. It is evident that companies who are Level 5 leaders have prospered greatly and attained stock returns at least 3 times the markets (Collins, 2005). Taking this into consideration those companies who did not possess level 5 leaders were able to achieve success only for a period of time but failed to sustain it any longer than that. Humility and will are behaviours that make up the qualities of a level 5 leader and their importance lies in the fact that having this quality either can make or break a company. Over many years, out of a large number of companies that were researched, only a small number of them truly sustained their growth and this came down to whether or not the leaders of these Fortune 500 companies sat atop the hierarchy or whether they lacked the level 5 trait. There are also implications for todays management and the issue of whether executives need to plan for the future and weigh the costs against the benefits of certain projects. Workplace branding is also an important factor that needs to be taken into consideration by Level 5 leaders as they have huge potential to influence their organizations brand. Furthermore, level 5 leadership is an attribute that can be developed but is not for everyone. Analysis Leadership is a significant element in any business as without it, a business is doomed to fail right from the start. Having a strong leader can eliminate disputes and internal problems. A company must have internal strength before it can be strong enough to outperform the general market. Humility in a Level 5 Leader We can characterize a level 5 leader by many unique traits however, the two most important according to Jim Collins is humility and will. Collins depicts these leaders as modest and willful, shy and fearless (Collins, 2005). Jim Collins defines a level 5 leader as an executive in whom genuine personal humility blends with intense professional will (Collins, 2005). He describes a hierarchy where level 5 leaders sit on the top and exhibit these tendencies while working in professional frameworks supported by effective teamwork. Since a level 5 leader is said to have both humility and will, level 5 leaders exhibit a twofold quality, therefore, humility is positively acknowledged as a quality of successful leaders. Humility is a key aspect to level 5 leadership and those that emboss this quality often credit others, external factors, and good luck for their companies success (Collins, 2005). These types of leaders, when commenting on their company success will praise the employees for contributing their skills and efforts to its triumph and shy away from giving themselves attention. According to a report, a leader who has humility is unlikely to impose their own personal vision on others and is more likely to admit any flaw in their own vision (Lawrence, 2006). Instead of crediting themselves and their own efforts they exhibit a type of nature that allows them to recognize others. Leaders with humility dont seek success for their own gloryand theyre first to accept blame for mistakes (Mind Tools Ltd. , 2013). Level 5 leaders possess the seed (Collins, 2005) which is a quality that allows them to subjugate to something larger than themselves (Collins, 2005). This is a powerful virtue and one that sets those companys who succeed apart from those that fail. Those leaders that possess humility managed to transition their companies from good to great. We have seen in comparison companies that failed to do this, their downfall was their lack in humility. As a result, we can make the connection that humility is necessary to a companys success. A company is a network of people who work as a team and leaders that display humbleness towards their employees, by taking responsibility when things go wrong and recognizing the team for their hard work, will reach eminent success. Companies that exhibited this kind of behaviour included Kroger Co, Kimberly-Clark, and Gillette to name a few, while others such as AP, Scott Paper, and Bank of America were comprised of leaders that were self centered. It is evident that these types of leaders led their company to destruction especially during the 2007 to 2008 crisis. In this case and every other, humility matters [because] chaos could have been averted if appointment committees had recruited Level 5 leaders (Mind Tools Ltd. , 2013). Collins was able to change the worlds view about what makes a great leader which many thought was charisma and personality. The mistake most of these comparison companies made was believing that level 5 leaders gentle and shy nature would bring them down when in reality, those characteristics are what brought them to the top. Comparison company leaders felt that charisma and forwardness was the way to the top of the hierarchy however, they soon found out this was not the key to success. Other important characteristics that mold a level 5 leader is discipline, determination, and integrity. While most people believe that having an extreme personality is necessary, they fail to recognize that these traits are what makes up some peoples personalities, which is what makes them great leaders. Jim Collins emphasized Darwin Smith in this respect; a man with iron will (Collins, 2005) and one that never stopped having faith in the success of his company. There arises a compelling need for leadership in a business and this need stems from the desire to grow and achieve higher goals [which] never develops, (Martin, 1999) if there is no potent leader in place. Corporate Changes in Leadership As only 11 Fortune 500 companies flourished to greatness, the attributes each company possessed in similarities was Level 5 leadership. These 11 companies that made Collins list averaged returns 6. 9 times greater than the markets, (Collins, 2001) doubling the returns of their rivals. There have been many attempts to change a corporate vision by changing leadership however, setting a new direction has not shown anticipated results nor has articulating a fresh corporate vision (Collins, 2001). The mistake most companies have made is focusing more on the direction of the business rather than the people implementing the strategy. World leaders have sought to take advantage of this unique approach by having the right people on the management team and then divulging into the what question many have asked. Having a company comprised of the right people is the most important step because these types of people can adapt to changing circumstances rather than having to adapt the companys direction to match the teams vision. What leaders such as Darwin Smith did, was develop a hedgehog concept where they can simplify a complex world into a single, organizing idea (Collins, 2001) and take their company to new lengths. Kimberly-Clark Kimberly Clark, a paper company, was one of these that had remained successful after experiencing a change in leadership. With Darwin E. Smith in position to act as CEO, the company was transformed into the giant success that it is today. Initially, Kimberly-Clark was just like any other old paper company that was considered good but not great. All that changed when Darwin Smith became CEO in 1971. This man was credited with turning Kimberly-Clark into an innovative consumer products powerhouse (Anshuman, 2005). The first step to its transformation was the elimination of the Kimberly-Clark mills. Many people were skeptical about the move but Darwins determination allowed the company to overcome its rivals and beat the market. It was his strength and leadership that paved the way for its transformation. Anshuman mentions in his blog that Smith made sure his leadership team consisted of those people that met his standards and separated them from those who did not (2005, October 22). By building strength within the company first, Darwin was able to create strength externally as well, which gave the company an advantage and allowed it to expand geographically. Furthermore, Darwin pushed his efforts towards strengthening the companys position in the tissue segment of the paper industry (Anshuman, 2005). It was evident that these newly implemented strategies were thriving since stockholders experienced returns of 19. 6% annually (Anshuman, 2005) and it was his qualities of crediting others for the companys success that truly brought it to greatness. Before Darwin, Kimberly-Clarks CEO was headed in the wrong direction as its stock had fallen 36% behind the general market, (Collins, 2005) and this was no small number. The reason for this fall was because the companys leadership team was not focused on its main operations and the areas that would bring the company to greatness which in turn caused Kimberly-Clark to fall short. This downfall was brought by Kimberly-Clarks failure to keep up with early disposable diaper improvements and market innovations (Funding Universe, n. d. ). Clearly Smith had the right idea when he took the initiative to merge with Scott Paper. After its transformation, Kimberly Clark was generating stock returns 4. 1 times greater than the general markets (Collins, 2005). Kimberly-Clark became the leading consumer paper products company in the world, (Collins, 2005) outperforming not only the market but even other giant, well known, companies such as Hewlett-Packard, General Electric, and Coca-Cola. Kimberly-Clark was on Collins list because the company was able to sustain greatness after they had attained it for the first time. Smith succeeded in making Kimberly-Clark a great company and this was possible because he had the qualities of a level 5 leader. It is duly noted that transforming a company from good to great is not an easy task but those leaders holding this paradoxical combination of traits, (Collins, 2005) those of humility and professional will, have the ability to achieve this prominence. What Kimberly-Clarks team and other great companies did was not starting something new but essentially taking the action to stop doing something they have done for many years. To discontinue a main part of their business is what led them to become great. For Kimberly-Clark, that meant it would have to stop doing paper mills, (Collins, 2001) for other companies it may mean eliminating unnecessary or time consuming strategies. This company did not achieve success over night or by some miracle but through simplicity and diligence (Collins, 2001). Kroger Co Kroger Co, a grocery store chain, was normally seen as an average company or nothing out of the ordinary until it dramatically transformed and started racking up large returns. When it broke free of its mediocrity to beat the stock market by 4. 16 times, (Collins, 2001) it continued its rally and in a 15 year period Kroger outperformed the market by 10 times (Collins, 2001). Before this occurred however, Kroger was run by leaders that were less likely to succeed and turn the company around to sustainability. From the early years, Kroger was a successful company because its strategy emphasized customer wants and needs rather than the organizations itself, although for the first 80 years it was nothing more than average. However, a main reason for Krogers experienced growth lay in its acquisitions such as the one with Dillon Companies Inc. in 1983 which smoothed Krogers transition into [becoming] a coast-to-coast operator of food, drug and convenience stores (The Kroger Company, 2013). During the time of this acquisition, Lyle Everingham was CEO of Kroger and his leadership skills led the company to utilize extensive consumer research to focus on meeting customer needs first, rather than on what suited Kroger best, (Zwiebach, 2008) which is the vision Kroger initially set out in the beginning and proved to be successful. The acquisition with Dillon was not the most significant either but it was Krogers merger with Fred Meyer that developed the companys geographic culture as well as created the widest variety of formats in the foot retailing industry (The Kroger Company, 2013). This merger under the direction of the next CEO, Joseph A. Pichler, created a major buzz and resulted from his outward looking perspective. All of these leaders possessed the skills that allowed them to sustain the growth in the business which was seen in the many years Kroger beat the stock market. Following the years of average performance, the leaders from there on in all had something in common; they were all level 5 leaders who contributed their own efforts to continuing Krogers growth and from 1973 to 1998, Kroger outperform the market by 10 times (Collins, 2001). 1973 was Krogers turning point and leaders realized that the current model was going to continue demonstrating average performance so they took the initiative and began eliminating, changing or replacing every single one of its stores (Thill, 2003) to fit new certainties. The common link between these companies was their approach: a down-to-earth, pragmatic, committed-to-excellence process (Collins, 2001). In other words, this framework kept successful companies on the right path and molded them into their strong counterparts that were able to uphold their greatness. The changes in leadership that these companies experienced resulted in momentum change where this increase in energy encouraged them to keep going and carrying it on with greater velocity until exceptional results were produced.

Toni Morrison and Elizabeth Fox-Genovese :: Biography Biographies Essays

Toni Morrison and Elizabeth Fox-Genovese In this I essay will be discussing two unique authors, Toni Morrison and Elizabeth Fox-Genovese. Morrison is a Nobel Prize winning author, and Fox-Genovese, is a history professor at Harvard. Both of these women have interesting perspectives on race and gender. According to the articles I have read, Toni and Fox-Genovese claim the way people view women and minorities is wrong. In a Vibe Magazine interview, Toni claims that In a recent British nanny case, there was "complaint about the mother not being home with child...she she should have been home with her children, said some people" (Vibe 1998 p.2). Morrison states that it would be an entirely different situation, had the mother been a poor black women. A black women "should work, even if that work is taking care of somebady else's children" (Vibe 1998). This is a wrong way to look at things; "we fought a long time to have 'Women taking care of children' understood to be work. Now its understood to be something else" (Vibe 1998 p.3). According to Toni, people size up who you are by what you look like, what your name is, and by what you do. However this is only "part of who you are. When I was a little girl, a man came up to me and said, 'are you a Willis?' - referring to my mother's maiden name-'I thought so, by the way you walk.' I moved to New York and people said, 'What do you do' So you say' I'm a writer..but you that's only part of who you are" (Vibe 1998 p.3). Often people wrap their identity in what they do. This can be troublesome when your not performing to someones expectations, one might think there is some thing wrong with who they are, which is not true. The same thing applies to gender and race. It is unfair to already have a preconcieved notion about someone without checking him or her out first. Fox-Genovese claims that many articles of literature exclude certain people. Like Morrison, Fox-Genovese agrees that elite culture "denied the values and perceptions of all others and imposed itself as an absolute standard" (Fox-Genovese 1998).

Assessment for Learning Essay

â€Å"Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there†. Assessment Reform Group, 2002 The teacher has ultimate responsibility for setting schemes of work for the class with clear objectives (Formative assessment) and writing end of term and end of year reports drawing together the information gained through assessment for learning. (Summative Assessment) The learning objectives are delivered to the class by the teacher and it is the TA’s responsibility to be aware of: †¢ the learning objectives, †¢ the personalised learning goals for individual learners. †¢ the success criteria for the learning activities †¢ the assessment opportunities and strategies relevant to their own role in the learning activities While taking the children through the scheme of work the TA will support the children by discussing their individual objectives this can also be done with groups of children who are working at the same level with the same learning outcomes. This is done to check that the children understand what is expected of them. This needs to be reviewed throughout the lesson. It is the TA’s job to pace the session to the learning style and ability of the children. At the end of the session the TA needs to give positive, factual feedback to the children and the teacher. This will include your observations on how the pupils responded and the strategies that were useful. The discussion between the teacher and the TA will enable further objectives to be set for the next lesson. Both the teacher and the TA are fully involved in the assessment of learner’ achievement with the TA fully supporting the teacher. 1. 2 Summarise the difference between formative and summative assessment. In 2004, at a conference of Assessors, Professor Paul Black pointed out â€Å"An assessment activity can help learning if it provides information to be used as feedback, by teachers, and by their students, in assessing themselves and each other, to modify the teaching and learning activities in which they are engaged. â€Å" Formative and Summative Assessment are the two main forms of assessment used by the teaching profession. Formative assessment (Assessment for Learning) is the type of assessment that takes place day to day during lesson time. It is the reviewing of progress and understanding of the pupil, against the learning objectives set by the teacher. This can be done in a variety of ways such as observation, open questioning of pupils, checking understanding and allowing the children to be involved in the reviewing process during and at the end of a lesson. It allows learners to self-assess and self-evaluate their learning experience hopefully enabling them to become responsible learners who understand what they have to improve to allow them to meet their goals. Formative Assessment: †¢ occurs during the learning †¢ done with learners †¢ processed focused †¢ to improve learning †¢ is personally referenced Summative Assessment (Assessment of Learning) is the pulling together of the learning outcomes of tests at the end of a scheme of work, formative assessment and professional judgements to provide an end of term report showing what the pupils have achieved, it could also take the form of a Key stage SATs. It is outcome focused, occurs after the learning has been taught and is a way of measuring and proving learning. Summative Assessment: †¢ occurs after the learning †¢ done to learners †¢ outcome focused †¢ to prove learning. †¢ externally referneced While the two forms of assessment are entirely different the resulting information from both types can be used to help with setting learning objectives. The two types of assessment are not necessarily to be used separately they should complement each other, as the use of Afl can help pupils perform better on summative assessment tasks and summative assessment can reflect the impact of Afl. 1. 3 Explain the characteristics of Assessment For Learning. Assessment for learning encourages the learner to take responsibility for their own learning and achievements. This is done by providing them with the following information: Learning intentions A learning intention is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be. They can also be call â€Å"Learning Objectives†, â€Å"Learning Goals† or† Learning Aims† Making sure that he pupils are aware of their learning intentions before the lesson begins in language that the pupils will identify with, focuses their attention to the learning and how to achieve their intention rather than the activity they are undertaking. This can help keep the pupil focused on task for longer by increasing their motivation. The pupils should be reminded of the learning intentions throughout the lesson. Success Criteria This shows the learners what they need to achieve to meet the ‘Learning Intentions’ Success Criteria: †¢ are linked to the learning intention; †¢ are specific to an activity; †¢ are discussed and agreed with pupils prior to undertaking the activity; †¢ provide a scaffold and focus for pupils while engaged in the activity; and †¢ are used as the basis for feedback and peer-/self-assessment. Formative feedback About the quality of their work and what they can do to make it better; Giving pupils’ feedback and allowing them to feedback to the teacher how they feel their learning went. . Ambergate school regularly asked the children how they think they have done by giving a â€Å"thumbs up†, â€Å"thumbs down† or â€Å"thumbs sideways† to indicate how the children feel about what they have been taught. Sometimes the children will be asked what they know of the subject about to be taught and to mark themselves out of ten in their books. At the end of the lesson they then give themselves another mark out of ten and compare how they have fared. Effective Questioning To create a classroom climate where pupils come up with their own ideas, think aloud and explore their understanding. Questioning should take the form of open-ended questions to encourage the children putting their own ideas forward without being led by an adult. The adult can then ask the children’s peers what they think of another child’s idea to generate feedback. Generally in the lessons in Ambergate school the children are reminded when working to ask, who, what, when, why and how to ensure they get sufficient feedback to enable them with the tasks set. Peer and Self-Assessment and Evaluation. Peer and Self-Assessment enables learners to recognise success in their own and others’ work and to focus on how they are learning as well as what they are learning. Ambergate school regularly asked the children how they think they have done by giving a â€Å"thumbs up†, â€Å"thumbs down† or â€Å"thumbs sideways† to indicate how the children feel about what they have been taught. Sometimes the children will be asked what they know of the subject about to be taught and to mark themselves out of ten in their books. At the end of the lesson they then give themselves another mark out of ten and compare how they have fared. To summarise Assessment for learning meets individuals needs and maximises their full potential through continual monitoring. All staff are allowed to contribute to future planning by feeding their findings back to the teacher. 1. 4 Explain the importance and benefit of assessment for learning. Continuous assessment improves performance and behaviour, allows pupils to work more independently and it also improves motivation and risk taking. By increasing two way communications Assessment for Learning helps to strengthen the teacher pupil relations. From the teachers point of view AFl improves planning and delivery of the lessons while creating an opportunity to check the quality of the lessons and amend activities to ensure they meet the learning needs. For the child it tells them where they are with their learning in each subject, gives them ideas on how to further achieve to ultimately get success in the given goal. Assessment approaches need to promote learner engagement and ensure appropriate support so that all learners can achieve their aspirational goals and maximise their potential. It has been proven that children who do not feel part of the learner process quickly lose interest. Therefore, responses should be based on thoughtful questions, careful listening and reflective responses and effective feedback strategies. 1. 5 Explain how assessment can contribute to planning for future learning carried out by †¢ The Teacher Assessment for Learning helps the teacher to make well-founded judgements about pupil’s attainment while placing responsibility for managing learning on the child, with the goal of pupils being more actively involved with the learning process. As indicated above, the process involves explaining learning outcomes to pupils, providing them with feedback on their progress and enabling them to develop their self-assessment skills so that they are able to reflect on, and recognise, their own achievements. Knowing precisely what the pupil understands & then moving them on leads to effective learning. †¢ The Learners The process will keep the pupil informed of on-going process, giving them an insight into how they learn and which areas they need to improve to achieve the objectives set. This helps to increase their confidence, motivation and independence and also how to recognise when they need to ask for help. †¢ The Learning Support Practitioner. Assessment for learning will provide you with information of how each child learns and the knowledge they already have, which will help in how you further question the pupil. This can be tailored to suit the individual pupils pace and ability to learn. In a recent Maths lesson on Division techniques, on periodically checking the children’s understanding it became clear that they knew how to divide using the Chunking Method but the answers that some of the children were getting were incorrect. This caused the TA to check their work and come to the conclusion that the children’s knowledge in subtraction of 3 figure numbers was letting them down. On feeding back to the teacher she said she had noticed the same problem with the group of children that she was supporting. With this feedback, the TA and the Teacher implemented a refresher lesson on subtraction in the next Maths lesson to fill the gap in the children’s knowledge and allow the children to move forward with their knowledge and ultimate success with Division Techniques. Bibliography www. education. gov. uk Assessment for Learning for KS1 and KS2 Northern Ireland Supporting Teaching and Learning L3 – Louise Burnham.

Women in Congress

Why do you think so few women and racial minorities have been elected to Congress? That is a question that can come with many different answers. In my opinion, I believe that there is a different reason between women and minorities for their lack of success in Congress. Both reasons involve the past, but in different ways. The United States Congress is the bicameral legislature of the federal government of the United States, consisting of the House of Representatives and the Senate. There are 435 members in the House of the Representatives. The Senate has 100 members. Both senators and representatives are chosen through direct election. The main reason why women and minorities are not popular in Congress is because of descriptive representation. Descriptive representation is a belief that constituents are represented effectively by legislators who are similar to them (Challenge of Democracy). The characters that qualify are race, ethnicity, religion, or gender. That is the main factor why there are so few women and minorities in Congress. Due to the past, the demographic characteristic is a white male. As far as African American activity in government goes, a lot of progress has been made. In the past slavery kept blacks from being involved at all. They slowly made progress when they were counted as 3/5th of a person. Then they moved on to being free persons, and from then the African Americans moved on. There were many influential blacks to America. Martin Luther King Jr. and Rosa Parks were two very important people. They changed America for the better and helped African Americans advance in life. African Americans began serving in Congress during the Reconstruction Era after slaves were freed and granted citizen rights. Free black men gained political representation in the South. White Democrats took back political power and tried to return white supremacy. Legislatures lowered voting for blacks by passing tougher voter laws. As a result of the African American Civil Rights Movement, Congress passed laws to end segregation and protect civil rights and voting rights. When Congress changed the Voting Rights Acts in 1982, the states made districts that put minorities together. They thought it would make it a better chance for African Americans and Hispanics to be elected into office. They fixed the â€Å"make-up† of the districts. Women were never seen as a necessity in the business world in the past. They were not useful when it came to farming in men’s eyes. They were always needed to do the household chores and making sure the kids were being taken care of. Men believed that women were not as strong as men. It was as if they were not as important as men. Women were not allowed to vote until 1920, and before then not many women were involved in the government (Women in Congress). If you could not choose who was going to make decisions for you, why would you even be concerned? There was only one state, New Jersey, who allowed women to vote for 17 years (1790-1807). The only way they could vote was if they fit the land requirements. I believe though that the reason why there are so few women and minorities in Congress is because America is not ready to change. They are stuck on the way things were before and never trying new things. People are not willing to even give a woman the time of day, even if she has great ideas. It would be someone they brush off because women aren’t smarter than men. Minorities are not even considered an option in Congress just because of their title as a â€Å"minority†. There are a minor amount of minorities and it is hard to find the ones that are determined to better themselves in life. It is almost as if they’ve given up on trying to become an image breaker. Everyone believes in the descriptive representation and that is why minorities are not involved in the government (Congress vs. Minorities). As the years have progressed though there is one man that I must give credit to for making a huge advancement for minorities in government, Barack Obama. He had many obstacles to overcome to get there. There were many people that told him he didn’t stand a chance in the race. He was determined and he now is sitting in the office as President of the United States. Demographic groups have always been a large role in Congress. The groups consist of race, gender, ethnicity, or religion. The groups vote for people that are in the considerable same group as them. For example, if a Catholic runs against a Jew, most Catholics would vote for the Catholic. In 2050, there will be remarkably many different things going on in the world. There is a chance that a black woman will be the President. A Hispanic male might be the Speaker of the House. Global Warming could be done for, and New Orleans could possibly be submerged underwater. All possibilities of what the world could be like in 40 years. I believe that the world will have a new outlook on things and demographic groups will not exist so prevalently. I think people will be able to make decisions based on their own likings and not what their â€Å"group† is doing. People are becoming more independent in their choices in 2010, so 40 years from now the world’s mindset will be free. To support my reasoning on people being independent now is through the example of Obama winning the presidential election. I believe that people stepped out of their demographic group on their voting choice. Yes, most African Americans voted for Obama, but even the African Americans affiliated with a different religion voted for him. White people stepped out of their religion and race to vote for Obama. I still believe demographic groups will exist, just not so commonly. Those that are stuck to traditions and keeping things the way they were will still be apart of the group. They will consist of less people, but there will be enough to rock a vote. Hopefully, the demographic groups will just completely wipe out and let people use their minds. I want Americans to be able to make their own decisions. The reason why there are so few women and minorities in Congress has to do with choices made my Americans. African Americans that want to run for a position in Congress probably find it pointless due to the demographic groups. They feel that they shouldn’t waste their time since they already know the outcome especially if they run against a white male. Hopefully having Obama in office will give other minorities and women incentive to pursue their dream to be involved in the government. The entire controversy will continue for years though. These have just been my personal opinion mixed in with facts. The ideas for the future I have are very well thought out, and I hope to see the progress in the future. If African Americans can go from being slaves to running the United States; I think it is more than possible for people to become more independent in their own thoughts and decisions.

Electromagnetics essays

Electromagnetics essays Electromagnetism defined as magnetism produced by an electric current. In other words it is the electricity part of what holds ourselves and every bit of matter in the universe together. This source of universal glue is found within atoms themselves. As the name sounds, there are two different forces within electromagnetism - the electric force and the magnetic force. Before the early part of the last century, scientist studied electricity and magnetism as different sciences. No one knew the connection between them. Electromagnetism was found almost by accident, that a flow of electric current (a movement of electrical charge) creates a magnetic force to use the words of Jack R. White, author of The hidden World of Forces. I will first explain the magnetic force in electromagnetism. Nearly 900 years ago, the Chinese discovered the natural permanent magnet - lodestone or magnetite. After playing around with this rock they discovered that when floating on a piece of wood it would always point itself north. From this they then created a magnetic compass. To the Chinese in that time, magnetic force seemed to be magic, but in the twentieth century we use magnetic fields everyday. In such things as the refrigerator, the washing machine, the dryer, and the vacuum cleaner all have electric motors. The magnetic force can be created many different ways but the two main ones are: Ferromagnetism - caused by the orientation direction of certain kinds of atoms. Electromagnetism - caused by passing an electric current through a conductor such as metal wire Both of these magnetic fields, once created, is exactly the same. Electromagnetic Radiation by definition is the transmission of energy in the form of waves having both an electric and a magnetic component. It is impossible for a wave with just one or the other to exist. The most common forms o ...

The Scarlet Letter Questions for Discussion

The Scarlet Letter Questions for Discussion The Scarlet Letter is a seminal work of American literature written by New Englander Nathaniel Hawthorne and published in 1850. It tells the story of Hester Prynne, a seamstress newly arrived in the New World from England, whose husband, Roger Chillingworth, is presumed dead. She and local pastor Arthur Dimmesdale have a romantic interlude, and Hester gives birth to their daughter, Pearl. Hester is  convicted of adultery, a serious crime in the time period of the book, and sentenced to wear the scarlet letter A on her clothing for the rest of her life. Hawthorne wrote The Scarlet Letter more than a century after the events in the novel would have occurred, but it is not difficult to discern his contempt for Bostons Puritans and their rigid religious views. Questions for Discussion Consider the following questions as you learn about  The Scarlet Letter.  Whether youre studying for an exam or leading a book club, these discussion questions will strengthen your understanding of the novel. What is significant about the novels title?The Scarlet Letter is considered a romance by many literary scholars. Do you think that is an accurate categorization? Why or why not?Is Hester Prynne an admirable character? Why or why not?How does Hester evolve through the course of the story?How do we learn the true character of Roger Chillingworth? Is he believable as a villain?Is Arthur Dimmesdale an admirable character? How would you describe him and his relationship with Hester?What does Pearl symbolize? How is her name significant?What is the significance of Pearl not recognizing Hester without her scarlet A?What is the moral statement Hawthorne is making throughout The Scarlet Letter?Do you agree with what how Hawthorne interprets the shortcomings of Puritan society?What are some symbols in The Scarlet Letter? How do they relate to the plot and characters?Does the story end the way you expected? Whats significant about the novels ending?Would you consider The Scarlet Letter to be a work of feminist literature? Why or why not?   How essential are the settings, both geographical and temporal, to the story? Could the story have taken place anywhere else or in any other time period?Does this novel give you a better appreciation for how women were treated in early New England? Does it give you a new perspective on other events from that regions history, such as the Salem Witch Trials?

Cross National Agreement Essay Example | Topics and Well Written Essays - 750 words

Cross National Agreement - Essay Example Trade agreements stimulate and facilitate trade between different countries through the complete or partial elimination of unfair trade tariffs. Another main objective of economic integration is to increase industrial efficiency through â€Å"economies of scale† which refer to increased levels of productivity related to increased levels of output of all member states of the economic union therefore leading to lower costs and higher productivity. Some of the different stages of economic integration between countries are (Tutor2u, 2012): a) Trade agreements - are formal negotiations between two or more countries where they negotiate lower import tariffs and work to facilitate the bureaucracy and paper work involved in the export and import of goods and services between member countries. b) Trade Liberalization (Free Trade Agreements) - In principle it eliminates barriers to free trade by eliminating unfair tariffs and entry barriers between member states or nations. It further e stablishes standard import tariffs for non-member country imports into the free trade zone. During the last two decades there has been a significant growth in international trade agreements, specifically â€Å"Regional Trade Agreements†, most of them have been free trade agreements with a focus in reducing tariffs and other artificial barriers of trade between participants. The North American Free Trade Area (NAFTA) and the European Free Trade Area (EFTA) are both good examples. ASEAN (Association of South East Nations), and Mercosur are two additional examples. c) Custom Union - Some agreements are more encompassing and sophisticated such as the European Union (EU) where not only is trade policy regulated, but it establishes common external tariffs for non-union members. It also regulates and oversees the regional rules concerning flows of capital, agreements on financial policy, competition, environmental regulations, practices and movement and regulation of labor. d) Commo n Market-Where a group of countries integrate all its participants into a single integrated market. Free movement of capital, labor and services among members is the trademark of single markets. e) Single Currency(Monetary Union)-The European Union, by adopting an economic model of a Custom Union with a single common currency the Euro, is a perfect example of a highly integrated regional economy. f) Economic Union-(combines Custom Union/Common Market) There are both pros and cons to free trade agreements. Free trade can help drive healthy competition between industries therefore providing better products and prices to its consumer base. Trade agreements can help provide countries with a competitive advantage where countries can specialize in products and services that they do and produce most efficiently. It has been argued that the increased productivity only applies to the increased aggregate wealth and not how fairly increased income will be distributed among its participants (Wh ite, 2012). It has been proposed that free trade is a catalyst that helps foster peace between nations through functional and economic interdependence as well as providing a basis for healthy for overall economic growth of all nations involved. Free Trade agreements also tend to negate the practice of economic Protectionism, which is widely practiced by many countries to protect their own economies when Free Trade Agreements are not enacted between countries. Simply stated the host country imposes high import tariffs and other unfair trading regulations on foreign competing products or services which by limiting the consumer markets this practice tends to create higher prices and