A Trip to the Store :: Parables Short Stories Essays

A Trip to the StoreThere once was a man, a ordinary man named John. John had a family with a married woman and three kids, a house with a garage and two gondola cars, very much of an average person was our John. One day Johns wife asked him to go to the store to snuff it some bread. As John put on his coat and found the keys to the car he already knew how he would get to the store. He would pull out of the driveway and form left on Hazelwood road. He would go past the neighbors on whose land he bowhunted all fall, down the hill, between the swamps and up the next hill to the highway. There he would right onto County Road 20 and cruise down the narrow road that bruise past the State Park and the Country Club, probably glance at the lake to see how many ice houses were on the lake and then continue to the intersection of County Road 21. There he would turn left and continue on his way past Ruttgers, where he had often thought of getting a membership, past the gravy holder landin g where he liked to put his boat in the lake when he fished walleyes in the summer. Past Koblilkas where he bought his licenses and into town. Shortly after entering town he would coast to a stop at the stop light and wait to turn right. Then a short drive past the myriads of restaurants and other businesss hoping provided never getting green lights at the intersections and then finally to turn into the parking lot of the store. Then after making his purchase he would turn around and retrace his route back home. It was a route John had taken many times before and was familiar and comfortable with. The route was whiz he could use with little thought or attention required on his part. Often instead of thinking about where he was going he would think about other things while he was driving or perhaps just listen to the radio. Sometimes he could make the whole get off there and back without hardly noticing the route itself. Not to say the trips were always easy, sometimes bad weather made the route slippery or ominous traffic made the trip longer then it should be. There was always a chance of having a flat tire or other car problems along the way.

Eliminating Evil in Thomas Mores Utopia Essay -- Philosophy

Eliminating Evil in Thomas Mores Utopia Thomas Mores Utopia is in many ways a very hopeful book it implies that humans croup be good if put in the right environment. Many people would argue that this could never happen that the inequalities and injustices in our world are a growth of human nature. Thomas More however would argue that rather than being a product of human nature, they are a product of the corruption inside society. Thomas More believed that although humans may be inherently evil, if put in the right environment this tendency can be corrected. He develops the report of the right environment it is Utopia, a place where people are honest and equal because of the way that society is structured. Utopia is as close to the ideal society as possible because it assumes and accepts that its inhabitants are not perfect the starting premise of the society is that human nature is dishonest and selfish. The laws in Utopia are constructed in a fashion that makes immoral action ab surd. Schools and the general structure of life are used to educate its population to think morally without even questioning it. Utopia operates on the premiss that people have and will always act in their own best interests and, then, the laws and institutions create a climate where the best interests of the community as a whole also correspond to those of the individual. Thomas More was an extremely religious person and this can clearly be seen in the way that he structures the laws and everyday life of Utopia. Using this organization he effectively eliminates all seven of the deadly sins, because of their absence utopian society shapes its citizens to be upstanding people and adjust the many rules without resentment. It does this by making ... ..., greed and envy with the abolishment of private property. He then rids Utopian society of gluttony with the way that they eat their meals, and tree sloth with hard work and a well-structured day. Finally he gets rid of wrath and lus t with the Utopians policies surrounding war and marriage. All of these morals are reinforced by more laws than just those listed above such as how the rules about politics also stop people from being greedy. The plethora of rules and structure built into Utopian society may seem excessive but every one of them serves its purpose and causes the Utopians to act morally. In essence, in Utopia a citizen must make a choice would one rather live in a society full of corruption, poverty, death and inequality or in one with many rules, close to of which even hinder peoples personal freedoms but where everyone is well-fed, treated fairly and equal.

I Will Use My God Given Talents in the Practice of Law Essay -- Law Co

I Will Use My God Given Talents in the Practice of law Given an understanding of the scarcity and importance of succession and the hurry nature of existence, time commitment decisions are among the most important choices that an individual has to piss. I believe that time is a gift from God and it is up to individuals to make wise decisions regarding how they will invest the time that God has granted them. My perception of time dictates, to a degree, how I chose to use it. I believe that time is linear - there is a beginning and an end - God, the creator of time. For this reason, I strive to use my time wisely. One day I will be unavailing to live like I do now, so I believe that it is important to make the most of what time I arrive at. However, I also discern time to be a progression of cycles that God has set in motion. I need constant reminders of both my insignificance and my potential for changing the course of time. I believe that my existence is a small part in a much larger scheme that Ill never comprehend. The fact that I wake up in the morning is mind-boggling when I consider that I am no more deserving of life than the Southeast Asian child that dies of hunger or the elderly woman that dies alone in a cold, cavernous rest home. Time continues to perpetuate itself, but I have yet to be included in the endless cycle of deaths that paves the way for new births. My life is a precious gift from God in many ways, I have no control over my future - a truth that I have accepted and use as a motivation to manage what time I have wisely. Furthermore, despite a fundamental lack of control of the inevitable, I believe that my time commitments do result in meaningful action. though time may cycle, my actions and their cons... ...riendship showed me the true value of one-hour a week well spent. My part-time work in the UNC Computer Science Department has given over me rare first-hand training in the information technology field. I plan to go to law scho ol in order to become and IT lawyer upon graduation my work with computers has given me relevant exposure that will benefit me when I begin to practice law. Like the choices I made in high school and so far in college, my decision to pursue law school is rooted time. I am prepared to devote four years of my life to more perusing and exams so t hat I may become an attorney. Law school will unquestionably be a commitment that affects my fast-approaching future as a lawyer, Ill make numerous more decisions concerning time in an effort to uphold justice, preserve the American ideal, and hopefully make someones life a teensy better.

Respect, Coercion and Religious Belief :: Religion Argumentative Argument Papers

Respect, Coercion and Religious BeliefIn this paper, I articulate and evaluate an of import argument in nutrition of the claim that citizens of a full-grown democracy should not support coercive policies on the foothold of a rationale they hold up other citizens reasonably reject. I conclude that that argument is unsuccessful. In particular, I argue that unearthly believers who support coercive public policies on the basis of religious convictions do not disrespect citizens who reasonably regard such religious convictions as false. ISomewhere near the heart of much contemporary liberal political theory is the claim that if the state restricts an agents liberty, its restrictions should have some rationale that is defensible to each of those whose liberty is constrained. Liberals are committed to the requirement that all aspects of the loving order should either be made acceptable or be capable of being made acceptable to every last individual. But at that place are many kinds of claim which are particularly controversial, many about which we expect reasonable disagreement. Coercive policies should not be justified on the basis of such controversial grounds rather, they should enjoy public justification. That coercive policy should enjoy public justification implies that political actors are subject to various principles of inhibitt, that is, that they should restrain themselves from supporting policies solely on the basis of excessively controversial grounds. The point of advocating restraint is to achieve a minimal moral conception, a core morality, which is rationally acceptable to all and which provides the ground rules for political association. In what follows, I evaluate what I take to be the most compelling argument in support of restraint. For ease of exposition, I shall refer to this argument as the argument from respect. What is that argument? First an informal formulation. Suppose that John supports some policy which has important consequence s for the upbeat of a certain type of animal, say, the uneven owl. Since spotted owls can suffer, and since they are conscious of their suffering, John should take into consideration the interests of the spotted owl when determining whether or not to support logging in old growth forests, John should include in his moral calculus the suffering generated by the devastation of the spotted owls natural habitat. Johns position regarding the propriety of logging in old growth forests doesnt just affect owls, of course it also affects loggers like Mary. Mary, like John, must list to grips with the issues raised by the destruction of old growth forests.

The Glass Ceiling - Does It Still Exist? Essay -- Equality Work Minori

The Glass Ceiling - Does It Still Exist?There are m whatsoever questions that come to mind when looking at the structure of any organizations. in spite of appearance the social organization, employees face many challenges such as sexual harassment, violence, rape, depression, and discrimination. These issues in their respective organizations are a hindrance to their success and can cause their in-person and career development to suffer. But the key factor that will be focused regarding discrimination is womens struggles advancing in their careers often called the glass hood effect. In this research, the term glass ceiling will be defined, answer the question Who is affected by such barrier and why, what acts helped pave the way, and determine any recommendations to solve the problem.Glass ceiling is defined as the invisible barrier that keeps women from advancing to high level positions. In the Microsoft Encarta World Encyclopedia, the term glass ceiling is a barrier to career ad vancement an unofficial but real impediment to somebodys advancement into upper-level management positions because of dissemination based on the persons gender, age, race, ethnicity, or sexual preference. In other words, Glass ceiling is a negative barrier of attitudes and prejudices preventing women and minorities to move up in their corporate ladder. It holds many to stay at their lower level positions and not given a chance to show their abilities and improve themselves. Another definition given to this invisible barrier is it describes cases in which women unhorse their careers on an equal footing with men, and either lose ground gradually over time, or continue to progress on par with their male reproduction until, at some point, their progress is bloc... ...uarterly. Vol. 46 (December 1997) 148-154 Gerber, Robin D. Tech Rage Pierces the Glass Ceiling. Online Available http//www.academy.umd.edu/AboutUs/news/articles/4-24-00.htm Hardy, Lawrence. Why Teachers Leave. The Ameri can School be on Journal. Vol. 186 (June 1999) 12-17 Hernandez, Thomas J. and Morales, Nestor E. Career, Culture, and Compromise Career Development Experiences of Latinas Working in Higher Education. The Career Development Quarterly. Vol. 48 (September 1999) 45-58 Morgan, Laurie A. Glass Ceiling Effect or Cohort Effect? A longitudinal Study of the Gender Earnings Gap for Engineers, 1982 to 1989. American Sociological Review. Vol 63 (August 1998) 479-493 Nelson, Anne V. Its Lonely at the Top. Women.com seethe Equal Pay in the Fortune 500? Not yet. Online. Available. http//www.women.com/news/buzz/d1112wagegap.html

Taking Care of All Whose Service Places Them in Harm’s Way Essay exampl

As Americans we all take jobs to support us from eighteen till the time we die a job that gives a pension or a retirement plan for enjoying the golden long time. Among those receiving retirement benefits argon U.S Armed Forces veterans. However, these veterans who have fought for American freedom, the American dream that founded this great nation, are being cheated of their retirement benefits. Though the benefits are making progress in the past couple of years, it is slow and full of bylaws and prerequisites that are not clearly stated to veterans. The veterans of the military de get along more respect, better retirement checks, permanent basic base privileges for dependents, and undisturbed funeral services when they die.As a veteran of the military you realise half of your base pay for retirement, Help Military program guidelines are catered to those who have died or been injured in combat yet so many an(prenominal) soldiers have died from ignorance and bull-headedness, and hea lthcare for mentally ill or injured soldiers is in poor condition. If not worse is the way they are treated by those they serve to protect. When soldiers serve, come home, and finally retire, they are treated like scum. Yet they only did their jobs, carrying out orders given by their commander in chief and his advisors and congressmen. The U.S Military was realized so Americans can live their lives in peace and do as they please. Its time for veterans to stop taking the brunt for doing their job and putting bread on their families table instead they should receive a deeper respect for the freedom they give us. Veterans of the military are not uncommon to see as they were ten years ago. In truth the issues at hand affect one quarter of the U.S population those one quar... ...litary Budget Cuts. Issues & Controversies. Facts On File News Services, 27 Feb. 2012. Web. 5 Apr. 2012. .Military Families Overseas (sidebar). Issues & Controversies. Facts On File News Services, 3 June 2010. Web. 5 Apr. 2012. .Powers, Rod. 2008 Military Average Annual Salary. About.com US Military. 07 Feb. 2008. Web. 05 Apr. 2012. .Repositioning U.S. Troops and Bases at topographic point (sidebar). Issues & Controversies On File n. pag. Issues & Controversies. Facts On File News Services, 27 May 2005. Web. 5 Apr. 2012. .Veterans Services. Issues & Controversies. Facts On File News Services, 15 Aug. 2011. Web. 5 Apr. 2012. .

Comparison of Eastern and Western Philosophers

Comparison of Eastern and Western Philosophers Comparison of Eastern and Western Philosophers I will compare the Western philosopher Socrates to the Eastern philosopher Lao Tzu. These two philosophers had some things in commons with their ideas and philosophies that they pursued. Socrates was a western philosopher that lived in Athences Greece and Lao was musical theme to be from what is now known as the Hunan province of China. Socrates Socrates lived in Athens which was a city that taught it was better to solve problems through debate rather than violence.It was because of this surroundings he grew up in that he became a great debater and strived to discover something important, namely, the essential nature of knowledge, justice, beauty, goodness, and, especially, traits of good character such as fortitude (McGraw-Hill, pg. 37, 2008) . He believed that power was not attained through wealth or physical strength but rather it was achieved through discussion or debate. The Delphi visionary is said to have pronounced Socrates the wisest of people. To Socrates this have in mindt he was aware of his own ignorance not that he was the wisest man in the world.Socrates made many enemies after this because he pitch out to find a man wiser than him and exposed many of them as frauds this brought about his demise as he was sentenced to death for corrupting young mens minds. Even though it is said by Plato that he could have gotten out of prison he choose to remain there because by living in Athens he agreed to live by their laws. Lao Tzu Lao Tzu believed that it was not through intervention but rather through understanding of how it functions. He also believed that the foundation of life was through peace and not through strife.The wise ruler, Lao Tzu believed, understands that violence is a last resort and knows that it can frequently be avoided by anticipation, by reconciling potential enemies and resolving difficulties when they first arise. Lao also believed it was through deeds done for others and not doing just the things that benefited himself that would peg down a person. This thought is best supported by a quote from his views on virtue where he stated The superior man hoards nothing. The more he uses for the benefit of others, the more he possesses himself.The more he gives to his fellow men, the more he has of his own (McGraw-Hill, pg. 538, 2008). The absence of selfish wants is the secret to his virtue. What Socrates and Lao Tzu had in common Both Socrates and Lao Tzu thought that even the wisest of humans is still ignorant. Both held that to act on that ignorance under the pretense that it is knowledge is folly that leads not to gain ground and betterment within the individual and society but to the opposite effect( McGraw-Hill, pg. 536, 2008).Even though both Socrates and Lao Tzu believed in fighting for injustices. Both Socrates and Lao both believed that it is best to settle things through talking and that war should be a last resort because violence only causes more tension and a vindicatory type reactions. In conclusion we can see that there similarities and differences in how these philosophers went about getting their messages across to others Socrates was more open and engaging in his desire to find true knowledge and meaning and used his gift of debate to engage others to find a better solution.Where Lao believed in just permit things happen and unfold as they may and what happens is what is meant to happen. Both of these philosophers were alike in the fact that they both strongly believed in only using force as a last resort. As both of these types of philosophys have many good points I am more proponed to agree with western philosophy because I speak up like Socrates it is important to stick to what one truly believes as long as it is not detrimental to anyone else.Because if ones life is going to have meaning then we have to stick to what we believe because at the end of the day what rea lly matters is how we feel about ourselves. If we compromise what we believe because of how others see us then our lives mean nothing. There is a very good poem by an unknown author called The Man in the Mirror in this poem the author states that at the end of the day the only thing that matters is that we can look at ourselves in the mirror and like what we see. References Moore, B. N. Bruder, K. (2008). Philosophy The power of ideas (7th ed. ). Boston McGraw-Hill.

My Psychosocial Stage of Development Essay

My Psycho companionable Stage of Development S. Pulliam April, 2011 First I would like to define psycho kindly development this is the development of the personality or the acquisition of social attitude and skill from infancy through maturity. Based on the charting from Ericksons Psychosocial Stages of Development, I fall into two separate categories based on my age. From the beliefs of Erickson, he believed that the achievements and failures of front stages influence later stages, whereas later stages modify and transform earlier ones (Erickson, 1980).The first is Young Adulthood and the second is Middle Adulthood. In the two stages from the chart the instruction is based on (Young adulthood) Intimacy v/s Isolation and the second one (Middle Adulthood) is based on Generativity v/s Stagnation Work and line Adults. Although there are two separate stages in the psychosocial stages that I fall under, I feel that I am at the midpoint for each and I have decided to consider both aspec ts in doing my psychosocial stages of development.To explain how the two stages correlate to my vitality, I decided in the last year to settle take down and get married this is based on my young adulthood information from Ericksons chart. The reason there is a correlation to my life based on Ericksons chart under middle adulthood id because my life had children prior to the marriage but I am taking a more expeditious role in being involved with activities and school when it comes to my children.In looking at my current psychosocial stage of development influence on my behavior and kin, I find that I am a calm, and non hard to get along with even under pressure situations that has occurred with us based on my grasping tendencies and insecure ways because of previous race and not being with the father of my children. The influence that I happen upon in young adulthood over my relationship is that there is a need for intimacy but not a major desire to have it on a regular basis . The isolation comes from not being so open and friendly to other males in my life or surrounding because of my relationship with my husband.I have male friends that I am social with but I do not allow the intimacy line to be crossed because of my relationship with my husband. The influence that I see in middle adulthood is the need to have a nurturing relationship with my children and creating a positive change to benefit my children lives. In looking at this I do changes in the way I approached my children and how I would not shelter them from the truth when they would ask me questions but give them true answer to their question.As small children I did not feel the need to give much explanation to my childrens questions but now I try to explain everything to them without being untruthful to them or give them false ideas about what is going on around them. To explain the positive and negative outcomes to psychosocial stages of development, I would have to say that there are umt een positive and negative but the few that stand out to me the most are. First negative outcome, acquiring over insecurities I had about the intimacy relationship that I chose to take on after breaking off a 10 year relationship with my childrens father.The second negative outcome was getting over the trust issues I had before going into the current marriage that I am in right now. The third negative outcome was getting pass the change of personality and ways I had to endure going into the marriage and getting use to a new personality and making the changes on both parts to make our marriage work to the best of our ability. Based on this information I feel that the positive outcomes to the psychosocial stages of Erickson were in a ingenuous way and I can see the difference in my life and marriage.First positive outcome was that I am able to trust again within my relationship with my husband. The second positive outcome was that I made a strong bond with my children and I have not only been a mother to my children but I am the friend that my children confide in when they have feeling they want to express. The third positive outcome I see is that I am calm and stress free with the way I deal with problem within my relationship and I am able to compromise with my spouse when we do not agree on things.In evaluating how other developmental issues have influenced my personality, I would have to say that during my early childhood life I dealt with a few attachment issues with my mother. I feel that during this stage I did not bond with my mother like most children tend to do when the mother is present because she was pre-occupied with her career as a teacher and coaching. So during this age I was in close relationship with my father and I neer snarl the true connection with myself and my mother like so many girls or women tend to have with a mother.Most of my time I spent with my father and aunts when I was in my early childhood age so I did not really know tha t much about my mother other than she coached and taught physical education. I admired what she did so I took on the quest of becoming a physical education teacher as well. In check age time I had to bare a lot of pressure in participating in sports and in my school work because the expectation was so high on me to achieve my education and athletic abilities because of what my mother represented in our community.At the same time I was pressured by other students because they matte that the only reason I made the team was because of my mother not because of my own ability. Once I graduated my goals with education were so different. I felt more of the need to help others in crisis situation so I went back to school to get my degree in mental health and social work and that is still my drive today. So from this experience I feel that I have a very strong personality in transgress of the way so many tried to bring me down and I am a true fighter for what I believe in latterly within my heart.My personality from what I can see is a driving force of who I am and I refuse to be compared to my mother in my quest to achieve greater feats in my life and the way I live my life. It is okay to be compared to her but I know that I could never be my mother or even like her because my drive and ambition is so different from the way she handles things. References http//www. support4change. com/stages/cycles/Erikson. hypertext markup language Erikson E. , 1980. Identity and the Life Cycle. Norton, New York http//currentnursing. com/nursing_theory/theory_of_psychosocial_development. html

How is ICT Used in Schools and What are the Effects? Essay

IntroductionI have chosen to do a tale on the lay out on schools and colleges. I chose this topic because I attend school e genuinely day and I coffin nail find out a lot about schools. I brush aside similarly find out about the use of ICT in colleges because my mother works at a college. I forget be able to find out information to include from m any sources. I think finding out about the development of ICT is very interesting and I can comp be the ICT facilities. I will to a fault be able to find out information about how ICT is used in schools.To do this I am going to use a range of sources, for example, books, the meshwork and slew.How has ICT changed over the last 30 years?Computers can be changed for interactional learning, unlike 30 years ago. The only dis prefer to this is the pupils will not be as motivated as they would with a t for each oneer.Computers have changed dramatically over the last few decades. Computers started appearing in schools in 1983. At this time there were very few, they were called Caltext Word Processors. They were larger, slower, had less memory, the programs were not advanced. Now there atomic number 18 hundreds of machines, stigmaers, scanners etc. Modern computers have more processing power than the larger, room-sized computers, which were around in the 60s and early 70s.How has ICT changed in schools?ICT is used in schools for many purposes, for example, recording grades and attendance. All the information for attendance is input into the computer and a spreadsheet is made. The percentage is calculated by the computer and a new supervise system phones parents at regular intervals during the day to enquire about absences. It keeps phoning until there is a reply.School libraries use ICT for bar code readers and the librarian can inlet data about who has which book, the book on loan and the return date. It can also be an effectual form of identification. For example Hillcrest, our card system is an efficient way t o but dinner. The cards can also be used for library cards because they have a photo on them. This is taken from a digital camera and was input into a computer and put on to a card. This is profitable because they can be used as identity, because the coloured box shows which year each pupil is in. The black stripe a large the back of the card stores information about the name, year and the amount of money on the card. An advantage to this system is it doesnt show who has free meal, the information is not useable to other pupils.As well as ICT being available to other pupils, it is also useful for teachers, because a database can be kept of all the details of the pupil such as the date of birth, emergency contact numbers, and progress in lessons and behaviour.With ICT help can be given in other conquers. Programs such as Encarta, The Way Things Work, and especially the Internet. The Internet is helpful because pupils can access any educational point and web page filters such as The Birmingham Grid For Learning, stop offensive pages being shown. The Internet also has a useful site for teachers, where they can input students work into the site and it tells them how much has been copied of the Internet. This helps to prevent Plagiarism. Teachers can also access prepared lesson plans and schemes of work.Students can also save their work on the network, in their own playing field. Which can be accessed from any network computer and it is also secure because each persons account is password protected.Schools can use digital Cameras to put a photograph into the computer to put photographs on to the website, art students can include graphics into their work and the photographs can be used for snarf cards or identification cards.What are the historical aspects of the changes in ICT in schools?Years ago, computers may only have been used in computing, but nowadays they are used in many other subjects, for example, Maths software, Science software, homework and r evision programs, and business forecasting tools.Computers have become more developed, e.g. when computers were archetypal put into the education system there may not have been printers in schools, but now there are many in each classroom. Computers are also much more advanced, the old dot matrix printers have been replaced by Ink Jet and Laser Jet printers which give a much better quality, are better value for money because printing off large amounts of paper is cheaper. It also has a higher resolution, which means the print out is better.What are the technological breakthroughs, which have helped in schools?Breakthroughs in ICT are helpful in schools for a number of ways. Bar Code Readers are useful in the school library to check out books Voice Recognition could be useful for teachers who do not want to type a worksheet/handout. This is an advantage for disabled people who find it difficult to use a keyboard. They could dictate a worksheet into a program called Voicepad. Scanner s are a breakthrough and any demo that is input into a computer can be edited, changes in colours, change the size etc. Also, Smart Cards are a breakthrough and are used in schools as identity cards as well as library cards.What technology is used and what is available for use?What is available to corrupt?Is it available in schools/ colleges?Who uses it?ScannersAvailableMight not be available to studentsPrinters (laser and colour)Available to teachers and students, although some schools may have to restrict printing to save on resources which is an environmental issueStudents and teachers, because they need to print their work.PhotocopiersAvailableStudents may have to ask a teacher to photocopy for themComputersAlways available, though the ratio surrounded by schools may varyTeachers and students will need to use them for workA school networkAvailable to every computer in the schoolTeachers and students will need to have an accountInternetAvailable to most computersWill be limite d for students because of the web page filters put in place by teachersJoystickMay not be available in schools, but may be available in collegesMay only be available for older pupils or teachers useTouch ScreenMay only be available in schools for children with disabilities.Would only be used with children who can not use a keyboardLight PenMay not be available at allMay be available for teachers onlyWhat effect has ICT had in schools, and how would this be done without the use of ICT?ICT has had a big effect in schools and colleges for example email is sent through the phone lines and is very quick. In my mothers work the students e-mail their work to the lecturers and have a reply with dissolves and their mark. The students with an e-mail account can contact the teachers and other students even when they are on debate leave. In universities, worksheets, course details/notices and other important notices are e-mailed to group e-mail addresses, for example, all eldest year busine ss students or all of first year computing rather than addressing it to each individual student. Tutors set up group e-mail accounts. All university e-mail addresses can be forwarded to home e-mail accounts.If ICT were not available pupils would have to go into college to find the teachers when they could be using that time to study. They would have to keep checking noticeboards for important information.The Intranet is useful because anyone who has a username and password in spite of appearance the school or college can find announcements, messages and company documents. Most universities have a program called Blackboard where the students can find notes assignments, web page links, and former(prenominal) exam papers. They can also find information from off-campus. This is very important for 2nd and final year, and also placement year students.How has ICT improved facilities in the area?Interactive whiteboards enable teachers to demonstrate and not have their backs to pupils. Tou ch screens can be used in education centres, not necessarily just in schools. Tests should be established on touch screen computers because they will also tell you how much time you have left and they allow you to change an answer as many times as you like. It will record the answers you give. They use these on driving theory tests.How has ICT affected the way people work?ICT can affect the place where you work because with e-mail and Intranets you can work from home. The pupils could use distance learning. This is also available for adults who enrol on Learn Direct courses. Also, operative from home is convenient because you can change the hours you work, and where you work to what is more comfortable for you. This benefits you because your stress load will decrease because you can e-mail work to the person in charge. This would be useful for someone who is unable to attend school/college and needed to make up the work with homework assignments because they can e-mail the complet ed work to the teacher. Although, working from home would cut off contact with people you see everyday at work. Learning in school means people have advantages when they go into work, e.g. having word processing skills means people need less training in basic skills. Teachers can carry around restless phones and laptops to keep in contact with other colleagues when they are not at work because they are on courses.Students can type up homework, coursework and revision notes. They can research on the Internet. They can also back up pieces of work, and if the first version was lost, they could retrieve the backup copy and continue to work from that. They can also carry between home and school, this dramatically reduce the amount of paperwork the pupils have to carry to and from school. Although, they must remember to take care of the disk and not subject it to extreme heat (by putting it near radiators) or magnets because they could destroy the disk.What rules and regulations need to be put into place to use ICT?Teachers will need to restrict Internet usage and put filters on offensive pages. This prevents them from being shown to students. The Internet can be useful for students work and revision, e.g. finding past exam papers. Although using procure material is illegal, security is not always good on the Internet because people can hack into the Internet and find anything.Using computers for a long period of time can have a health risk radiation, backache, wrist pain and eyesight.

How Far Has the Importance of Nelson Mandela in the Ending?

How far has the greatness of Nelson Mandela in the outcome of apartheid been exaggerated? It can be argued that the importance of Nelson Mandela in the block offing of apartheid has been greatly exaggerated. Apartheid ended due to a combination of long term and short term events. The ANC represented the main opposition of apartheid charm protests and rebellions caught the attention of the world, international sanctions put storm on the south African authorities and roughlything had to be done before their economy alone fell apart.De Klerk ball over the country when he took the starting signal step towards abolishing apartheid although, the spark of light and face of rebellion, Mandela, provided the inspiration to make the end of apartheid possible. Nelson Mandelas contribution and dedication to conspiracy Africas struggle in achieving freedom and equal rights for e really entropy African led to his popularity and respect in southeastward Africa. In the 1950s, Mandela beg an working on ending the apartheid. In 1964, he was arrested and imprisoned for trying to overthrow the judicature, but continued his fight even from his prison cell.Nelson Mandela presented the people of South Africa with a leader in their struggle, providing the inspiration needed for a drastic reposition. He became a symbol of hope and inspiration. He planted the idea in the people that there was something they could do about their situation. Nelson Mandelas role in bringing Apartheid to an end was very important, however, there were many otherwise work outs that contributed to the ending of Apartheid. Firstly, the African National Congress, also know as the ANC, was a major factor in ending Apartheid. t was founded in response to the injustice against black south africans at the hand of the presidency then in power. By 1919 the anc was leading a campaign against passes that black people were forced to carry, but then the anc became dormant in the mid-1920s . at this fourth dimension black people were also represented by the ICU and the previously white-only communist party, but neither played a major part in the ending of apartheid. in 1930s J. T Gumede (president of the ANC) was voted out of power and this led to the ANC becoming largely in nitty-grittyual and inactive.Although after being remodeled as a hole movement in the 1940s the ANC responded militarily to attacks on the rights of black South Africans, as well as calling for strikes, boycotts, and defiance. The ANC represented the main opposition to the government during apartheid and therefore they played a major role in resolving the conflict through participating in the peacemaking and peace-building processes. Infact by the late 1980s the ANC became the more(prenominal) or less popular political movement although it can be argued that it was a result on Mandelas influence.Protests were extremely important in ending Apartheid and believed to be more influential than Mandela. Protests aga inst pass laws were quite common but the Sharpville massacre is what caught the attention of the world. The Sharpville massacre was one of the worst civilian massacres is south African history. It was reported in the Chronicle of the 20th century that 56 Africans died and 162 were injured when police opened fire in the black township of Sharpville. This can non be thought of as completely accurate as it was published in a newspaper.The government was in control of the newspapers and may fork over been altered to give the impression it was not as bad as it seems. Whats more, a white reporter, Joanmarie Fubbs said I saw a policeman taking his rifle-butt to several women who were trying to retrieve bodies. They werent shot down but they were rifle butted and kicked and booted This could be thought of as more accurate as it was not published in government controlled newspapers, more so that it came from a white reporter. It could be argued that a black person could have tried to disto rt the event even further.There were many unaggressive protests but the sharpville massacre sticks out because of the extreme violence. Violence played a major part in the end of apartheid. More-so than the protests because of the attention it brought to the situation of black South Africans. There was considerable labour unrest and strikes were common. There were also occasional bomb attacks. On the 21st work on, in Langa, Cape town. a mass march to langa police station was organised. The plan was to surrender themselves guilty of not carrying their passes, and as there were so many of them the police could not arrest them all.At this time an alike plan was created in sharpville and turned into what would be known as the sharpville massacre. Due to the event in sharpville the march was called off and a ban was placed on gatherings. However later that day protestors gathered again. The police ordered the protesters to disperse and baton charged them and the protestors retaliated with stones. Langa was very tense that night as angry protestors block up the streets and looted policemens homes. The death toll by the end of the day in Langa was three, shot and killed by white policemen.The sharpville massacre and the langa shootings had a great concussion on apartheid, the damage done was costly and the government had become ungovernable. Violence caused the protests to be a major factor in the end of apartheid because it was so costly. The South African government was already in bad shape and could not deal with the ungovernable public. Also the violence caught the attention of international relations, and frankly, they were appalled. Another factor believed to be more influential than Mandela would be the international pressure. This was a major cause mainly because of the sanctions.The embodied rejection of White domination in South Africa, in the division of protests, strikes and demonstrations caused a decade of uncontrolable mass action in resistance t o the imposition of even harsher forms of segregation and oppression. People all over the world were ball over to see the violence in events like the Sharpeville and Langa shootings. They also saw the events occurring between the South African government and extremist groups like the ANC. Internal opposition to Apartheid had great(p) strongly and many areas of South African cities, inhabited by black South Africans, had become ungovernable.In 1962 the UN General Assembly requested that its member sever their political, pecuniary and transportion ties with south africa. In 1968, it proposed ending all cultural, educational and sporting connections also. After much debate, by the late 1980s the United States, the United Kingdom, and 23 other nations had passed laws that placed various trade sanctions on South Africa and a significant amount of foreign investment had withdrawn from South Africa. After the adoption of sanctions, South Africa experienced severe economic difficulty. Th e government was falling apart and without support from other countries it wouldnt recover.It was forced to abolish apartheid. Although without the violence other countries wouldnt have been so appalled that they felt they had to step in. De Klerk played a crucial part in the anti-apartheid movement as he was president and had the power to end apartheid whilst Mandela didnt. Overall, making the end of Apartheid a joint combination of both FW de Klerks efforts in the negotiations between the National party, although more so, Mandelas and the ANCs progress and regular dedication which helped to bring about the end of minority rule.At the time, this move by the government was quite unexpected, but in retrospect, an inevitability. The prime minister of South Africa in 1989 was PW. Botha, however after having a stroke, and being forced into bitter resignation, was replaced by FW de Klerk. De Klerk was commonly thought to be conservative and agree with segregation but his first speech on 2nd February 1990 announced plans to legalise the ANC, PAC and SACP and also that political prisoners, including Mandela, would be released.He said he wanted to work with political groups to form a new constitution for South Africa. Although De Klerks decision was a great step forward for blacks, there were many possible reasons for his drastic change in government. A journalist in Cape Town at the time wondered if De Klerk fully realised what he was doing. It is possible that De Klerk believed that there could be some clever power sharing system that allowed nationalists to keep hold of some of their power.Furthermore the advice he was receiving from economists was grim, is he did not do something the situation would get much worse and as a deeply religious man it can be argued that De Klerk believed God had chosen him to lead his party in a new direction. In conclusion it can be argued that Mandelas contribution to the ending of apartheid is greatly exaggerated. The ANC was an o rganisation black people could support, it gave them hope for the future and reminded them they could have a action without oppression and segregation.Not only did the ANC organise protests, it acted as the fuel for others to continue to protest and object. The protests were made largely effective by the governments resort to violence, which caught the attention of the world. International pressure played a critical role due to the economic sanctions they imposed on South Africa. The continuing violence in South Africa caused disinvestment as the glory was no longer conductive for business thus withdrawal of foreign investors.President de Klerk was instrumental in starting negotiations for change to majority rule, starting with a share leadership between Mr Mandela and President de Klerk. The collapse of the Communist Socialist Soviet Republic also contributed. The American government withdrew military aid to the South African government as the African resistance was no longer pe rceived as Communist inspired. Although the influence of the Father Figure, Nelson Mandela can never go unmentioned. His very existence inspired all those who were fighting for the end of Apartheid white and blacks side by side.Mandela was, though, probably more important than the ANC and other organisations. On the whole Mandelas work largely contributed to the end of Apartheid yet he was not the most important factor. Overall, all of these factors fostered South African ideas against apartheid and subsequently started them to look for their own freedom. If these events did not happen in the same time frame, the same result may not have occurred. But, the coincidence of each of these individual factors led to the cumulative effect of an end to apartheid.

Ontela Picdeck Essay

Ontela PicDeck creative approach to have cellular customers have the ability to automatically have pictures and videos directly sent to their reckoner. This reduces conviction needed and simplifying the strenuous act of doing it manually. The U. S mobile phone service industry earned 150 billion dollars in 2007 and growing. This technology has potential of performing a role in that with critiquing the marketing strategy they have approached the market with. It is essential for a better marketing strategy for Ontela to show customers so they give the gate better understand the benefits and how to efficiently utilize it.The qualitative research segments best defined the customer expectations. Sarah, the parent, loved the fact the pictures just appear on the computer automatically. Steve, the young professional, looked to not always have to lug around the digital camera. Instead have a phone that can take care of both(prenominal) bloods. Regina, the teen, expectation exceeded both Steve and Sarah, but still within the abilities of PicDeck. Regina wanted to manage her pictures from her phone and monitor the pictures for her social networking sites. Herzbergs 2-factor theory can be apply in this instance.Using this theory to understand and distinguishing what motivates the purchase while staying relevant. In other words you must keep up with the recent trends comparable the social networking wave. These three segments all produce various expectations but all acknowledged the expectations of a simplified and quicker method to transferring pictures. These segments age groups and lifestyles greatly parti-color so the solution to market them must be much specified to that target group. The improvement of creating a more knowledgeable customer base forget require a critiqued advertising campaign.In the case of Regina, advertising within the social networking courses like Facebook and MySpace. This advertising will catch the attention of these teen and pronoun ce them of the product. Specifically push the simplicity, timeliness, and how the pictures are still stored even when your cellular device is lost. For the younger propagation and phones macrocosm a huge commodity, phones are continuously being stolen and lost. If interpreted right, then the teen will approach their parents to have their plan changed to include PicDeck. Then the parent will be informed and furthering the utterfly effect of a strict advertising scheme to the teenage target customers. This is how Sarah would be notified. Social is a major influence in customer behavior through family, friends, and case groups. All play as contributors to trusting a buy of a product. Continuously for people who arent very tech savvy like Sarah and Steve they do though always have an email and usually check it frequently. So a mass email to the entire customer base informing them of the in the buff product. Steve would be influenced more by the occupation. Besides using this progra m for personal use, Steve would use this for his real estate job.To be successful in a job market like Steves you must influence your work with newer technology so you may keep up with competitors. With PicDeck, work assignments are accomplished more efficiently and simply, statements like this boost the products equity and what customers like Steve would want to hear. For a product to blossom you must target the younger generation first. With constant technology improvements its hard for the older generation to keep up. The younger generation is constantly working with the new technologies so you inform the younger generation and it will spread to older generations.Ontela has created an inferior product and now need to raise awareness of the tech advances this product has influenced. The magazine Telephony stated PicDeck to be helping the bridge the gap between phone and PC. Continuous advertising is needed in magazines for the working class people to involve this program into thei r workplace. For instance putting an ad in the magazine SkyMall. The magazine you see on every flight youre on. This can target a backup class customer base because the individuals who travel most are individuals travelling on business. And this is the only reading material on the plane.

Cult Films Essay

Eccentric, offbeat, weird, unique and catering to esoteric tastes of a crabbedly small convocation and number of individuals, furore movies or rage films are the exact opposite of the blockbuster, hollywood and hollywood-type mainstream feature films being screened in major movie houses today. delirium movies usually acquire a cult following, groups of individuals whose particular tastes and interests fall under the films wing.Classic cult films which come to mind are that of Stanley Kubricks controversial A Clockwork Orange (1971), Francis Ford Coppolas anti-Vietnam war movie Apocalypse Now (1979), Ridley Scotts loose interpretation of a Philip K. Dick novel, Blade Runner (1982), and the quintessential cult classic The fierce Horror Picture Show (1975) by Jim Sharman. While cult films range from a variety of genres such as crime, suspense, science fiction, horror and so on, some(prenominal) cult films are deemed uncategorizable and exist in a genre which could only be labeled as such cult.The cast of characters which appear in about cult films are barely known to the general viewing public. These are artists who are in the initial stages of their careers, others gaining a certain degree of fame and recognition from the utter cult movie, and on few occasions, a select number of renowned actors and actresses gracing the part of often particularly quirky and outrageously and/or obscuredly sketched characters in an evenly obscure and eccentric setting and environment.The most recent cult films of today range from the local independent, to foreign movies packaged for different countries, to even top grossing movies vigorous received by the mainstream movie viewing populace but regarded as a cult movie because of its ability to garner a particular group of dedicated following, which it would seem is growing in numbers, an example of such a cult movie is George Lucas Star Wars.The cult movie of today has taken a different form, although catering to esoteric tastes, these movies have also garnered a significant amount of mainstream appeal. Such is the case with Quentin Tarantinos Kill Bill, received by a greater number of following subsequent to his first cult flick, Pulp Fiction, which seemed to have revolutionized and brought considerably significant amount of impact to the aspect of film qualification as it deals with aesthetic, style and content.The apparent trashy content and material which critics refer to in Tarantinos film approach reflects and probably sums up cult ideologies and what cult movies are generally about. The movie viewing populace of today is becoming less discriminate and blurring lines of that of the cult and mainstream movies, and viewing these films for what they are, a pastiche of shared beliefs, opinions, ideologies and meanings as interpreted by a director who subscribes to individuality and captured on over an hour or so of reel and screen time.It may or may not reflect the particular persuasions and lea nings of the general populace and the rest of the masses, but as long as it applies to one individual, and an esoteric few, it makes every amount of difference. References Cult Films. Film Site. Org. Tim Dirks. (2007) Retrieved 12 December 2007 Top 50 Cult Films. Entertainment Weekly. Retrieved 12 December 2007 Top Cult Films. Dermansky, Marcy and Fauth, Jurgen. Retrieved 12 December 2007 .

Proper Procedures for Production Schedules and Risk Management Essay

In the United States Army Food Program there be specific shipway to fill out and restore documents according to AR 30-22, The Army Food Program. These procedures be outlined in the Department of the Army Pamphlet (DA PAM) 30-22, Operating Procedures for the Army Food Program. This paper impart advise the comely way to document the call for items on a proceeds Schedule as substantially as completing a Risk Management entropy Log Cooking and inspection and repair as summarized from DA PAM 30-22.DA Form 3034, Production Schedule is a document used to outline the specific products to prepare for a repast. Each meal for the day will have a separate completed Production schedule and set of Risk Data Management Logs. A Production Schedule will be prepared despite the size, or environment, weather that be in garrison or in a field environment. When filling out a DA 3034, it should be clearly understood by both cook someonenel. Within the DA Form 3034, Production Schedule are 1 6 data categories or columns.Columns 1 through 6 pertain to the location and meal, the columns let in the date and hours of the meal as hearty as the unit and projected headcount for that meal. Columns 7 through 14 informs the reader of the product including the person assigned to that product and when he or she should start, how many portion to prepare, and the recipe number in enamor to follow when preparing that product. After the meal the shift draw would then fill in columns 12 and 13 regarding how many portions were actually prepared during the meal and how many portion discarded or leftover for a following meal.There is also a column to specify all if any special instructions, for ensample any added ingredients or specific details on how the manager wants that product to be prepared. Leftovers or discards should be entered immediately after the meal is completed. These items should be filled out in pen weather sombre or black and highlighted with a read through fluoresce nt marker. These items should also reflect on the sequent menu. Any menu changes including but not limited to portion size, ingredients used, or serving instructions will be annotated.On the AFMIS generated Production Schedule it also list the products that have Critical Control Points or CCPs. These points represent the potential for bacterial growth if the product reaches above or below a stipulate temperature. Reference TB MED 530 for more information regarding those temperatures. For products noted with a CCP you must interrupt the product passim the meal to make certain(predicate) that foods pose at the right temperature. IE Hot foods need to stay at or above 140 degrees for 15 seconds or longer. Cold foods need to stay at or below 40 degrees for 15 seconds or longer.On the production schedule you should annotate the readings as the temperature/15 seconds followed by your initials. For example 145/15 sec. JS. Annotating CCPs on a DA 3034 Production Schedule along with comp leting a DA Form 7458 Risk Management Data Log Cooking and DA Form 7459 Risk Management Data Log Serving is call for to maintain food safety and health measures. Risk Management Data Logs are used to document appropriate safety monitoring measures of the preparation and serving process according to TB MED 530.The shift leader will fill out the DA Form 7458 with the appropriate date and meal as well as who is monitoring the products to be check out. On the Cooking Data Log the products to check for breakfast should include 2 meat items and 2 other hot items. For lunch and dinner, 3 entree items should be checked as well as any leftovers intended to be used for that meal. You should monitor the internal temperature for the undertake product throughout the cooking process until the internal cooking temperature is reached (specified in TB MED 530).On the DA Form 7459 Risk Management Data Log Serving you should check three menu items that are cold served focusing on items like pasta, diced meats, fruit and vegetable cut ups, and creams found most normally in desserts. For hot serving during breakfast check 2 meats to make sure they are place an internal temperature of 140 degrees or higher for at least 15 seconds or longer. Be sure to include one self-service item as well. It is required that you check the same items 2 to 3 times during the serving period. For the lunch and dinner periods check at least one meat and 3 other hot menu items.When filling out the information onto the 7458 and 7459 Data Logs you have different bozos or categories. On the 7458 you have CATs 1, 2, and, 3 respectively they correspond with the cooking temperature required 1, 145 2, 155 3, 165 these temperatures are concurrent with the internal temperatures needed for the different meats used in the products (reference TB MED 530 for the different meat internal temperatures). For each product enter the CAT and the piece of equipment you used to cook or heat the product. Then annotate the times and temperature each time you checked the product throughout the process.If the required temperature is not reached when you check the product continue cooking and mark the corrective action. On a 7459 Serving Data Log annotate each products CAT and location of the product and the times and temperature of the product when you check it as well as any corrective action for products in non-compliance. For each day and meal period a separate 7458 and 7459 Risk Management Data Log must be completed. By following these simple steps when filling out a DA Form 3034 and DA Forms 7458 and 7459 you are ensuring that the proper procedures are maintained in the Army Food Program.

Fleur Adcock: Analysis of Instead of an Interview Essay

Instead of an call into question by Fleur Adcock, is a poem essentially about the divided intelligence of identity she has inherited from both family (or historical) emigrant experience and personal deportation. In the poem, the issue is complicated, as Adcock explores the loss and alienation that emerges from the choice of semipermanent separation from family. It begins with descriptive visual imagery, where Adcock attempts to familiarise herself with the childhood images of The hills, water, the clean air, and a river or dickens, certain bays, and those various and incredible hills.The description almost seems want a ramble, which evokes a fresh and evoke experience. Although we learn later on in this poem that she addresses England as her home, this stanza largely bears feelings of nostalgia. The ah in the lastly neckcloth of the stanza re-emphasises her expression of relief, relaxation and comfort, after her first visit back to New Zealand after 13 years. Through this poem , Adcock offers snapshots of her familys past, and the struggles of family, marriage, and life. In the second stanza, we see Fleur warming up to the familiarity of New Zealand the streets I could company blind, and other familiar settings.There seems to be a sense of distress, as Fleur is engaging in parts of her past that she has tried to forget about. Coming back to her birthplace appears to be more overwhelming, than comforting. It seems like she had g unrivaled away because she hadnt like it enough to stay. Whether good or bad, the dreams (shed) not bothered to remember kept creeping back automatically as she passed familiar settings. She further relates this attachment with the atmosphere of the area inhering ingrown incestuous like the country. The elaborated vowel sounds enhance the warmth of the stanza, drawing the ref closer to Adocks personal feelings.The semicolons serve as caesuras, creating dramatic pauses for emphasis. The slightly grotesque terms ingrained, ing rown, incestuous are used to emphasise the vividness of her hometown memories, as if they were carved into her thoughts. The cardinal adjectives and the caesuras prepare a rapid flow, which then shifts to a lingering rhythm with like the country, composed of three joints. This sudden change in rhythm brings about a grand atmosphere or aura, especially ue to the end-stopped line, since this breaks the flow and changes to a new stanza.The use of country enhances this importance her memories and country complement one another, emphasising the size and enormity of these ingrained, ingrown, and incestuous memories. Another significant and extremely personal linkup mentioned in this stanza is, my Thorndon Thorndon being the capital city of New Zealand. The personal pronoun my emphasises a sense of belonging and possession, as though she wants to point out that this country is a significant part of her childhood.In the third stanza, Fleur is veridical to mention all the wonderful t hings another city in New Zealand offered to her a lover, sort of enough friends, in terms of relationships. Her use of caesuras is evident in one case again in the third line bookshops galleries fish in the sea. She is heightening the readers interest with her clever use of punctuation, once again emphasising the different and essential memories of her country. The reader is able to identify from this line Fleurs many areas of interest. She seems to delight the company of nature natural imagery is abundant in this particular stanza.The gardens, fish in the sea, lemons and passionfruit signify her love for nature. It is evident that these authentic memories are destroyed due to urbanisation as she mentions in the earlier stanza half my Thorndon smashed for the motorway. The trees and gardens were ruined over the years and replaced by synthetic and supernatural materials. Hence, her sense of possession has strengthened, with whatever piece of nature and memory that remains. Ins tead of an Interview exposes Adcocks sense of an identity split between New Zealand and Britain.This alternating change in culture evidently created confusedness with Adcock identifying herself. Adcock explained to her niece, home is London and England, Ireland, Europe. Perhaps she is entirely attached (maybe temporarily) to the British culture, since she has practically lived there her whole large and professional life. After visiting her birth town, all the childhood memories came flooding in perhaps she resisted them because she is quiesce so confused about where she really belongs.The idea of home being a loaded word re-emphasises her befuddled state of being. Adding to that, the poem ends with a question ark have I do myself for the first date an exile? This use of punctuation leaves the reader puzzled, with plenty of questions, because the speaker herself is unsure about her identity. For the first time, Fleur feels she has made herself an exile, which is the state of bei ng expelled from ones native country. This is a serious dilemma and seems as though she wrote this poem in a slightly sentimental hangover from having visited New Zealand after 13 years. What is misleading is that the poem comes across as Adcocks way of saying she does not like to mouth or be interviewed but rather to show her emotions through her poems.

Flat organization Group Essay

organisational mental synthesiss developed from the ancient times of hunters and collectors in tribal brasss through highly royal and clerical power anatomical constructions to industrial structures and todays post-industrial structures. The exemplary hierarchical arrangement for lines of authorities, communications, chastises and duties of an organization. brassal structure determines how the roles, power and responsibilities are assigned, controlled, and coordinated, and how information flows betwixt the different levels of oversight. A structure depends on the organizations objectives and strategy.In a centralized structure, the top layer of management has most of the decision making power and has tight control over de discontinuements and divisions. In a decentralise structure, the decision making power is distributed and the departments and divisions may have different degrees of independence. A company such as Proctor & Gamble that sells multiple products may organize their structure so that groups are divided gibe to each product and depending on geographical area as well.The Importance of nerve mental synthesisA number of writers have pointed out the importance of an organizations structure and the relationship between it and an organizations size, strategy, technology, environment and polish. Mintzberg (1989) has written extensively and significantly on the importance of organizational structure. Miller (1989) has explored the importance of configurations of strategy and structure. Burns and Stalker (1961) concluded that if an organization is to achieve maximum performance then its structure must fit with or match the rate of channelise in its environments. Handy (1990, 1993) has discussed the importance of culture in relation to organizational goal and structure and the need for sensitive organizational forms.Pascale, Milleman and Gioja (2000, p.197) consider invention is the invisible hand that brings organizations to life and life to organizations. Further, organizational structure and design are closely entwined (Mabey, Salaman & history, 2001) with some aspects of human resource management. and then structure has a key role in the all of the essence(p) human dimension of an organization.Too often the importance of Organization structure is overlooked and Miller (1989) points to a gap in the literature whereby the content of corporate or business strategies has not been widely considered in relation to structure. One of the most important aspects of a managers role is the design of Organizational structures, yet this is often a neglected responsibility (Senge, 1994). McMaster (1996) argues that Organizational design is not well understood and traditional management education does not include the development of any understanding of the principles of corporate design. The invasion of the floury of corporate restructures that took place in the 1980s and 1990s, discussed later in this paper, supports this view. I would suggest that this neglect of genuine understanding is a serious shortcoming.Definition of StructureMullins (1993) and Mabey, Salaman & Storey (2001) describe the structure of an Organization as the pattern of relationships between roles in an Organization and its different parts. They see the purpose of this structure as serving to allocate work at and responsibilities in order to direct activities and achieve the Organizations goals. Structure enables managers to plan, direct, organize and control the activities of the organization (Mullins, 1993, Mabey, Salaman & Storey, 2001). Here is a traditional view of Organizational design that uses principles derived from sheer and scientific Management.A non traditional come out is taken by Pascale, Milleman and Gioja (2000, p.197). They consider the role of architects and the principles they use to get buildings that provide (1) structural integrity (sound buildings), (2) functionality (space appropriate for its intend ed use), and (3) aesthetic appeal. Using these principles an architect is able to work with the client in order to create a structure that is an integral and facilitating aspect of the life of the bulk who move in and around it. Thus architectural approaches can offer us a groovy model with which to consider Organization design principles.I would define an Organizations structure as the architecture both visible and invisible which connects and weaves together all aspects of an Organizations activities so that it functions as a complete dynamic entity. One simple approach is to consider how an Organizations structure is described when represented diagrammatically, which most is often shown in the Organization chart. This provides useful insights into the underlying design principles. It entrust not show informal structures, but this is not the focus of this paper, except where they are an integral part of the design, as in for example, design Principles derived from complexity.Th e twentieth Century Traditional wayHenri Fayol is credited by some as being the founder of modern management theory and practice. Writing at the beginning of the twentieth century he advocated an Organization structure that was centralized, functionally specialized and hierarchical, in which everything had its specific place. Management was viewed as being all about planning, organizing, forecasting, co-coordinating and controlling.Others built on Fayols work, which Morgan (1986) claims provided the foundation of management theory in the first half of the last century, and which is still much in use up to the present day. alike in the early 20th century Frederick Taylor drawing on his understanding of traditional science and scientific method devised a theory of management scientific management. He advocated the use of scientific methods of measurement and digest and broke all tasks down into small repetitive components. This was considered the most effective way of operating a production do and his methods achieved their apogee in the Ford motor car production line process.Thus the basic structure of many large Organizations in the 20th century was founded on linear, segmented, hierarchical design principles as typified by Figure 1. The larger the Organization the larger the structure and the more than sub divisions. It was an approach to Organization design that reflected the classical scientific worldview as did the early management theoristsFigure 1. Traditional Organization Chart / StructureDuring the mid 20th century there was a trend for Organizations to create considerable corporate structures, often composed of many varied and different businesses, for example, the Hanson Trust, Trafalgar House, Unilever, and GKN in the UK and General voltaic in the USA (Mabey, Salaman & Storey, 2001). In the public sector too, huge bureaucracies were created with the nationalization of the public utilities after being War II and the creation of the NHS in 19 48. The management of these huge Organizations required a complex multilayered structure with many sub divisions.Tall structures were created with as many as 20 plus levels between the heading Executive and the shopfloor operative. Managerial control of employees at all the Multiple levels was based on a mix of direct restraint and budgetary Responsibility. Hierarchy, command and control were the governing principles of Employee management.But by the last decades of the 20th century, however, the trend for larger and larger structures was over. Almost every Organization experimented with some kind of structural change process (Ashkenas et al, 1995). mountainous conglomerates were broken up and large bureaucracies slimmed down as Organizations sought to become more effective and flexible (Mabey, Salaman & Storey, 2001). Companies merged and demerged, made acquisitions or sold them off and experimented with a range of approaches designed to make them more effective and responsive to a rapidly changing world. During this period Organizations were awash with notions of delayering, right / downsizing and business process re-engineering and for a time returns to shareholders were at record levels (Willis,2001).Downsizing was used by many companies as a way of adjusting their structures in order to be fitter and more effective. Large Organizations with many bureaucratic aspects like Kodak, IBM and General Motors restructured in this way (Mabey, Salaman & Storey, 2001). This and the often accompanying trend for outsourcing resulted in a wave of new problems particularly with employee insecurity and loss of expert knowledge. Coulson- Thomas and Coe (1991) report that in many of these slimmer Organizations there were issuesof work overload, increased work stress, lack of vision, poor decision making, corporate in fighting and so on.Further, this approach proved to be an unsatisfactory one, not only because of the immediate loving costs and the loss of experience an d valuable skills, but because many Organizations failed to capitalize on the restructuring and implement new supportive systems (Mabey, Salaman & Storey, 2001). They changed the structure of the Organization but not in such a way as to improve its overall long term effectiveness. This apparent lack of insight concerning the importance of the relationship between structure and internal and external systems and human behaviours displays a restricted understanding of the principles of Organization design.Business process re-engineering was another approach which many adopted during this period as an effective way of improving force and removing bureaucratic structures. But, Mumford and Hendricks (1996) point out, many companies became obsessed with cost cutting and associated staffing reductions and did not consider how best to shake and restructure. Also some chief executives used the process to rid themselves of cumbersome bureaucratic chains of command but failed to cede control Mabey, Salaman & Storey (2001, p.158) describe this period as one of apparent nuthouse as Organizations also tried out approaches based on networking, outsourcing and notions of virtual forms of Organization. However, they provide an analytical textile which I shall use to describe the different types of structure that still redominate. It offers four main types of structure bureaucracy, divisionalized structures, strategical business units and de-structured forms.Organizational 21st CenturyAt the end of the 20th century some slight traditional forms of organization structure beganto emerge as evidenced by the de-structured forms described by Mabey, Salaman & Storey (2001). Handy (1990) observes that the old mechanistic systems are everywhere breaking down. Mabey, Salaman & Storey (2001) talk of the emergence of a new paradigm for organizational form which seeks to replace the rigidity and cumbersome nature of the traditional form. Ashkenas et al (1995) report on a change in de sign principles that amounts to a major shift.

Mexican Cival Rights Essay

George I. Sanchez, Ideology, and Whiteness in the making of the Mexi move American Civil Rights Movement, 1930-1960 By CARLOS K . BLANTON Let us keep in mind that the Mexican-American can easily be experience the front-line of defense of the civil liberties of ethnic minorities. The racial, cultural, and historical involvements in his trip emb belt along those of alone of the other minority root words. Yet, God bless the law, he is unclouded So, the Mexican-American can be the wedge for the broadening of civil liberties for others (who are not so fortunate as to be white and Christian).George L Sanchez (1958) By embrace white, Mexican Americans shake off reinforced the color line that has denied nation of African descent full participation in American democracy. In pursuing White rights, Mexican Americans combined Latin American racialism with Anglo racism, and in the process separated themselves and their political agenda from the blackamoor civil rights struggles of th e forties and fifties. Neil Foley (1998) 1 HE record OF RACE AND gracious RIGHTS IN THE AMERICAN southeastern IS complex and exciting.The history of Mexican American civil rights is also promising, particularly so in find out to understanding the region of purity. Both selections above, the first from a Mexican American The epigraphs are drawn from George I. Sanchez to Roger N. Baldwin, stately 27, 1958, F old 8, Box 31, George I. Sanchez Papers (Nettie Lee Benson Latin American Collection, University of Texas Libraries, Austin) and Neil Foley, Becoming Hispanic Mexican Americans and the Faustian Pact with Whiteness, in Foley, ed.. Reflexi mavins 1997 sore siteions In Mexican American Studies (Austin, 1998), 65.The author would like to thank the journal of Southem explanations six anonymous reviewers and Texas A&M Universitys Glasscock Center for Humanities investigate for their very helpful rational guidance on this essay. MR. BLANTON is an assistant professor of histo ry at Texas A&M University. THE journal OF SOUTHERN HISTORY Volume LXXII, No. 3, August 2006 570 THE ledger OF SOUTHERN HISTORY intellectual of the mid-twentieth deoxycytidine monophosphate and the last a recently published statement from a historian of race and personal identity, are nominally about gabardine. But the historical actor and the historian discuss pureness differently.The reference book from the 1950s advocates exploiting legal whiteness to obtain civil rights for both Mexican Americans and other minority groups. The one from the 1990s views such a dodging as inherently racist. The historical figure writes of Mexican Americans and African Americans cooperating in the pursuit of shared civil rights goals the historian writes of the absence, the impossibility of cooperation receivable to Mexican American whiteness. This job is worth further consideration. This essay examines the Mexican American civil rights movement by tensenessing on the cipher and ideas of George I.Sancheza prominent activist and professor of fosterage at the University of Texasin the 1930s, 1940s, and 1950s. Sanchez is the most epoch-making intellectual of what is commonly referred to as the Mexican American Generation of activists during this period. As a national electric chair of the major Mexican American civil rights organization of the era, however, Sanchezs political modulate within the Mexican American community was scantily as important as his intellectual leadership. Sanchez pondered notions of whiteness and actively assiduous them, offering an dainty case rationalize of the making of Mexican American civil rights. First, this work examines how Sanchezs civil rights efforts were vitally informed by an ideological survey that supported gradual, integrationist, progressive reform, a placement that grew out of his activist look for on African Americans in the South, Mexican Americans in the Southwest, and Latin Americans in Mexico and Venezuela. T his advanced Deal ideological inheritance wrought Sanchezs contention that Mexican Americans were one minority group among some(prenominal) needing g everyplacenmental assistance. Second, this liberal ideology gave put up to a nettlesome citizenship dilemma.During the Great notion and World war II, Mexican Americans strategic emphasis on American citizenship rhetorically placed them shoulder-to-shoulder with other U. S. minority groups. It also marginalized immigrant Mexicans. The significance of For more on Sanehez see Gladys R. Leff, George I. Sanchez Don Quixote of the Southwest (Ph. D. dissertation. conglutination Texas State University, 1976) James Nelson Mowry, A Study of the directional Thought and Aetion of George I. Sanehez (Ph. D. dissertation. University of Texas, 1977) Amerieo Paredes, ed.. Humanidad Essays in Honor of George 1.Sanchez (Los Angeles, 1977) Steven Sehlossman, Self-Evident free? George I. Sanchez, Segregation, and Enduring Dilemmas in Bilingual c ommandment, Teachers College Record, 84 (Summer 1983), 871-907 and Mario T. Garcia, Mexican Americans Leadership, Ideology, and Identity, J930-1960 (New Haven, 1989), chap. 10. pureness AND MEXICAN AMERICAN complaisant RIGHTS 571 citizenship was arguable within the Mexican American community and coincided with the emergence of an aggressive phase of Mexican Americans civil rights litigation that implemented a legal strategy based on their whiteness.Third, Sanchezs correspondence with Thurgood Marshall of the national Association for the Advancement of color ined People (NAACP) in the 1940s and 1950s reveals proto(prenominal), fragmentary connections between the Mexican American and African American civil rights movements. All these topics address important interpretive debates about the consumption of whiteness. This essay fuses two historiographical streams traditional studies on Mexican American politics and identity and the bare-ass whiteness scholarships interpretation of Mexican American civil rights.In traditional whole kit the Mexican American civil rights experience is often examined with little sustained comparison to other civil rights experiences. Conversely, the whiteness scholarship represents a serious attempt at comparative civil rights history. Taking both approaches into measure answers the recent call of one scholar for historians to muster even greater historical imagination in conceiving of new histories of civil rights from different perspectives. Traditional research on Mexican Americans in the twentieth century centers on generational lines.From the late nineteenth century to the Great Depression, a large wave of Mexican immigrants, spurred by dislocation in Mexico as well as by economic opportunity in the U. S. , provided low-wage agricultural and industrial labor throughout the Southwest. Their political identity was as Mexicans living abroad, the Mexicanist Generation. They generally paying(a) little heed to American pol itics and eschewed cultural assimilation, as had earlier Mexicans who forcibly became American citizens as a result of the expansionist wars of the 1830s and 1840s.However, mass violence shortly before World War I, step up racial discrimination throughout the early twentieth century, and forced repatriations to Mexico during the Great Depression heralded the rise of a new political ethos. The community had come to believe that its members were endangered by the presumption of strangeness and disloyalty. By the late 1920s younger Charles W. Eagles, Toward New Histories of the Civil Rights Era, Journal of Southern History, 66 (November 2000), 848. resonate Emilio Zamora, The World of the Mexican Worker in Texas (College Station, Tex., * 1993)George J. Sanchez, Becoming Mexican American Ethnicity, Culture, and Identity in Chicano Los Angeles, 1900-1945 (New York, 1993) gum benjamin Heber behindson, Revolution in Texas How a Forgotten Rebellion and Its Bloody Suppression Turned Mexicans into Americans (New Haven, 2003) and Amoldo De Leon, The Tejano Community, 1836-1900 (1982 new ed. , Dallas, 1997). 572 THE JOURNAL OF SOUTHERN HISTORY leadersthe Mexican American Generationurged adoption of a new strategy of emphasizing American citizenship at all sequences.They strove to speak English in public and in private settings, stressed training, asked for the gradual reform of discriminatory practices, emulated middle-class life, and exuded patriotism as a loyal, progressive ethnic group. They also desired recognition as ethnic whites, not as racial others. The oldest organization expressing this identity was the League of United Latin American Citizens (LULAC). This ethos of hyphenated Americanism and gradual reform held sway until the late 1960s and early 1970s. Studies of whiteness contribute to historians understanding of the interplay of race, ethnicity, and class by going beyond a black-white binary to test the subtleties and nuances of race. This new s cholarship examines who is considered white and why, traces how the definition of white shifts, unearths how whiteness conditions acts of inclusion and exclusion and how it reinforces and subverts concepts of race, and investigates the psychological and framework rewards to be gained by groups that successfully claim whiteness. partition tension, nativism, and racism are connected to a larger whiteness discourse. In other words, this is a new, imaginative way to more broadly interrogate the menage of race. Works on whiteness often share a conviction that thoughts or acts capitalizing on whiteness reflect racist power as well as contribute to that insidious powers making. They also generally maintain that notions of race, whether consciously employed or not, divide ethnic and racial minorities from each other and from workingclass whites, groups that would otherwise share class status and political goals. In recent reviews of the state of whiteness history, Eric Amesen, See Mario Garcia, Mexican Americans George J. Sanchez, Becoming Mexican American David G. Gutierrez, Walls and Mirrors Mexican Americans, Mexican Immigrants, and the Politics of Ethnicity (Berkeley, 1995) Ignacio M. Garcia, Viva Kennedy Mexican Americans in Search of Camelot (College Station, Tex. , 2000) Carl Allsup, The American G. I. Forum Origins and Evolution (Austin, 1982) Richard A.Garcia, ride of the Mexican American Middle Class San Antonio, 19291941 (College Station, Tex. , 1991) David Montejano, Anglos and Mexicans in the Making of Texas, 1836-1986 (Austin, 1987), chaps. 12 and 13 Julie Leininger Pyeior, LBJ and Mexican Americans The Paradox of Power (Austin, 1997) Juan Gomez-Quinones, Chicano Politics Reality and Promise, 1940-1990 (Albuquerque, 1990) and Guadalupe San Miguel younger , Brown, Not White School Integration and the Chicano Movement in Houston (College Station, Tex. , 2001). David R.Roediger, The Wages of Whiteness pelt along and the Making of the American Working Class (1991 rev. ed.. New York, 1999) Roediger, Towards the abolition of Whiteness Essays on black market, Politics, and Working Class History (New York, 1994) Matthew Frye Jacobson, Whiteness of a Different Color European Immigrants and the Alchemy of Race (Cambridge, Mass. , 1998) George Lipsitz, The Possessive Investment in Whiteness How White People Profit From Identity Politics (Philadelphia, 1998). WHITENESS AND MEXICAN AMERICAN CIVIL RIGHTS.573 Barbara J. Fields, Peter Kolchin, and Daniel Wickberg offer much criticism. These historians argue that scholars using whiteness as an analytical tool are shoddy in their definitions, read too finely and semantically into documents and literary texts, and privilege discursive moments that have little or nothing to do with actual people or experiences. More specifically, Kolchin and Amesen argue that many studies of whiteness incautiously caricature race as an unchanging, omnipresent, and overly deterministic category.In such works w hiteness is portrayed as acting concretely and abstractly with or without historical actors and events. Ironically, studies of whiteness can obscure the exercise of power. Fields explains that canvas race and racial identity is more attractive than studying racism because racism exposes the hoUowness of agency and identity . . . and it violates the two-sides-to-every-story expectation of symmetry that Americans are peculiarly attached to. query that applies the idea of whiteness to Mexican American history is sparse and even more recent.Several of these studies focus upon the use of whiteness as a legal strategy while others take a broader approach. historian Neil Foley offers the most significant and ambitious arguments by moving beyond an analysis of how white people viewed Mexican Americans to look instead at the construction of whiteness in the Mexican American mind. He shifts the perspective from external whiteness to internal whiteness and argues that Mexican Americans ent ered into a Faustian Pact by embracing racism toward African Americans in the course of trying to avoid de jure discrimination.Foley claims that Mexican Americans consciously curried the favor of racist whites In pursuing White rights, Mexican Americans Peter Kolchin, Whiteness Studies The New History of Race in America, Journal of American History, 89 (June 2002), 154-73 Eric Arnesen, Whiteness and the Historians Imagination, International perseverance and Working-Class History, 60 (Fall 2001), 3-32 Barbara J. Fields, Whiteness, Racism, and Identity, International Labor and Working-Class History, 60 (Fall 2001), 48-56 (quotations on p.48)Daniel Wickberg, Heterosexual White Male Some Recent Inversions in American Cultural History, Journal of American History, 92 (June 2005), 136-57. *Ian F. Haney Lopez, White By rectitude The Legal Construction of Race (New York, 1996) Neil Foley, The White Scourge Mexicans, Blacks, and Poor Whites in Texas Cotton Culture (Berkeley, 1997) Steven Harmon Wilson, The Rise of Judicial Management in the U. S. District Court, Southern District of Texas, 1955-2000 (Athens, Ga., 2002)Wilson, Brown over Other White Mexican Americans Legal Arguments and litigation Strategy in School Desegregation Lawsuits, Law and History Review, 21 (Spring 2003), 145-94 Clare Sheridan, Another White Race Mexican Americans and the Paradox of Whiteness in Jury Selection, Law and History Review, 21 (Spring 2003), 10914 Ariela J. Gross, Texas Mexicans and the Polities of Whiteness, Law and History Review, 21 (Spring 2003), 195-205 Carlos Kevin Blanton, The Strange Career of Bilingual Education in Texas, 1836-1981 (College Station, Tex., 2004)Patrick J. Carroll, Felix Longorias Wake Bereavement, Racism, and the Rise of Mexican American Activism (Austin, 2003). 574 THE JOURNAL OF SOUTHERN HISTORY combined Latin American racialism with Anglo racism, and in the process separated themselves and their political agenda from the Black civil rights struggles of the forties and fifties. dribbleing from such interpretations of whitenesss meaning to Mexican Americans is George I. Sanchezs making of Mexican American civil rights.Analyzing Sanchezs views is an excellent test of Foleys interpretation because Sanchezs use of the category of whiteness was sophisticated, deliberate, reflective, and connected to issues and events. An internationalist, multiculturalist, and integrationist ideology shaped by New Deal experiences in the American Southwest, the American South, and Latin America informed George L Sanchezs civil rights activism and scholarship. Sanchez regarded Mexican Americans as one of many American minority groups suffering racial, ethnic, and ghostlike bigotry.Though Sanchez regarded Mexican Americans racial status as white, he also held that they were a minority group that experienced systematic and racialized oppression. Sanchezs articulation of whiteness was qualified by an anti-racist ideological worldview and supports Eric A mesens criticism of overreaching by whiteness scholars who appreciate neither ambiguity nor counter-discourses of race, the recognition of which would cast doubt on their bold claims. Sanchez was very much a New Deal swear out intellectual who utilized academic research in an attempt to progressively transform society.The term service intellectual is an appropriate verbal description of Sanchez, who propagated his civil rights activism through academic research with governmental agencies (the Texas State subdivision of Education, the New Mexico State division of Education, the U. S. Bureau of Indian Affairs, and the Office of the Coordinator of Inter-American Affairs) and national philanthropic organizations (the General Education Board, the Julius Rosenwald Eund, the Carnegie Foundation, and the Marshall Civil Liberties Trust).The flower of Sanchezs scholarly contribution as a service intellectual was his evocative 1940 portrayal of boorish New Mexican poverty and segregation in The Forgotten People A Study of New Mexicans. Foley, Becoming Hispanic, 53-70 (quotation on p. 65) Foley, Partly Colored or Other White Mexican Americans and Their Problem with the Color Line, in Stephanie Cole and Alison M. Parker, eds. , Beyond Black and White Race, Ethnicity, and Gender in the U. S. South and Southwest (College Station, Tex. , 2004), 123-44.For an older whiteness study that discusses the external imposition of racial concepts on Mexican Americans and other groups, see Roediger, Towards the Abolition of Whiteness, chap. 10. Amesen, Whiteness and the Historians Imagination, 24. Richard S. Kirkendall, Social Scientists and Farm Politics in the Age of Roosevelt WHITENESS AND MEXICAN AMERICAN CIVIL RIGHTS 575 Sanchez particularly sought to transform society through the field of education. In the early 1930s he published blistering critiques of the shoddiness of IQ tests conducted on Mexican American children.Mexican Americans bad just challenged separate aims in Texas and California and were told by the courts that because they were technically white, racial segregation was illegal however, the courts then claimed that pedagogical segregation based upon intellectual or linguistic deficiency was permissible. In challenging racist IQ science, Sanchez essentially advocated integration. A decade of service intellectual work came together for Sanchez in Forgotten People. He called for a comprehensive federal official and state program to uplift downtrodden Hispanic New Mexicans Remedial measures bequeath not solve the line piecemeal.Poverty, illiteracy, and ill-health are merely symptoms. If education is to get at the root of the problem checks must go beyond subject-matter instruction. . . . The curriculum of the educational agencies becomes, then, the magna carta of loving and economic rehabilitation the teacher, the advance factor of a new social order. Sanchez regarded Mexican Americans as similar to Japanese Americans, Jewish Ame ricans, and African Americans. To Sanchez these were all minority groups that endured varying levels of discrimination by white, Anglo-Saxon, Protestant America.Sanchez was uninterested in divining a hierarchy of racial victimization instead, he spent considerable energy on pondering shipway for these groups to get the federal government, in New Deal fashion, to help alleviate their plight. Even in the mid-1960s when many Mexican Americans had come to favor a separate racial identity over an ethnic one, Sanchez still conceived of Mexican Americans as a cultural group, ignoring concepts of race altogether unless discussing racial discrimination. Sanchez engaged the struggles of other minority groups and linked them to Mexican American activism.In 1948, for example, Sanchez (Columbia, Mo. , 1966), 1-6 George I. Sanchez, Forgotten People A Study of New Mexicans (1940 reprint, Albuquerque, 1996), xvi-xvii. Befitting the service intellectual ideal of freely diffusing knowledge, the Car negie Foundation gave the book away. Carnegie provided four thousand dollars for Sanchezs research at the same time it supported work on a much larger study on African AmericansGunnar Myrdals classic An American Dilemma The Negro Problem and Modern Democracy (New York, 1944). Carlos Kevin Blanton, From reason Deficiency to Cultural Deficiency Mexican Americans, Testing, and Public School Policy in the American Southwest, 1920-1940, pacific Historical Review, 72 (February 2003), 56-61 (quotations on p. 60). Sanchez, Forgotten People, 86. George I. Sanchez, History, Culture, and Education, in Julian Samora, ed.. La Raza Forgotten Americans (Notre Dame, 1966), 1-26 Mario Garcia, Mexican Americans, 267-68. 576 THE JOURNAL OF SOUTHERN HISTORY published through the United States Indian Service a government study on Navajo problems called The People A Study of the Navajos. In 1937-1938 Sanchez transferred his New Deal, reformist ideology across borders as a Latin American education ex pert with a prestigious administrative post in Venezuelas national government. Writing to Edwin R. Embree, director of the Julius Rosenwald Fund, Sanchez described his work as the chief coordinator of the countrys teachertraining program in familiar New Deal terms the hardest task is breaking down social prejudices, traditional apathy, obstructive habits (political and personal) and in-bred aimlessness. His first program report was appropriately titled Release from Tyranny. During World War II Sanchez was appointed to the Office of the Coordinator of Inter-American Affairs under Nelson A. Rockefeller, where he continued work on Latin American teacher-training programs as part of the war effort. Sanchez was deeply committed to progressive reform in Latin America that would lift educational and living standards. Sanchez also took on African American issues. From 1935 to 1937 he worked as a round member with the Chicago-based Julius Rosenwald Eund.This philanthropic organization was concerned with African American rural education in the South, and in this capacity Sanchez collaborated with Eisk Universitys forthcoming president, the eminent sociologist Charles S. Johnson, on preparing the massive Compendium on Southem verdant Life. Sanchez was listed in the studys budget as the highest-paid researcher for the 1936-1937 academic year with a $4,500 salary and a $2,000 travel budget. Sanchezs work with the Rosenwald Eund also involved numerous activities beyond his role as the groups pedagogical expert.In November and celestial latitude 1936 he lobbied the Louisiana State Department of Education on behalf of a Dr. Sanchez Seeks Fulfillment of U. S. Promise to Navajos, Austin Daily Texan, November 16, 1946, in George I. Sanchez Vertical charge up (Center for American History, Austin, Texas hereinafter this collection will be cited as Sanchez Vertical File and this repository as Center for American History) George I. Sanchez, The People A Study of the Navajos ( Washington, D. C, 1948). G. I. Sanchez to Edwin R.Embree, October 17, 1937, Folder 4, Box 127, Julius Rosenwald Fund Archives (Special Collections, John Hope and Aurelia Franklin Library, Fisk University, Nashville, Tennessee hereinafter this collection will be cited as Rosenwald Fund Archives and this repository as Franklin Library) (quotation) Embree to Sanchez, October 29, 1937, ib. Sanchezs work for the Instituto Pedagogico occurred just after its creation in 1936 during a brief liberal phase of Venezuelan politics. For more on its creation, see Judith Ewell, Venezuela A Century of Change (Stanford, 1984), 75.Dave Cheavens, Soft-Spoken UT Professor Loaned to Coordinator of Latin-American Affairs, Austin Statesman, December 3, 1943, in Sanchez Vertical File Texan Will Direct Training of Teachers, Dallas Morning News, November 3, 1943, ibid. George I. Sanchez, Mexican Education As It Looks Today, Nations Schools, 32 (September 1943), 23, ibid. George I. Sanchez, Mexico A Revol ution by Education (New York, 1936). WHITENESS AND MEXICAN AMERICAN CIVIL RIGHTS 511 Rosenwald teacher-training program and the broader issue of school equalization.Equalization had been the primary avenue of African American activism that culminated with the Gaines v. Canada decision of 1938, which mandated that the University of Missouri either agree a black law student or create a separate, equal law school for African Americans. Sanchez also lobbied in Washington, D. C. , in February 1937, consulting with the Progressive Education Association and various government agencies on Rosenwald projects. As one of his duties on the compendium project, Sanchez studied rote learning for rural African American children who lived in homes lacking in formal education.This study was inspired by Charles Johnsons mentor at the University of Chicago, Robert E. Park. Johnson, Sanchez, and other young researchers such as famed historian Horace Mann Bond were to look at ways to educate population s handicapped by the lack of books and a tradition of formal education in the home. This imagine was affiliated with the Tennessee Valley Authority and chiefly concerned with raising the cultural level of poor, rural African Americans more effectively than standard textbooks and pedagogies developed for privileged students in other parts of the country.The project aimed to garb teachers to integrate the knowledge which the school seeks to inculcate with the experiences of its pupils and with the tradition of the local community. Sanchezs comparable work with bilingual education in New Mexico and Latin America fit well within the scope of the new undertaking. Sanchezs biggest project with the Rosenwald Fund was creating a well-recognized teacher-training program at the Louisiana Negro average and industrial Institute at Grambling.Charles S. Johnson later described this Grambling teacher-training program as among the most progressive of the community-centered programs for the ed ucation of teachers in the country. He praised the Grambling endeavor for offering African American teachers opportunities for the development of creativeness and inventiveness in recognizing and closure * Charles S. Johnson to Edwin R. Embree, October 16, 1936, Folder 1, Box 333, Rosenwald Fund ArchivesEmbree to Johnson, October 23, 1936, and enclosed budget manuscripts Supplementary Budget on artless Education Compendium and Rural School Exploration, Tentative Budget 1936-37, ibid. undated project time sheet October 7, 1936 to April 27, 1937, Folder 3, Box 127, ibid. Numan V. Bartley, The New South, 1945-1980 (Baton Rouge, 1995), 15 Compendium on Southern Rural Life with Reference to the Problems of the Common School (9 vols. Chicago? , 1936). Charles S. Johnson to Edwin R. Embree, January 21, February 25, 1937, Folder 5, Box 335, Rosenwald Fund Archives Johnson to Dorothy Elvidge, June 23, 1937, and study purpose by Robert E. Park, Memorandum on Rote Learning Studies, Marc h 3, 1937, pp.2 (first and second quotations), 3 (third quotation), ibid. Sanchez left shortly after the project began. 578 THE JOURNAL OF SOUTHERN HISTORY the problems to be found in rural communities, homes, and schools . . . . Sanchez oversaw this project from its inception in September 1936 until he left for Venezuela in the middle of 1937. He set up the curriculum, the budgets, the specialized staff (nurses, agricultural instructors, home economists, and rural school supervisors), and equipment (the laboratory school and a bus for inspections).These duties involved close coordination with Grambling administrators, Louisiana health officials, and state education and agriculture bureaucrats. Difficulties arose due to Sanchezs departure. One Rosenwald employee summarized the programs problems, As long as George Sanchez was here he was the person who translated that philosophy to the people at Grambling, and I am sure that you agree with me that he could do it remote more effecti vely than the rest of us.But now that Sanchez sic is not here it is the job of the president of the substructure to do both this interpretation and this stimulation. . . . I do not believe President Jones knows them. Fisks Charles S. Johnson was elite caller-up for Sanchez. Johnsons devastating attacks on southem sharecropping influenced public policy and garnered praise from President Franklin D. Roosevelt. He and others spurred the creation of Roosevelts Black Cabinet. Sanchez practiced a similar combination of academic research and social activism.When he began his work at Grambling he had recently lost his position in the New Mexico State Department of Education due to his pointed advocacy of reform as well as his penchant for hard-hitting, publicly funded academic research on controversial topics such as the segregation of Mexican Americans in schools. He had long sparked leaning with his research on racial issues. What especially limited Charles S. Johnson, Section 8The Negro Public Schools, in Louisiana Educational Survey (7 vols, in 8 Baton Rouge, 1942), IV, 216 (first quotation), 185 (second quotation).A copy of this volume is in Folder 5, Box 182, Charles Spurgeon Johnson Papers (Franklin Library). A. C. Lewis to G. I. Sanchez, October 14, 1936, Folder 13, Box 207, Rosenwald Fund Archives Sanchez to Dr. R. W. Todd, September 28, 1936, ibid. Sanchez to Miss Clyde Mobley, September 28, 1936, ibid. Sanchez to J. W. Bateman, September 28, 1936, ibid. Sanchez to Lewis, September 28, 1936, ibid. Edwin R. Embree to Lewis, September 29, 1936, ibid. Sanchez to Lewis, September 30, 1936, ibid. Dorothy A. Elvidge to Lewis, November 27, 1936, ibid. Lewis to Sanchez, July 9, 1937, Folder 14, Box 207, ibid. i. C.Dixon to Lewis, March 17, 1938, Folder 15, Box 207, ibid, (quotation on p. 2) Sanchez, The Rural Normal Schools TeacherEducation Program Involves . . . , September 17, 1936, Folder 16, Box 207, ibid. Sanchez, Suggested BudgetGrambling, April 9, 1937, ibid. Sanchez, Recommendations, December 9, 1936, ibid. John Egerton, Speak Now Against the Day The Generation Before the Civil Rights Movement in the South (New York, 1994), 91-92 George Brown Tindall, The Emergence of the New South, ? 913-1945 (Baton Rouge, 1967), 543, 544 (quotation) Matthew William Dunne, Next Steps Charles S.Johnson and Southem Liberalism, Journal of Negro History, 83 (Winter 1998), 10-11. WHITENESS AND MEXICAN AMERICAN CIVIL RIGHTS 579 Sanchezs future in New Mexico was a 1933 furor over his distribution of another scholars Thurstone scale (a psychometric technique developed in the 1920s) on racial attitudes to pupils in New Mexicos public schools. Governor Arthur Seligman publicly demanded that Sanchez be ousted and that the General Education Board (GEB) cancel the grant funding his position in the state bureaucracy.Partly due to the influence of New Mexicos U. S. senator Bronson Cutting, a progressive Republican champion of Mexican Americans, Sanc hez survived an ugly public hear that resulted in the resignation of the University of New Mexico faculty member who devised the scale. Nevertheless, the incident severely constrained Sanchezs future in the New Mexican educational and political arena. But Sanchez was not pushed into African American education simply out of desperation for employment. He appreciated the opportunities that the Rosenwald Fund provided to broaden his activism as a service intellectual beyond the Southwest. He was direct about this to his most ardent supporter.President James F. Zimmerman of the University of New Mexico Im sorry the Rosenwald Fund is virtually prohibited from extending its interests and experiments into the Southwest. This is the only disappointment I obtain in connection with my present work. I feel it keenly, however, as you know how deeply I am bound up with that area and its peoples. At the same time, though, being here has given me a wider standpoint and experience that may well be directed at my first love sometime. Zimmerman was disappointed he had groomed Sanchez for a faculty and administrative future at the University of New Mexico.Despite the uproar in 1933 Sanchezs talents were in high demand, however, as GEB agent Leo Favrot and Rosenwald director Edwin Embree coordinated which agency would broaden Sanchezs salary with the New Mexico State Department of Education in early 1935 (GEB) and during a yearlong research project on Mexican higher education from 1935 to the middle of 1936 (Rosenwald Fund) until he joined the staff of the Rosenwald Fund on a full-time basis for his work at Grambling. * G. I. Sanchez to Leo M. Favrot, April 27 and may 11, 1933, Folder 900, Box 100, G.