OVERVIEW:
In order to practice nursing within a community, you must know the composition and health status of that community. Both quantitative and qualitative data are collected and analyzed as the basis for services to families, groups and community.
DIRECTIONS:
Please answer the following questions about the community in which you are practicing. You may compile the results of your inquiries in whatever way you wish and share it with your classmates. The information is to be used for community assessment.
ASSESSMENT GUIDE:

I.DEMOGRAPHIC DATA

A. General Description

1. Where is the community located?
2. What are the community boundaries?
3. What type of community is it(i.e., rural, urban, geopolitical, emotional)?
4. How much area does the community cover?
5. What is the community population?
6. What type of official community government exists? How does it function? How effective is it?
7. Who are the prominent officials?
8. Who are the unofficial leaders? What leadership style do they employ? How do they derive their power?
9. Are there any particular political affiliations within the community (i.e. strong Republican sentiments)?
10. Are they any prominent topographical features in the area (lakes, rivers, mountains, railroad line, major highway)?11. What are the significant event in the communitys history?
12. What are the prospects for the future of the community?

B. Population Characteristics
1. What is the age composition of the population?
2. What is the sex distribution in the community?
4. Are particular ethnic groups primarily new immigrants or residents of long
standing? What is the racial composition?
5. What is the average income level for the community? How wide is the range in average familyincome? Whatportion of the community population have incomes below poverty level?
6. What is the prevailing educational level in the community? What is the attitude toward education?
7. What are the major religious affiliations in the community? How do religious groups interact? What types of
community service programs are offered by religious groups? How does religion impinge on health?
8. What is the usual employment level in the community? How does the unemployment rate compare with that of the nation? The state? Where do most residents work? Within the community or outside? What are the major
industries in the area? What industries are the major employers? What are the typical occupations of community residents? What health hazards, if any, are presented by local industry.
9. Are there significant patterns of population change?

C. Environmental Characteristics

1. What types of housing are available? Are most housing units owned or rented? What is the average number of persons per dwelling? What are the prevailing property values? What is the typical rent? What is the general condition of housing available? What portion of the available housing is inadequate in terms of sanitation? Safety? What health hazards, if any, are presented by area housing?
2. What is the source of community water supply? How are sewage, sanitation and waste disposal handled?
3. What protective services are available? How adequate are they?
4. What transportation resources exist? How many residents own cars? What other forms of transportation exist? Are bus routes, schedules, etc., adequate for community needs? How costly is transportation? Are there major thoroughfares nearby leading to large metropolitan areas?
5. What communication network exists? What formal communications media
are available? What are the informal modes of communication? What type of
communication takes place with the outside world? What is the relationship
between members of different cultural groups?
6. What insurance factors exist in the community? (flood insurance?)
7. What is rate of drug use and related crimes? What is the overall crime rate? What types are prevalent? What is the homicide rate? Suicide rate?

D. Health Status Indicators

1. What is the annual birth rate?
2. What percent of pregnant women received prenatal care?
3. What is the overall death rate?
4. What is the maternal death rate?
5. What is the infant death rate?
6. What is the neonatal death rate?
7. What are the annual rates for specific causes of death?
8. What are the incidence and prevalence rates for specific diseases, AIDS? Are there differences for female/male. What is the racial distribution? What is the prevalence rate for mental illness in the community?
9. How do morbidity and mortality figures compare with national/state figures?
10. What is the overall immunization rate?
11. How do these rates compare with those of previous years?
12. What is the general nutritional level of community residents? What percentage of the population is overweight? Underweight? What marketing facilities are available? How expensive are food items? What percent of the typical family budget is spent on food? What food supplement programs are available? How well are they utilized?
13. What health services and resources are available? What types of health community personnel are available? What types of health facilities are available: Are personnel and facilities adequate to meet community needs?
Are there preventive, promotional, therapeutic, and rehabilitative services available? Are there services available to meet the needs of all age groups represented in the population? What emergency services are available? What
health education programs are presented? What official and voluntary heath agencies are present in the community? How far away are health services not found in the community?
14. What are the prevailing community attitudes toward health and health care? How are health and illness defined? Are promotion and preventive measures utilized? How are health services financed? What are health programs budget priorities? What portion of the population have health insurance? How well are health services utilized? What are the traditional and alternative health practices? What percent of population is covered by managed care organizations?

II. Analysis of Data

1 What health problems are perceived by the nurse?
(you and your preceptor-- Diabetics, Obesity, TB, )
2. What health problems are perceived by local residents or group?
3. What health problems are perceived by other health professionals and community leaders? (legislators, community activist)
4. What actions is currently being taken to solve these?
5. How have previous problems of a similar nature been solved?
6. Are the resources necessary to solve these problems present in the community?




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Here is the copy of the assignment sheet that I have to follow from, any subject matter would do as long as it pertains to how it affects the commuinity in a negative way. This is supposed to be typed as a Research Exposition







English 305 Paper 4??"Research Exposition

Due Date: May 3d, 2012

Length Range (1500-1800 Words)

Format: MLA style sheet (On-line Guidelines: owl.english.purdue.edu) or Google Purdue OWL.

Topic: Describe a problem-issue that has influenced your local community (geographic area or town) in a negative way. Use both personal point-of-view and research to suggest solutions.

The lack of any of the items mentioned below may constitute a problem-issue in your community. Ideas or point-of-view that you contribute may work in a positive direction to overcome the negative tendencies within the community, making a positive change.

Sample Potential Topic Areas (for your consideration):

?The Closing or Downsizing of a Community Industry

?Methamphetamines or other Drug-related Community Problems

?Lack of Community Support for Local Merchants

?Community Infrastructure Problems

?Lack of Community Support for Charities or Civil Groups

?The Inability of a Community to Attract/Sustain New Business

?Encouraging Young People to Stay and not leave a Local Community

?Developing a Unique Sense of community within a particular Town

? Encouraging Tourism within a community

? Developing a Community based Economic Enterprise Zone

? Developing a Community based Youth Recreation/Activity Center

? Developing New Community Parks and Recreation Facilities

?Developing a Community Center for a Local Town

?Developing Community based Alternative Energy Sources

?Developing a Community based Recycling Program

?Developing a Community based Literacy Program

?Developing a Community based Family/Domestic-Abuse Program

?Developing a Community based Neighborhood Watch Program

?Developing a Community based Citizens Advocacy Group to encourage the positive development of a town or Community

? Developing a Community Farmers-Market for local Agriculture

? Redeveloping a Community Agriculture Plan for Small Farmers

? Developing Community based Agricultural Markets for Local Growers

? Or, Other Topics You May Think are Workable



Introduction:

The introduction to the paper will define and describe the problem. Take as many paragraphs as you need to completely define and describe the community problem thoroughly and completely. The main idea(s) for this paper will reflect the solution(s) to this problem.


Body:

Body paragraphs should describe potential solutions to the problem. The solutions should come from your own point-of-view and insight gathered from external research sources. Perhaps, other communities have experienced similar problems? What have these communities done to help solve the problem? Personal Interviews with local, community leaders make excellent sources for this kind of paper. You may want to email leaders or talk by phone. Face-to-face interviews may also be arranged. Sources should use MLA citation format.

Most of this paper should come from your own point-of-view (your own ideas). Use (cite) at least two (2) sources within the Body of the paper. Sources may clarify your own ideas, support your own ideas, or be used as case study background information to draw analogies to your own community and its problem.

Conclusion:

What are the first steps that should be taken to solve the community problem based on your opinion and judgment? What action should be taken by the local community to overcome this problem?

Works Cited:

Provide a Works Cited sheet at the end of your paper that cites the two sources used in the paper.

Health Issues/Policy Analysis Paper
Guidelines and Grading Criteria

This purpose of the assignment is to explore health needs or problems within communities and to explore what health problems are for that particular community. Discussions with community leaders and experts provide what health problems priorities they perceive exist for that particular community and the plans and policies in place to improve the health disparities. The student relates the health determinants and the epidemiological concepts to the identified health disparities in their communities to provide leadership in the development of policy to affect health outcomes.

After reviewing information provided in course content about Healthy People 2020 and the list of national concerns, the student consults with three (3) to five (5) local authorities and experts in his/her home community to discern the individuals perceptions about their own community problems. Students need to obtain the national list from Healthy People 2020 web site and ask authorities in their communities to describe how community problems compare to national top three health problems.

Interview a variety of individuals in positions of leadership who have knowledge of the communitys health problems and challenges. Conduct the interviews with public health officials, community leaders, school officials, local council members, state representatives, etc. but include a cross section of the community, one nurse leader, or other health care providers.

Write a paper that details each community authoritys perceptions of the top three health concerns. The paper specifies the individual interviewed, the credentials, his/her perspectives of community needs, and why the individual feels these conditions are problematic. The use of first person in this assignment is acceptable. Many community leaders indicate common health concerns, but list in a separate section each individuals concerns. The student identifies at least nine (9) problems. The problems may certainly be the same or similar, but these must be listed according to the community leader who identified the issues as problematic. Differentiate each of the leaders policies for improving the health disparities, and then examine the effects of legal and regulatory processes on nursing practice, healthcare delivery, and outcomes

Investigate and report on the epidemiological information associated with the top three (3) problems identified including a list of resources and statistics from an epidemiology web site. The student needs to tie the community health concerns with the concepts of epidemiology in order to develop a cogent plan of action for the Advanced Practice Nurse to use when developing strategies to address the identified problems.

Then assess specific ways an Advanced Practice Nurse could make an impact on one of the problems. These impacts are specific to the chosen area of practice, i.e. FNP, CNS, ACNP, Management & Leadership, and Education and should include information about how the nurse might make a difference in addressing one of these problems.

Papers should be 6-8 pages in length, excluding title and reference pages using APA format. Points will be deducted for papers that either exceed or do not include 6-8 pages of text. The file containing the paper should be submitted in the assignment section and named with the STUDENTS last name and assignment name.

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Customer is requesting that (researchpro) completes this order.

Paper must be an autobiography style.
4th Reference must be a community leader point of view.

o Do members of your community look like you? In what ways do they look the same or different?
o How do leaders within your community treat people who are like you? How do they treat people who are different?
o How do other members of your community treat people who are like you? How do they treat people who are different?
o Do your texts or work manuals contain information by or about people like you?
o Do the local media represent people like you? If so, in what ways?
o What are some similarities and differences between you and the people who are in leadership positions in your community? Do you feel minority group interests are represented within your community?
o If you could resolve any inequities within your community, what would you change? How and why?
o Which main concepts from the text relate to race? Apply some of these concepts to your project.
o The thesis addresses racial issues in your local community.
o The content is comprehensive and accurate.
o The paper itself draws on your personal experiences with and opinions about cultural diversity in your community.
o Three sources are used, and one source is a community member, leader, or representative from a local community organization.
o The paper is written in first-person point of view, with an autobiographical approach.

Hi,
I need help writing my final paper for ETH 125 "Race and Your Community" in autobiographical form using 4 references and one of the four is a personal community leader, pastor or minister, teacher, principal, a business owner, etc from my city. I live in Sioux Falls, SD and I'm also to obtain statistical breakdowns of racial and ethnic groups of my community using http://quickfacts.census.gov. Also I need to use in-text citations and references. I prefer to use Sioux Falls, SD as my community in the paper but if this will make the process more difficult we are able to use another community and then I would like to use my hometown of Minneapolis, MN as my 2nd choice. We are to include in the paper information on our community, challenges, employer, community leaders, and the media. I can also provide the appropriate pages from the syllabus describing in detail what is necessary in the paper.

Paper:

Research the selected issue through a variety of methods. These should include:

--Reading at least 4 scholarly pieces and 4 newspaprer articles.
--At least 1 site visit to a community-based program/project/event related to the issue.
--Interviews of at least 2 persons connected with a community-based program agency addressing the issue or directly served by such a program.

At a minimum, research should address the following questions:

a. What is the extent of the concern in the nation? State? Locally?
b. What aspects of the issue are being addressed in the local community, workplaces, churches, agencies, etc? (A case study should be included.)

c. How is/was the issue portrayed by television, newspappers, magazines, Internet, etc.?
d. What are the challenges to addressing this issue?
e. What are the reactions/experiences of the individuals/families facing this issue to the attempts to address it?
f. What recommendations do various groups (family members, politicians, community leaders, clergy, etc.) have for addressing and solving these concerns

10-12 Page Research Paper APA Format
Page 1-2 Topic Question and Outline (* outline is needed)

Outline to have 5 sections
I Introduction;
II Literature Review:
III Current Applications:
IV Future Issues and Concerns:
V Conclusion
Under each heading there should be 3-5 subtopics indentified.
I have given you links to various Research studies as well and information links to use. Others are fine as well.

TOPIC: Wild land recreation management- National Fire Plan and Community Preparedness

QUESTION (This can be reworded if you can keep the general idea)
The National Fire Plan has resulted in a variety of community-level efforts to increase wildfire preparedness and management: This paper will take a look at the National Fire Plan and the effectiveness of Programs such as Firewise, FireFree, and Firewise Communities USA to provide model programs for communities to reduce their risks of wildfire.

PAPER STRUCTURE & OUTLINE
Introduction
1. What is National Fire Plan
2. Importance of Community Preparedness
3. Fire Wise http://www.firewise.org/ ; FireFree- http://www.firefree.org/; FirewiseCommunities USA- http://www.firewise.org/usa/index.htm

Literature Review (links to studies provided with 2 studies to be e-mailed)
1.Partners in Wildland Preparedness (article will be e-mailed)
2. Goals, obstacles and effective strategies of wildfire mitigation programs in the WildlandUrban Interface (article e-mailed)
3. http://www.blm.gov/pgdata/etc/medialib/blm/nifc/snapshots0/2005.Par.64322.File.dat/05-13-05.pdf
4. The West In Flames: The Intergovernmental Politics of Wildland Suppression and Prevention by Charles Davis http://publius.oxfordjournals.org/cgi/reprint/31/3/97 or http://publius.oxfordjournals.org/cgi/content/abstract/31/3/97
5. Home Owners, Communities, and Wildfire: Science Findings from National Fire Plan http://www.ncrs.fs.fed.us/pubs/gtr/gtr_nc231.pdf#page=16

Current Applications
1. http://www.forestsandrangelands.gov/success/index.cfm
2. http://www.forestsandrangelands.gov/plan/index.shtml
3. http://www.fire.uni-freiburg.de/sevilla-2007/contributions/doc/cd/SESIONES_TEMATICAS/ST5/Stutler_Ligthall_USA.pdf
4. http://www.forestsandrangelands.gov/plan/documents/10-YearStrategyFinal_Dec2006.pdf
5. http://www.forestsandrangelands.gov/communities/index.shtml

Future Issues and Concerns
1. need
2. need
3. need

Conclusion


Possible Sources to use
National Fire Plan
http://www.forestsandrangelands.gov/

http://ncrs.fs.fed.us/pubs/jrnl/pristine/2004/nc_2004_jakes_001p.pdf

http://www.forestsandrangelands.gov/NFP/index.shtml (side bar)


Case Studies
With links to individual programs
http://www.nrs.fs.fed.us/4804/focus/fire/community_preparedness/cp_case_studies/

NOTES:
Social concerns about wildland fire and fuels management are drawing increased attention as wildland fires and fuels management efforts reach peoples back yards.
five key questions, involving collaboration in fuels treatment, communicating risks, evaluating the social acceptability of fuels treatment, the role of private landowners, and evaluating the social impacts of wildfire. Although wildfire research related to these questions is extremely limited, there is general social science data that answers each one. For the second part of our study, looking at community preparedness for wildfire, we found that a remarkably growing body of research into actions by individual communities is contributing to theories explaining community preparedness.

Since the since the implementation of the
National Fire Plan what has been the response of How have communities
preparedness for wildland fire

Communities are taking a variety of actions to improve wildland fire
preparedness,
- from enacting codes,
- standards, and zoning that restrict develop
- ormandate fuels reduction to demonstration projects to educate homeowners about fuels
management

What we looked at: The National Fire Plan has resulted in a variety of community-level efforts to increase wildfire preparedness and management. Yet experts know little about what communities are accomplishing. In a series of case studies across the U.S., we identified the steps 15 communities are taking to increase wildfire preparedness and the social conditions necessary to implement and sustain those steps.
Why: As more communities are exposed to wildfire risk, local leaders are searching for ways to be proactive in minimizing potential losses from wildfires. By determining the actions some communities have taken to improve wildfire preparedness, we can help others identify ideas that could work for them, or areas where they might need improvement.
What we found: Communities can improve their chances of success by focusing broadly on maintaining or improving the sustainability of their ecosystems, rather than focusing on managing vegetation that fuels wildfires. It is helpful to have a government agency involved in preparedness efforts. And communities need to draw on all their resources, including the talents of individuals and organizations, as well as their full range of social networks.
In recent years there have been a number of initiatives to provide assistance to
communities for wildfire management. For example, the National Fire Plan has
supported community-level wildfire preparedness by providing financial support to
communities to reduce hazardous fuels in the wildland-urban interface and improve
utilization of materials removed through treatments, and by providing funding to
rural and volunteer fire departments to improve training, communication, supplies,
and equipment. Programs such as Firewise, FireFree, and Firewise Communities
USA provide a collaborative forum for communities to reduce their risks of wildfire.
While these and other programs provide the impetus for many communities to
actively engage in wildfire preparedness, we know little about what is actually being
accomplished in term of preparedness or of the conditions that need to exist in
communities to support such programs. In a series of case studies conducted in 15
communities across the U.S., we identified (1) the steps taken by communities to
increase their wildfire preparedness, and (2) the social conditions necessary to
implement and sustain these steps.

As more communities are exposed to wildfire risk, they are searching for ways
they can be proactive in minimizing potential losses from wildfires. By identifying
what actions our 15 communities are taking to improve wildfire preparedness, other
communities can identify ideas that could work for them or areas where they might
need improvement.

We found that regardless of the wealth of communities in terms of natural,
human, social, physical, or financial capital, there is something every community can
do to increase their wildfire preparedness. In addition communities can improve their
chances of success by focusing broadly on maintaining or improving the
sustainability of the ecosystem, rather than focusing more narrowly on fuels
management. It also helps greatly to have a government agency involved in the
effort. Agency employees bring knowledge and skills to the process, and access to
sources of funding. Finally, efforts to improve community wildfire preparedness
need to draw on all the resources in the community, including the talents of
individuals (referred to as human capacity) and the networks and existing
organizations and associations in the community (referred to as social capacity).

There is a role for managers, decision makers, and the general public in
community preparedness for wildfire. While it is critical to have public agency staff
involved, they cannot do it on their own. While its important for different locallybased
associations and groups to be involved, they cannot do it on their own. While
landowners and homeowners need to take personal responsibility for wildfire
preparedness on their property, they cannot do it on their own. Wildfire prepredness
is an area where collaboration and partnerships will make or break the effort

A team of scientists visited communities across the U.S. to identify their efforts to increase wildfire preparedness and the resources necessary to support their work. The resulting case studies, listed below, have helped direct and generate support for wildland fire preparedness activities in communities across the country.
In western Montana, the Forest Service has used them in training sessions with community leaders and agency administrators. Residents of the Applegate community have distributed their summary to members of the Oregan State House and Senate to show they have taken responsibility for wildland fire preparedness.
Several communities distribute the summaries to new property owners to help them understand the fire history of their homes and preparedness actions the community has taken. State resource managers in Minnesota give the summaries to residents and vacationers alike.
The summaries have also been the basis of workshops for the National Fire Protection Association, the National Academy of Public Administration, the American Planning Association and the American Society of Landscape Architects.
View the summaries:
Florida
o Palm Coast
o Waldo
o Wedgefield
Minnesota
o Gun Flint Trail
Mississippi
o Sandhill Crane National Wildlife Refuge - Nearby Communities
Montana
o Red Lodge
Nevada
o Incline Village
New Jersey
o Berkeley Township
New York
o Long Island
Oregon
o Applegate Valley
o Bend
South Dakota
o Spearfish
Texas
o Bastrop
Washington
o The Colville Reservation
o Roslyn
Wisconsin
o Barnes-Drummond and Northwestern Wisconsin
Catastrophic wildland fires are on the rise in the United States. At the same time, more people are settling in fire-prone areas. This places more people and homes at risk, and complicates fire management efforts, both in terms of fighting fires and working to reduce hazards before fires begin. However, fire is also a natural phenomenon that can play an important role in maintaining and restoring healthy ecosystems. As more people are drawn to live in scenic wooded areas, determining how fire and communities can best co-exist is an increasing concern.
We focus on the human dimension of fire management to help devise practices and policies that will be most successful in protecting people, property and natural ecosystems. Fire management involves constant interaction with people, often under trying circumstances. Our scientists study peoples perceptions of wildland fires and of fire management practices, which often vary from region to region. We also look at human settlement patterns across the U.S. to help managers plan for fire-management needs.
We provide insights, knowledge and tools for fire managers to improve their success in dealing with people. This helps guide fire-management policies and helps managers determine where to most effectively target their resources for fuels management.
Our efforts are concentrated in four study areas:
Fuels Management
Defensible Space
Wildland Urban Interface
Post-Fire Restoration
Research Summary
The Public and Wildland Fire Management: Social Science Findings for Managers
Research Summaries are in pdf format and require specialized software to view or print them. You may download free Adobe Reader software from http://www.adobe.com/products/acrobat/readstep2.html.

have two of the literature reviews that I will be e-mailing as soon as I get a confirmation

There are faxes for this order.

Prepare a 1750-2450-word research paper that analyzes the influences of race as it relates to your community. Write an autobiography about how human interactions in your community have been racialized or gendered. For the community, you can consider relations within your neighborhood, local government, service groups, clubs, schools, workplace, or any environment of which you are a part. In your paper, be sure to answer the following core questions and provide examples:
* Do members of your community look like you? In what ways do they look the same or different?
* How do leaders within your community treat people who are like you? How do they treat people who are different?
* How do other members of your community treat people who are like you? How do they treat people who are different?
* Do your textbooks/work manuals contain information by or about people like you?
* Do the local media represent people like you" if so, in what ways?
* What are some similarities and differences between you and the people who are in leadership positions in your community? do you feel minority group interests are represented within your community?
* If you could resolve any inequities within your community, what would you change? How and why?
* Which theories from the text relate to racial or gender issues? Apply these theories to your project.

Ensure the following elements are included:
* The thesis addresses racial and gender issues in your local community.
* The content is comprehensive and accurate.
* The paper itself draws on your personal experiences with and opinons about cultural diversity in your community.
* Three sources are used, and one source is a community member, leader, or representative from a local community organization.
* The paper is written in first-person point of view, with an autobiographical approach.
* Assignment questions are answered.
* Textbook theories are applied to your observations.
* The paper includes perspectives from supporting sources.
* The conclusion is logical, flows from the body of the paper, and reviews the major points.
* Paragraph transitions are present.
* The tone is appropriate
* Sentences are well-constructed.
* The paper, title papge, and references follow APA guidelines.
* Rules of grammar, usage, and punctuation are followed.
* Spelling is correct.
Text Book is Third Edition- Joseph F. Healey
Race, Ethnicity, Gender, and Class The Sociology of Group Conflict and Change.
Link to community information http://www.co.chesterfield.va.us/CommunityDevelopment/Planning/2004CommunitiesReport/CommunityProfiles/2004Meadowbrook.pdf.
Ethnic Groups - African American, Caucasin, East Indians, Asian, Inter-racial, Hispanic-Latin American
Race African American-female
City, Richmond-VA
Community - Meadowbrook - subdivision Meadowbrook Farm
Community Leader Art Taylor President Meadowbrook Homeowners Assoc.
Link to Demographics - http://wordiq.com/definition/Chesterfield_County,_Virginia#Demographics

I am a white male and live in coos bay Oregon . A predominantly white city.


Final Project: Race, Ethnicity and Cultural Diversity Issues in Your Community


Resources: Appendix A.



Write a 1,400- to 1,750-word autobiographical research paper that analyzes the influences of race, ethnicity and cultural diversity issues as it relates to your community. In your paper, write your first-person account of how human interactions in your community have been racialized, addressed, and handled. For the community, you may consider relations within your neighborhood, local government, service groups, clubs, schools, workplace, or any environment of which you are a part.


Answer the following questions and provide examples:

o Do members of your community look like you? In what ways do they look the same or different?

o How do leaders within your community treat people who are like you? How do they treat people who are different?

o How do other members of your community treat people who are like you? How do they treat people who are different?

o Do your textbooks or work manuals contain information by or about people like you?

o Do the local media represent people like you? If so,in what ways?

o What are some similarities and differences between you and the people who are in leadership positions in your community? How do you think minority group interests are represented within your community?

o If you could resolve any inequities within your community, what would you change? How and why?

o Which main concepts from the text relate to race, ethnicity and cultural diversity in your community? Apply some of these concepts to your project and integrate them into your written assignment.

Include the following elements in your paper:

o The thesis addresses racial, ethnic and cultural diversity issues in your local community. The thesis statement should appear within the first two paragraphs of your paper, clearly outlining the core premise and main focus that your paper will be about. All other material then flows from your main thesis statement, supported by ideas, relevant facts, personal interviews and additional researched information. Cite reference sources (at least three credible sources) using APA format.

o The content is comprehensive and accurate.

o The paper itself draws on your personal experiences with and opinions about cultural diversity in your community.

o Three sources are used, and at least two sources are community members, leaders, or representatives from a local community organization.

o Students must personally interview at least two community sources for data for this final project. (Suggestions include but are not limited to-local newspaper editor or reporters, local community leaders of any type, e.g. Rotary Club, Elks, Knights of Columbus, Lions Club, Chamber of Commerce members, any local group such as Historical Society, Garden Club, Business Roundtables, Business Groups, Womens Groups, NAACP Groups, any local ethnic or LGBT (lesbian-gay community groups), PTA Groups, other relevant groups with local leaders who you can personally interview to garner their views and ideas on local cultural diversity issues).

o The paper is written in first-person (the I vantage) point of view, with an autobiographical approach.

o Text concepts are applied to your observations.

o Assignment questions are answered.

o The paper includes perspectives from supporting sources, and includes proper reference source citations, including at least three references in a list at end of final paper using APA style format.

o The conclusion is logical, flows from the body of the paper, and reviews the major points.

o Paragraph transitions are present.

o The tone is appropriate.

o Sentences are well-constructed.

o The paper, title page, and references follow APA standards.

o Rules of grammar, usage, and punctuation are followed.

o Spelling is correct.

o Use creativity as feasible in your writing.

Assignment:
# Select and cite one of the definitions of leadership given in your text. (If the text isn't available, let me know and I'll get one of the definitions.)
# Support your selection by identifying why you chose this definition above others given.
# Cite an example of leader actions performed by a political leader, a community leader, a religious leader and a business leader that demonstrates a real-life application of the definition of leadership that you selected.
# What would be your "ideal" definition of leadership?

Length: 3 pages.

Reference Material:

Wren, J. Thomas. "The Leader's Companion," New York: The Free Press, 1995. ISBN 0028740912



Writing Format: MLA with works cited at end.



Due Date: Wednesday, 26 Sept 2007 at 11:00 am

This is a outline guide into the questions I'd like to answer in my research paper.


I. A look into California Crip Street Gangs.
A. What is a gang? Why are gangs formed?
B. Why does someone join a gang? What are the benefits obtained by a gang members acceptance into the gang? What is the initiation into the gang?
C. Gang life, which represents family life, is fascinating, but gang life never ends happily ever after.
II. History of the crip street gangs in California.
A. Crips were initially formed in 1969
B. Crips were intended to be community leaders
III. Why were gangs formed?
A. Crips spent too much time defending their neighborhoods from other gangs.
B. Provides lost youth with a sense of family
IV. Who Joins Gangs?
A. What age groups are affected and lured into gangs?
B. What are the tactics used to attract youth to the gang life style?
C. What void in a youths life makes gang life attractive?
V. What are the relationships within the gang?
A. How do gang members interact with one another?
B. How are gang members ranked, or what their status is (leader, solider ect)
VI: What is a gangs day to day operations, how do they make money and function
A. Robbery, drug trade, extortion?
B. What tools do they use guns knives ect

VII: What are the consequences of gang activity?
A. What is the life expectancy of a gang member
B. Testimonials from former gang members who changed their lives.
VIII: The after affects of the gang lifestyle, who is effected?
A. What can be done to detour a youth from gang activity?
B. Is gang lifestyle really a family atmosphere?

Some References to use:



Alonso, A. (n.d.). A brief history of the Los Angeles based Crips. Retrieved April 2, 2008, from Street Gangs: http://www.streetgangs.com/crips/







Roberts, J. "From menace to mentor - former gang member works to prevent children from joining gangs" Findarticles.com. Retrieved April 5, 2008, from http://findarticles.com/p/articles/mi_m0JAS/is_6_32/ai_104081465







Rogers, C. Children in gangs (2001). Find Articles. Retrieved April 3, 2008, from http://findarticles.com/p/articles/mi_m1310/is_1991_Oct/ai_11514567







Encyclopedia of Childhood and Adolescence (2006). Gangs. Find Articles Retrieved April 2, 2008, from http://findarticles.com/p/articles/mi_g2602/is_0002/ai_2602000260













"Gangs Family and the Gang as Family." Marriage and family encyclopedia. 4 Apr. 2008.






Gang Out. A better way out. Retrieved April 4, 2008, from http://www.gangout.com/about-gangs-gang-structure.htm

I will fax text book pages


The Stehr article (p.419) focuses on how inter and intracommunity linkages affect disaster recovery efforts as well as the stratgies that community leaders adopt to manage the complex interdependencies that occur in the aftermath of a natural disaster. In particular, researchers have identified three key variables related to community problem-solving capacity. These include: horizontal integration, vertical integration, and network centralization. Please analyze and describe the characteristics of two communities that you are familiar with in terms of the above three variables.

There are faxes for this order.

UNDOCUMENTED STUDENTS EQUITY TO IN-STATE TUITION:
REDUCING THE BARRIERS

TEMPLE UNIVERSITY

EDUCATIONAL ADMINISTRATION 5101

SECTION 012

RESEARCH DESIGN IN EDUCATION
SUMMER 1, 2011

York Williams, title








Immigrant undocumented students
challenges for residency for tuition
purposes and permanency in the
United States






Lori Daniels June 14, 2011

Table of Contents


Abstract ..
Acknowledgments .
Table of Contents
List of Tables ..
Chapter 1 Introduction
Introduction ...
Purpose of the Study..
Importance of the Study & Research Problem ..
Research Questions (number them)
Methods ..
Limitations .
Terms ..
Theory .
Chapter 2
Literature Review
Outraged


Chapter 3 Methodology & Procedures
Study and Design
Population
Procedures
Trustworthiness, Validity, Reliability
Ethical Consideration












INTRODUCTION

In todays universal society it is more important than ever to receive a quality education and to go to college. However, many undocumented immigrant high school students face many issues surrounding illegal immigration. The lack of legal residency and any supporting paperwork, green card, social security number, government issued identification, basically portrays undocumented students as nonexistent to the American federal and state governments. This occurrence has controlled the lack of undocumented students who are eligible to attend postsecondary educational institutions.

These constraints include opposed rights to admission, immigrant-specific obstacles to financial aid and disputes regarding in-state tuition privileges. Immigrant families with low-income, particularly Spanish immigrants, who are attending inner city high schools, are at a greater risk of having unfulfilled dreams of attending a university. Undocumented students are greatly concentrated in urban areas such as Texas, California and New York; however, these individuals are established across the states. Additionally, undocumented students are more likely to begin their postsecondary careers at community colleges rather than four-year institutions because access and lower cost.

Often time minority students from low socioeconomic status might have difficulty identifying their self?worth, and may develop inferior beliefs, and experience academic failures. It is essential that students of every racial background express their own ethnic identity and improve how they see themselves. Discrimination generally cuts across all underrepresented groups, African Americans, Asian American, and Latino/a. African American students consistently reported significantly more racial?ethnic conflict on campus; pressure to conform to stereotypes; and less equitable treatment by faculty, staff. (Ancis, Sedlacek and Mohr 2000)


Because of these instances the United States is currently evaluating an immigration law reform act.


The Dream Act was established in 2006 by Senator Dick Durbin democrat of Illinois and he presented the DREAM Act (S.729) in the Senate and Representative Howard Berman a democrat from California who introduced the American Dream Act (H.R.1751) in the House. (Palacios pg. 2) The In-state resident tuition legislation act that will benefit undocumented students is a significant policy to provide access to immigrant college students to four year institutions, the military and eventually the right to citizenship.

The Dream Act has established standards for the promotion of success for all undocumented students to attend a university of choice being a four year or community college. However, with the present new legislation that makes it a crime to be in Arizona without legal status and requires police to check for immigration papers many immigrants who have lived here illegally for many years and lead productive lives will be subjective to racial profiling. Besides Arizona, there are other states that are contemplating initiating this policy. I think that this will have a negative impact on the public school systems as well as universities and colleges in enrolling undocumented students because they already face many, cultural, social, and economical challenges. These stigmatisms could create difficulties in undocumented students identifying their self-worth, and may develop inferior beliefs.

PURPOSE OF THE STUDY

The purpose of this study is to identify specific policies and procedures to provide the resources and capital to assist undocumented students as well as review key elements of showing the correlation of ethnic identity in access and equity to higher education. hat would help eliminate students frustration. And to illustrate there is no accountability system surrounding the success of undocumented students postsecondary education divide significant structure. In most states undocumented students whose family are long time residents
of the area and pay state and local taxes are considered a resident of that particular state. The realization for many first-generation, undocumented students is that they cannot attend a college/university of their choice because they are not documented. Moreover, after graduation they will have even more difficult than their peers finding a job because they dont have the proper documentation. Undocumented, underrepresented students are at a disadvantage to receive learning opportunities and achievements than their peers. Moreover, immigrant families need greater access to accurate information about college in a consistent manner.

IMPORTANCE OF THE STUDY AND RESEARCH PROBLEM

The need for change is evident, reforms for better immigration laws for public education to create opportunities, access, and respect for undocumented students is imperative. Undocumented high school students need to have the accessibility to secondary learning and know that laws were created to employ citizenship and in-state tuition eligibility for residents who contribute to our society and social order.

RESEARCH QUESTIONS

Without the fundamental requirements met how will undocumented students achieve their goal to attain a degree, and seek a rewarding career?

Is it unjust to extradite an illegal alien who has been living a constructive life and contributing to benefit our society?

Because of the current economic hardship in the U.S., is it fair to allocate money for college to immigrants or only to American students?
METHODS


I first plan to visit

LIMITATIONS

Senator of Arizona, who has created a hindrance on immigrants who exist in that state. Moreover, federal law still prohibits states from granting unauthorized aliens residential rights for postsecondary education for in-state tuition. bigotry and prejudices against someone who is different still thrives even today. and state laws to the contrary are preempted by federal law

TERMS

Undocumented Immigrants
Immigrant
Dream Act
Antiaffirmative Action
Sociocritical Literacy

THEORY
Helms theory of racial identity most influential three concepts: Racial Identity ego status 1. Conformity, negative stereo type of group, commitment to white standards, Adaptation assimilation accepted into white culture, 2.ego status Dissonance much confusion discriminated against will always be viewed as an minority repress anxiety, People of Color Racial Identity, and White racial identity self-actualization. ethnic statuses mature, being able to perceive and cope with the realities of racism and other oppressive forces 3. Immersion/Emersion immerse into own cultural group reject white culture self blame for ignorance emersion educated about your culture true understanding strengths and weaknesses

LITERATURE REVIEW

Higher Education and Children in Immigrant amilies ??" Sandy Baum and Stella M. Flores

The article describes how new immigrants emerge in the U.S. every day, and how ones country origin, socioeconomic status can determine the educational goal attainment of immigrant students. The author talks about Asian immigrant parents who are primarily in the engineering and medical fields, whereas Latino and Caribbean immigrant parents are labor workers. The effect of having educated or non-educated parents plays a vital role on the success of immigrant students in attaining a post-secondary degree. The younger an immigrant enters the U.S. preferably before the age of thirteen the more likely they will succeed in secondary education because the language skills should be well-built.

The authors mention some of the barriers for immigrants attending higher education as language, not proficient in English, applying for college, financial aid, and lack of academic preparedness. Students with low income are able to enroll in college; however, they have a greater difficulty of completing college. Mexican parents do not want their children to leave home to attend college, discouraging to Mexican students.

Most immigrants who have permission from their native country to attend a university in the U.S. have been selected because of their intelligence and skills. The authors found this true except for Mexican immigrants who most likely have a higher social economical status. The article illustrates that more the half of illegal immigrants 53% has graduated from high school, and has attended postsecondary education. The research is contradictory in show a high postsecondary outcome of immigrants overcoming financial and legal barriers. This pertains to the students who arrive before age thirteen.

Outrage by Dick Morris & Eileen 2007 (Harper Collins Publishers)
Chapter 1- Immigration: The Wide Open Door

This chapter first discusses the extensive measures that the United States conducts on a daily basis to keep unwanted illegal immigrants from crossing our U.S Mexican borders. The chapter describes this as only half of the problem, the other half of this issue is illegal immigrants living in the U.S. with expired visa and the fact that our government does not kick them out. These immigrants come here legally as visitors tourist, workers or students; however, 50% of these immigrants never leave. The Immigration and Customs Enforcement (ICE) is the governmental agency responsible for protecting our borders and illegal visitors form residing in the U.S.
There are about 11.5 million illegal immigrants living in the U.S. Roughly about four to five million of them are here on expired visas. Sixty percent of these immigrants apply for permanent residency and many are granted regardless if they are legally or illegal living in the U.S. In 2001 there were 7,588,775 issued visas and 32,824,000 numbers of admissions into the U.S. The chapter talks about the fraud on the part of the immigrants, identity fraud, document fraud, counterfeiting, and corrupt employees, widespread lying and misrepresentation on the part of the applicants. Over $1billion dollars a year is spent on the imprisonment of about 300,000 illegal immigrants in the U.S. The consular officer is an ICE employee rarely who evaluates the application of the applicant; rarely does he turn an applicant away because of fraud. The consular does not want to complete the lengthy document that must be completed to justify the denial. One area where the consular is enforcing the law is on student visas.
Since the 911 attacks the government is doing better at identifying who enters the U.S. by having the home country fingerprint and photograph the immigrant before leaving, and the U.S. fingerprints the immigrant once they arrive to validate the accuracy of the entry is the same person. However, even with these provisions in practice not all U.S. airports and seaports fingerprint the immigrant when they leave. Without efficient exit check points there is no way to check immigrants whose visas have expired. Most of these immigrants live in poor minority cities.

Ethnic Identity
In Ortiz and Santos results suggest that like Asians, Latino/as identify as a distinct group. They are characterize
d as Puerto Rican, Chicana, Mexican, Dominican, Latino/a, 7 of 9 however, most prefer Mexican American (given that the study was done in California. Within this group some of the sub?groups have a negative association attached, Ferdman & Gallegoss (2001) model of Latino Racial Identity Orientation, (Ortiz & Santos p.133). Mexican American racial classifications do not fit neatly into the binary classification used by the United States, which leads to mistaken in ethnic identity.

The authors also discussed the Latino/a culture and traditions, describing how family members, music, food, language, religious beliefs, and cultural events contribute an important role in ethnic identity. Senior family members describe the traditions, cultural experiences and value of their history. For many students they lost their cultural awareness during high school. However, college became a time for students to return to their cultural background and understand the importance of family in their ethnic identity development.
In Ortiz and Santos critically examined immigrant Asian American family structure and its generational effects on ethnicity. Asian racial groups have sub?groups that self identify as Chinese, Cambodian, Japanese, Taiwanese, Filipino and Korean. Additionally, within these sub?groups are varied religious beliefs, Christian, Catholic or Buddhist which also contribute to ethnicity. This is the only group that had a significant interaction with mainstream America during high school. In the Asian culture the extended family often lives in one 5 of 9 household, children, parents, grandparents, and they speak their native language. They believe in strong family ties, and that children must be respectful of their elders. Asian parents tend to be strict and have high expectations for educational achievement and preserving and protecting Asian culture.
Asian students felt that their cultural values were transforming, just from living in the United States and that Asian assimilation to mainstream American had occurred. An Asian female participant in the study discussed the strict cultural background and how she concealed her interracial dating from her parents. The author states that once ethnic identity is weakened when a group adopts the host society, group members sometimes lose all traces of their identity. However, Asian acculturation with the mainstream culture is strong and bicultural according to Berrys Model of Identity. Students value their language and traditions as well as positively interrelate with society as a whole. Asian college students had positive interactions with mainstream America, which made them begin to examine their own culture. However, some Asians feel that if you acculturate fully you have sold out your race to mainstream America.

The Dream Act
The immigration law reform act is one of the changes President Barack Obama has promised the American people. He is genuinely taking into consideration the Dream Act, along with other strategies to improve immigrant existence in the U.S. The initiative of the DREAM Act would allow states the right to determine eligibility for in-state tuition. The DREAM Act would successfully revoke a condition, Section 505 of the Illegal Immigration Reform and Immigrant Responsibility Act of 1996 (IIRIRA), which has discourage states from offering in-state tuition to undocumented students unless they offer the same benefit to all out-of-state students. (Palacios pg. 2).

Some of the common barriers to college for undocumented students are the same as their peers such as and the insufficiencies in the academic preparation of the high schools years and financial difficulty. Under the Dream Act undocumented students who are enrolled in institutions of higher education and meet all of the requirements for conditional permanent residency staus would be eligible for federal student loan and federal work-study programs. However, with the current financial downturn in the United States economy, many federal and state programs will be negatively affected. This will have an impact on low-income students as well as undocumented students who want to participate in college grant programs, financial aid, tuition cost and the university/college student scholarships and loans. Because of the current economic hardship in the U.S., is it fair to allocate money for college to immigrants or only to American students? If immigrants are serving in the U.S. military and contributing to the economical structure than I would think that most would say that it is fair.
The Dream Act is a policy which states that, undocumented students willing to attend college or serve in the armed forces have the full ability to contribute to our society by creating a clear path to citizenship and allowing states to determine eligibility requirements for in-state tuition.
The DREAM Act, would allow illegal immigrants who were brought here at a young age by their parents a pathway to conditional legal status if they arrived in the United States before age 16, have been in the country for five continuous years, and have graduated from high school or obtained a GED or serve in the military.

To be eligible to apply for the Dream Act permanent residency the individual must live in the U.S. before the age of 16 and have continuous residency for five years. The individual must be able to speak English. The individual must enroll in some form of higher education, a trade school, community college, a four year institution or the military. Within a two year period and if the student has followed the aforementioned criteria the undocumented youth can petition for conditional residency. While in the conditional status a student cannot apply for Pell grants, but can utilize personal scholarships and loans. If the criteria are not met after six years the undocumented individual conditional status will lapse and they could be deported back to their homeland.

The Dream Act is still awaiting approval while many immigrants have spent more years illegally in the United States than in their home countries. The Dream Act gives hope to many immigrant American families for authorized work, education, and permanent residency. Hopefully the Dream Act immigration law reform will be passed this year along with many other initiatives the President is implementing to improve access to institutions of higher education.

Creating Pathways to College for Migrant Students: Assessing a Migrant Outreach Program





The article on Higher Educational Access for Undocumented Students suggested that:

Students should be encouraged to take student success courses during their first semester to learn early on about the transfer process, and/or major requirements to avoid taking unnecessary or inappropriate courses since cost is a major concern. These courses can also help students establish connections with undocumented student support clubs. Getting involved with undocumented student support clubs is particularly valuable because they provide students with peer role models and allow students to share information. The clubs also provide students with a sense of empowerment and official institutional (Perez pg. 35)

Most undocumented students situation correspond with the first-generation student as well as the low-income student. Poor students with no financial means and social capital are questionable to make it to college. The RAND study showed that economically disadvantaged families have been hit even harder by the recession, increasing the amount of financial aid and while the increase in Pell Grants to $5350 in 2009 and $5,550 in 2010 is encouraging, the cost of college education is significantly more. Additionally, undocumented students are not privy to state and federal grants.

Summary
Policy-makers and educationalists must effectively target services needed by undocumented students to improve the impact of accessing a secondary education on students security as a citizen. The Dream Act is an example of legislation that would provide a path to citizenship for undocumented students who were brought to the US as minors. Although efforts are being made to reform immigration laws, the legal status of undocumented students remains uncertain. As of now, prior to the Dream Act being standard, we should continued to try and improved involvement with parents, community leaders, counselors and teachers so that undocumented children will achieve their innate potential. A degree gives the student the potential for more career opportunities, earning power and recognition. To empower students this freedom the government would have to remove the barriers that persist in undocumented children from achieving goals.

A program could be designed to implement the effectiveness of undocumented students access and equity in institutions of higher education.

Identify older undocumented students to serve as role models.
Counselors (needs assessment) should be knowledgeable about government and college
admission
Identify private sponsors who can provide financial support to undocumented students
Involve Community partnership in internships and permanent positions after graduation
Survey undocumented student (for changes they would like to see)
Colleges/universities should support the Dream Act

The United States cannot maintain its global position if they do not utilize all the talent that is available, which includes undocumented students. I do think that the rules should apply to all U.S. citizens given the fact that taxes local and federal are paid by the people. So why would an immigrant who has only been paying taxes for a few years have an advantage of lower tuition cost than a person who has paid all their life.
On a daily basis I help undocumented students understand the legality of gaining residency for tuition purposes. There are many students who interpret the rules to favor their circumstances, however, I must examine each case individually and make an accurate assessment. Many of the students have attended PA public school system their entire lives. Additionally, many of their family members own businesses and work in prominent companies but are not considered residents for permanency or tuition purposes.
After all the _____ bigotry and prejudices against someone who is different still thrives even today. With all the talk about diversity and valued beliefs one would think that Americans would conquer their bias opinions of another culture integrating with the American society. America is made up of a melting pot of all races, colors, cultures, and economic status. However, there are more people who are accepting of immigrants, but you still have individuals, like the Senator of Arizona, who has created a hindrance on immigrants who exist in that state. Moreover, federal law still prohibits states from granting unauthorized aliens residential rights for postsecondary education for in-state tuition.


Bibliography

the text book is Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 3/e John W. Creswell

Not sure if the theory I selected is workable for the paper

*My instructor uses a digital drop box where we put our papers that checks authenticity*

I am african american, work for a major university, grew up in an urban metropolitan city, I work as the certifying official at my univeristy were I determine residency for all students. etc.

Must show triangulation - Kreswell

No math - analysis of the data SPSS, ANOVA - must match review

this is a qualitative research study
There are faxes for this order.

Prepare a final proposal for a school improvement plan, with feedback from the principal, school improvement team members, and other stakeholders.
These are my goals created by our school improvement team along with some ideas or processes on how we could go about achieving my goals . The members of my school improvement team are my principal, guidance counselor, teachers, librarian, community members, parents, a teachers union representative, and a resource teacher. It must be explained through through this essay that the goals and processes of achieving the goals were created in a collaborated effort by the school improvement team and how feedback from all was demonstrated with a few examples. Also how this improvement plan especially the "effective instruction goal" coincides with overall becoming a data driven school.
Goal 1- Effective Instruction
Implement the Model Curriculum provided by NJDOE to ensure that there is an adequate integration of the Core Common Standards with the NJCCCS.
Align assessments (both formative and summative) to Model Curriculum.
Collect and analyze data from assessments to ensure that:
At least 95% of students participate in state mandated formative assessments
At least 70% of students demonstrate proficiency on each subject learning objective of state mandated formative assessments
Staff continue to modify and/or improve instruction using research based methods
The number of not proficient students in the subject areas of LAL and Math will decrease by 8.3% as compared to 2012 NJASK scores through the use of:
A rigorous Curriculum
High expectations and implementation of classroom researched-based best practices
Continuous student interventions: tutoring, enrichment, etc.
All Science, Soc. St., and Specials area teachers will continue to support the Student Learning Objectives for LAL and Math as articulated in the Model Curriculum.



Goal 2- School Climate and Culture
Promote a positive school climate through proactive activities that create a safe place for learning to occur:
Students:
Character education program.
Assemblies/other activities that promote cultural awareness and tolerance.
Staff:
Professional learning opportunities.
Opportunities to create/present professional development sessions by staff through collaborative effort.
Attendance:
Staff/students: at least 92% attendance
Students: less than 5% will be chronically absent
Discipline: less than 5% of students will be suspended
Data
Examine discipline referral data on a monthly basis to determine:
Patterns of behavior
Possible root causes of behavior
Strategies:
Teachers will have 3 buddy teachers to send students to.
Guidance will continue their active role of conferencing with students.
Aggressively use in house counselors to implement research based behavior modification techniques.
Student reflections on behavior in order to:
Create accountability for incorrect behaviors
Modify/curtail future incorrect behaviors











Goal 3- Effective Family and Community Engagement
Promote a positive, respectful, and welcoming school environment for parents, students and community members at large through engaging and academically focused activities.
Parents:
Create afterschool ESL classes for parents
Students:
Offer collaborative parent/child learning opportunities: shared reading, hands-on projects, etc.
Community Members:
? Engage community leaders to serve as speakers, mentors/role models for parents and students.
Attendance:
Parents:
At least 25% of parents participate in school wide surveys
At least 80% responding to surveys state that the school meets expectations.
25% increase in parent participation in all school activities
Students:
100% of students will participate in school wide surveys.
At least 80% of students responding to surveys will state that the school meets expectations.
At least 25% of students will participate in parent/child collaborative learning projects.
Strategies:
Offer incentives to parents/students to foster habit of participation.
Use questionnaires/surveys on a quarterly basis to:
Get perspective on past activities.
Obtain input and suggestions for future activities.
Use automated phone system, parent liaisons, and staff members in addition to letters/notices to reach out to parents and students to ensure effective communication.

no citations/references necessary
2 pages for each of the following items and make sure to number them on the paper:

1) Discuss your philosophy surrounding the topic of Ethics. Your beliefs, values, attitudes and expectations should be among the key points.

2) Explain the differences between a strategic plan and a business plan. What is the approach you would take in each type of planning process?

3) How did you learn(gain) from this course? What did you like or not like about this course? How will you apply what you learned (gained) from this class? What should be changed/enhanced or preserved/retained? How can we improve?

4) At the time of your retirement what do you want to be remembered for doing as a person and as a professional. Be broad and creative in your ideas and notions. DO NOT state the obvious good person, mother, father, husband, community leader, etc. think BIG yet realistic as to what you will offer the world.

Background information on me:
I am a young man that is graduating from Marymount University this semester and obtaining a bachelor's degree in marketing. I originally come from Saudi Arabia and am here in the US studying. I plan to continue my education and pursue a masters degree from Catholic University beginning in january 2012.

for #3 information: This course is a management course that we had to take. What we did in this course is mostly work in groups, collaborate with our group, have weekly meetings, we did research on our proposed business which was a concierge service for the elderly and handicapped people, we learned how to do extensive research and do business plans, we learned communication and effective communication within our groups, collaboration over email and virtually as well as in person,etc. What you can write about and discuss as far as what I didn't like about the course, is that due to having to work in groups the whole time, we had difficulty sometimes coordinating with each other because of our busy schedules and you can make up some other stuff.

In your own words:
What is the status of civil rights as you see it in America. Using your historical references on civil rights, please address what issues we have resolved and where we stand today on equality of races, both in society and the eyes of the court.

Use all the historical reference below, Court cases, Judge Harlen Quotes and time line. This is just reference information.

The Civil Rights Cases, 109 U.S. 3 (1883), were a group of five similar cases consolidated into one issue for the United States Supreme Court to review. The Court held that Congress lacked the constitutional authority under the enforcement provisions of the Fourteenth Amendment to outlaw racial discrimination by private individuals and organizations, rather than state and local governments.
More particularly, the Court held that the Civil Rights Act of 1875, which provided that "all persons within the jurisdiction of the United States shall be entitled to the full and equal enjoyment of the accommodations, advantages, facilities, and privileges of inns, public conveyances on land or water, theaters, and other places of public amusement; subject only to the conditions and limitations established by law, and applicable alike to citizens of every race and color, regardless of any previous condition of servitude" was unconstitutional.
The decision itself involved five consolidated cases coming from different lower courts in which African-Americans had sued theaters, hotels and transit companies that had refused them admittance or excluded them from "white only" facilities.
The Court, in a decision by Justice Joseph P. Bradley, held that the language of the 14th Amendment, which prohibited denial of equal protection by a state, did not give Congress power to regulate these private acts. The Court also acknowledged that the 13th Amendment does apply to private actors, but only to the extent that it prohibits people from owning slaves, not exhibiting discriminatory behavior. The Court said that "it would be running the slavery argument into the ground to make it apply to every act of discrimination which a person may see fit to make as to guests he will entertain, or as to the people he will take into his coach or cab or car; or admit to his concert or theatre, or deal with in other matters of intercourse or business."
Justice Harlan challenged the Court's narrow interpretation of the Fourteenth Amendment in his dissent. As he noted, Congress was attempting to overcome the refusal of the states to protect the rights denied to African-Americans that white citizens took as their birthright:
"My brethren say that when a man has emerged from slavery, and by the aid of beneficient legislation has shaken off the inseparable concomitants of that state, there must be some stage in the progress of his elevation when he takes the rank of a mere citizen, and ceases to be the special favorite of the laws, and when his rights as a citizen, or a man, are to be protected in the ordinary modes by which other men's rights are protected. It is, I submit, scarcely just to say that the colored race has been the special favorite of the laws. What the nation, through Congress, has sought to accomplish in reference to that race is, what had already been done in every state in the Union for the white race, to secure and protect rights belonging to them as freemen and citizens; nothing more. The one underlying purpose of congressional legislation has been to enable the black race to take the rank of mere citizens. The difficulty has been to compel a recognition of their legal right to take that rank, and to secure the enjoyment of privileges belonging, under the law, to them as a component part of the people for whose welfare and happiness government is ordained."
Harlan correctly predicted the consequences of this decision: it put an end to the attempts by Radical Republicans to ensure the civil rights of blacks and ushered in the widespread segregation of blacks in housing, employment and public life that confined them to second-class citizenship throughout much of the United States until the passage of civil rights legislation in the 1960s in the wake of the Civil Rights Movement.
Furthermore, "[i]n the wake of the Supreme Court ruling, the federal government adopted as policy that allegations of continuing slavery were matters whose prosecution should be left to local authorities only--a de facto acceptance that white southerners could do as they wished with the black people in their midst." Douglas A. Blackmon, Slavery by Another Name: The Re-Enslavement of Black Americans from the Civil War to World War II, Anchor Books 2009, p. 93.
The decision that the Reconstruction-era Civil Rights Acts were unconstitutional has not been overturned; on the contrary, the Supreme Court reaffirmed this limited reading of the Fourteenth Amendment in United States v. Morrison, 529 U.S. 598 (2000), in which it held that Congress did not have the authority to enact parts of the Violence Against Women Act.
The Court has, however, upheld more recent civil rights laws based on other powers of Congress. Title II of the Civil Rights Act of 1964 generally revived the ban on discrimination in public accommodations that was in the Civil Rights Act of 1875, but under the Commerce Clause of Article I instead of the 14th Amendment; the Court held it to be constitutional in Heart of Atlanta Motel v. United States, 379 U.S. 241 (1964).
But in view of the constitution, in the eye of the law, there is in this country no superior, dominant, ruling class of citizens. There is no caste here.
John Marshall Harlan

Our constitution is color-blind, and neither knows nor tolerates classes among citizens.
John Marshall Harlan

The Constitution is not a panacea for every blot upon the public welfare. Nor should this Court, ordained as a judicial body, be thought of as a general haven for reform movements.
John Marshall Harlan

The humblest is the peer of the most powerful.
John Marshall Harlan

The law regards man as man, and takes no account of his surroundings or of his color when his civil rights as guaranteed by the supreme law of the land are involved.
John Marshall Harlan


American Anti-Slavery and Civil Rights Timeline
Timeline compiled by V. Chapman Smith
1472
Portuguese negotiate the first slave trade agreement that also includes gold and ivory. By the end of the 19th Century, because of the slave trade, five times as many Africans (over 11 million) would arrive in the Americas than Europeans.
1503
Spanish and Portuguese bring African slaves to the Caribbean and Central America to replace Native Americans in the gold mines.

Library Company of Philadelphia
1610
Henry Hudson's The Half Moon arrives in the "New World" mostly likely carrying African slaves. The Dutch were deeply involved in the African slave trade and brought the trade to the American colonies. The Dutch built and grew wealthy on an Atlantic empire of sugar, slaves, and ships.
1619
A Dutch ship brings the first permanent African settlers to Jamestown, VA.
1641
Massachusetts becomes the first colony to recognize slavery as a legal institution in 1641 Body of Liberties.
1651
Rhode Island declares an enslaved person must be freed after 10 years of service.
1663
A Virginia court decides a child born to an enslaved mother is also a slave.

Library Company of Philadelphia
1671
George Fox, generally called the founder of the Religious Society of Friends (Quakers), influences agitation among Quakers against slaveholding by Society members when he speaks against slavery on his visit to North America.
1672
The King of England charters the Royal African Company, thereby encouraging the expansion of the British slave trade.
1676
Nathaniel Bacon (Bacon's Rebellion) appeals to enslaved blacks to join in his cause.
Slavery is prohibited in West New Jersey, a Quaker settlement in current day South New Jersey.
1688
In Germantown (now Philadelphia, PA.), Quakers and Mennonites protest against slavery. During this period, thee groups worshiped together.
1693
An Exhortation & Caution to Friends Concerning the Buying or Keeping of Negroes by the Philadelphia Monthly Meeting is published in Philadelphia.
1730
From this time onward, England trades aggressively in North American slaves, with New York, Boston and Charleston thriving as homeports for slave vessels.
1750
Georgia is the last of the British North American colonies to legalize slavery.
1754
John Woolman (b. New Jersey 1720; d. York, England 1772) addresses his fellow Quakers in Some Consideration of the Keeping of Negroes and exerts great influence in leading the Society of Friends to recognize the evil of slavery. Philadelphia Yearly Meeting appoints a committee in 1758 to visit those Friends still holding slaves. At the Yearly Meeting in London in 1772, Woolman presents an anti-slavery certificate from Philadelphia. The London Yearly Meeting also issues a statement condemning slavery in its Epistle for the first time in 1754.
1759
Publication in Germantown (PA) of Anthony Benezet's pamphlet, Observations on the Inslaving [sic], Importing and Purchasing of Negroes, the first of many anti-slavery works by the most influential antislavery writer of 18th century America.

Library Company of Philadelphia
1775
Founding of the Pennsylvania Society for Promoting the Abolition of Slavery (PAS), the world's first antislavery society and the first Quaker anti-slavery society. Benjamin Franklin becomes Honorary President of the Society in 1787.
Thomas Paine speaks out against slavery and joins the PAS with Benjamin Rush.
1780
Gradual Emancipation Act passed in Pennsylvania.
1785
Publication in London of John Marrant's book, A Narrative of the Lord's Wonderful Dealings with John Marrant, a Black Man, the first autobiography of a free black.
1786
Publication in London of An Essay on the Slavery and Commerce of the Human Species, Particularly the African, by Thomas Clarkson. Quickly reprinted in the United States, it is the single most influential antislavery work of the late 18th century.
1787
Northwest Ordinance bans slavery in the newly organized territory ceded by Virginia.
Founding in London of the Society for Effecting the Abolition of the Slave Trade.
Philadelphia free blacks establish the Free African Society in Philadelphia, the first independent black organization and a mutual aid society.
The ratified U.S. Constitution allows a male slave to count as three-fifths of a man in determining representation in the House of Representatives. The Constitution sets 1808 as the earliest date for the national government to ban the slave trade.
Rhode Island outlaws the slave trade.
William Wilberforce becomes the Parliamentary leader and begins a ten-year campaign to abolish Britain's slave trade.
1788
Pennsylvania amends law to forbid removal of blacks from the state.
1791
First American edition of Olaudah Equiano's Interesting Narrative, an eye-witness account of the Middle Passage and the first autobiography by an enslaved African, is published in London in 1789.
Slave insurrection in the French colony of St. Domingue begins the bloody process of founding the nation of Haiti, the first independent black country in the Americas. Refugees flee to America, many coming to Philadelphia, the largest and most cosmopolitan city in America with the largest northern free black community. Philadelphia has many supporters for Toussaint L'Overture.
Eli Whitney patents the cotton gin, making it possible for the expansion of slavery in the South.

Library Company of Philadelphia
1793
U.S. Congress enacts first fugitive slave law requiring the return of fugitives.
Hoping to build sympathy for their citizenship rights, Philadelphia free blacks rally to minister to the sick and maintain order during the yellow fever epidemic. Many blacks fall victim to the disease.
1794
Founding of the American Convention for Promoting the Abolition of Slavery, a joining several state and regional antislavery societies into a national organization to promote abolition. Conference held in Philadelphia.
The first independent black churches in America (St. Thomas African Episcopal Church and Bethel Church) established in Philadelphia by Absalom Jones and Richard Allen, respectively, as an act of self-determination and a protest against segregation.
Congress enacts the federal Slave Trade Act of 1794 prohibiting American vessels to transport slaves to any foreign country from outfitting in American ports.
1797
In the first black initiated petition to Congress, Philadelphia free blacks protest North Carolina laws re-enslaving blacks freed during the Revolution.
1799
A Frenchman residing in Philadelphia is brought before the Mayor, Chief Justice of Federal Court and the Secretary of State for acquiring 130 French uniforms to send to Toussaint L'Overture.
1800
Absalom Jones and other Philadelphia blacks petition Congress against the slave trade and against the fugitive slave act of 1793.
Gabriel, an enslaved Virginia black, attempts to organize a massive slave insurrection.
Off the coast of Cuba, the U.S. naval vessel Ganges captures two American vessels, carrying 134 enslaved Africans, for violating the 1794 Slave Trade Act and brings them to Philadelphia for adjudication in federal court by Judge Richard Peters. Peters turns the custody of the Africans over to the Pennsylvania Abolition Society, which attempts to assimilate the Africans into Pennsylvania using the indenture system with many local Quakers serving as sponsors.
1803
Benjamin Rush elected president of the Pennsylvania Abolition Society
1804
Final defeat of the French in St. Domingue results in the founding of Haiti as an independent black nation, and an inspiration to blacks in America. Haitian Independence Day is celebrated throughout northern free black communities.

Library Company of Philadelphia
1807
Parliament outlaws British participation in the African Slave Trade.
1808
United States outlaws American participation in the African Slave Trade. January 1st becomes an instant black American holiday, commemorated with sermons and celebrations. These sermons are the first distinctive and sizable genre of black writing in America.
1813
Philadelphia black businessman and community leader James Forten publishes his pamphlet, A Series of Letters by a Man of Color, to protest a proposed law requiring the registration of blacks coming into the state.
1816
American Colonization Society is formed to encourage free blacks to settle in Liberia, West Africa.
Several new independent black denominations are established within the African Methodist Episcopal Church under first bishop Richard Allen.
1819
Federal law passed requiring the inspection of passenger conditions on ships is used by Quakers to monitor conditions in the slave trade at the Baltimore (Maryland) Port. Society of Friends members accompany federal Customs inspectors.
1820
Missouri Compromise allows Missouri to become a slave state, establishes Maine as a free state, and bans slavery in the territory west of Missouri.
The first organized emigration of U.S. blacks back to Africa from New York to Sierra Leone.
1821
New Jersey Quaker born Benjamin Lundy establishes the first American anti-slavery newspaper, The Genius of Universal Emancipation, in Mt. Pleasant, Ohio. From September 1829 until March 1830, William Lloyd Garrison assists the paper. In 1836-1838 Lundy establishes and another anti-slavery weekly in Philadelphia, The National Enquirer. This paper becomes The Pennsylvania Freeman with John Greenleaf Whittier as one of its later editors.
1822
Denmark Vesey, a free black, organizes an unsuccessful slave uprising in Charleston, SC.
Segregated public schools for blacks open in Philadelphia.
1824
Liberia, on the west coast of Africa, is established by freed American slaves.
1827
John Russwurm and Samuel Cornish establish the first African American newspaper, Freedom's Journal, in New York. The paper circulats in 11 states, the District of Columbia, Haiti, Europe, and Canada.
Sarah Mapps Douglass, a black educator and contributor to The Anglo African, an early black paper, establishes a school for black children in Philadelphia. Mapps becomes an important leader in the Female Anti-Slavery Society and is a life-long friend of Angelina and Sarah Grimke. After the Civil War, she becomes a leader in the Pennsylvania Branch of the American Freedman's Aid Commission, which worked to protect and provide services to the former enslaved in the South.
1829
David Walker of Boston publishes his fiery denunciation of slavery and racism, Walker's Appeal in Four Articles. Walker's Appeal, arguably the most radical of all anti-slavery documents, causes a great stir with its call for slaves to revolt against their masters and its protest against colonization.
1830
Virginia legislature launches an intense debate on abolishing slavery.
In response to Ohio's "Black Laws" restricting African American freedom, blacks migrate north to establish free black colonies in Canada, which becomes an important refuge for fugitive slaves.
The first National Negro Convention convenes in Philadelphia.
1831
William Lloyd Garrison of Boston begins publishing The Liberator, the most famous anti-slavery newspaper.
Nat Turner launches a bloody uprising among enslaved Virginians in Southampton County.

Library Company of Philadelphia
1832
Maria Stewart of Boston launches a public career as a speaker and pamphleteer. Stewart is one of the first black American female political activists to establish the tradition of political activism and freedom struggle among black women. She calls upon black women to take up what would become pioneering work as teachers, school founders, and education innovators.
1833
American Antislavery Society, led by William Lloyd Garrison, is organized in Philadelphia. For the next three decades, the Society campaigns that slavery is illegal under natural law, and sees the Constitution "a covenant with hell." Within five years, the organization has more than 1,350 chapters and over 250,000 members.
1834
August 1 becomes another black American and abolitionist holiday when Britain abolishes slavery in its colonies.
1835
Female antislavery societies are organized in Boston and Philadelphia. The Philadelphia Female Anti-Slavery Society was an integrated group of white and black middle class women, led by Lucretia Mott, Harriett Forten Purvis, and Grace Bustill Douglass. The women met in each other's homes. Bustill, Mapps, and Douglass are prominent black Quaker families in the Philadelphia in the 19th Century.
Abolitionists launch a campaign flooding Congress with antislavery petitions.
1836
The public careers of Angelina and Sarah Grimke, Quaker abolitionists from a prominent South Carolina family, begin.
1837
Philadelphia blacks, under the leadership of well-to-do Robert Purvis, organize the Vigilance Committee to aid and assist fugitive slaves. Purvis' wife, Harriett Forten Purvis, the daughter of successful black businessman James Forten, leads the Female Vigilant Society. By his contemporaries, Robert Purvis is referred to as the "President of the Underground Railroad."
First gathering of the Antislavery Convention of American Women, an inter-racial association of various female antislavery groups, becomes the first independent women's political organization.
Founding of the Institute for Colored Youth, which later became Cheyney University, one of the earliest historically black colleges in the United States.

Society Portrait Collection, Gratz Collection, HSP
Portrait of Robert Purvis by Gutekunst Studio, n.d.
1838
Philadelphia is plagued with anti-black and anti-abolitionist violence, particularly from Philadelphia white workers who feared that they have to compete with freed slaves for jobs. Second meeting of the Antislavery Convention of American Women, gathered in Philadelphia at the newly built Pennsylvania Hall, is attacked by a mob. The mob burns down the hall, as well as sets a shelter for black orphans on fire and damages a black church. Pennsylvania Hall was open only three days when it fell. More than 2,000 people bought "shares" and raised $40,000 to build the Hall. An official report blames abolitionists for the riots, claiming that they incited violence by upsetting the citizens of Philadelphia with their views and for encouraging "race mixing."
Pennsylvania blacks are disfranchised in the revised state Constitution.
A Maryland slave named Fred runs away and later becomes Frederick Douglass.
1839
Abolitionists form the Liberty Party to promote political action against slavery.
Pope Gregory XVI condemned slavery and the slave trade.
1840
American Anti-Slavery Society splits over the issue of the public involvement of women. Dissidents opposed to women having a formal role form the American and Foreign Anti-Slavery Society.
Aged and venerable abolitionist Thomas Clarkson chairs the World Anti-Slavery Convention in London. American attendees include William Lloyd Garrison, Lucretia Mott, and Elizabeth Cady Stanton. American women are not allowed to sit among the men or serve as delegates. On their return to America the women hold a women's rights convention, which met in Seneca Falls, NY in 1848.
Martin Delany publishes The Mystery, the first Black-owned newspaper west of the Alleghenies and he later serves as co-editor of the Rochester North Star with Frederick Douglass.
1842
An angry mob of whites in Philadelphia attacks a black temperance parade celebrating West Indian Emancipation Day. A riot ensues with mayhem lasting three days and resulting in numerous injuries to blacks, who are dragged from their homes and beaten and several homes, an abolitionist meeting place, and a church are set afire.
1845
Narrative of the Life of Frederick Douglass, an American Slave is published in Boston, launching the public career of the most notable black American spokesman of the 19th Century.
1846
War with Mexico adds significant western territory to the United States and opens a new arena in the fight to check the spread of slavery.
1848
Free Soil Party is organized to stop the spread of slavery into the Western territories.
Slavery is abolished in all French territories.
Women's Rights Convention is held at Seneca Falls.
1849
Harriet Tubman escapes from slavery. She becomes a major conductor on the Underground Railroad, as well as an advocate for Women's Rights.
1850
The Compromise of 1850 includes a controversial Fugitive Slave Law that compels all citizens to help in the recovery of fugitive slaves. Free blacks form more Vigilance Committees throughout the North to watch for slave hunters and alert the black community.
1851
Federal marshals and Maryland slave hunters seek out suspected fugitive slaves in Christiana (Lancaster County), PA. In the ensuing struggle with black and white abolitionists, one of the attackers is killed, another is seriously wounded, and the fugitives all successfully escape. Thirty-six black men and five white men are charged with treason and conspiracy under the federal 1850 Fugitive Slave Law and brought to trial in federal court at Independence Hall in Philadelphia. This trial becomes a cause celebre for American abolitionists. Attorney Thaddeus Stevens defends the accused by pleading self-defense. All the defendants are found innocent in a jury trial.

Library Company of Philadelphia
1852
Congress repeals the Missouri Compromise, opening western territories to slavery and setting the stage for a bloody struggle between pro and anti slavery forces in Kansas Territory (Bleeding Kansas).
1854
Lincoln University (Pennsylvania) is chartered in April 1854 as Ashmun Institute. It becomes a higher education institution providing an education in the arts and sciences for male youth of African descent. During the first one hundred years of its existence, Lincoln graduates approximately 20 percent of the black physicians and more than 10 percentof the black attorneys in the United States. Thurgood Marshall and Langston Hughes are among its esteemed alumni.
Martin Delany leads 145 participants in the 4-day National Emigration Convention in Cleveland, OH. His arguments appeal to some educated and successful northern freed blacks and are defiantly opposite the position held by Frederick Douglass and others. His views represent increasing frustrations in the black community. Six years later, Delany signs a treaty with Nigeria to allow black American settlement and the development of cotton production using free West African workers. However this project never develops. During the Civil War, Delany works with others to recruit blacks for the 54th Massachusetts and other units. In 1865 Major Delany becomes the first black commissioned as a line field officer in the U.S. Army.
1855
With the assistance of others, William Still, a leader in the Philadelphia Underground Railroad, and his white colleague Passmore Williamson, intercept slave owner John Weaver, his slave Jane Johnson and her two sons as they are leaving town. The two help Jane and her children leave their master for freedom. Williamson is incarcerated for several months for not bringing Jane Johnson to court. The case becomes a national news story, continuing from August through November.
1856
The Republican Party, newly formed from various groups opposing the extension of slavery, holds its first convention in Philadelphia.
Wilberforce University, named English statesman and abolitionist William Wilberforce, opens in Ohio as a private, coeducational institution affiliated with The African Methodist Episcopal Church. This is the first institution of higher education owned and operated by African Americans.
1857
The Supreme Court's Dred Scott decision declares blacks, free or slave, have no citizenship rights.
1859
John Brown conducts a raid at Harper's Ferry, Virginia to free and arm slaves. His effort fails and he is executed.
1861
Lincoln's election in 1860 leads to Southern states seceding and starts Civil War between the free and the slave states. The Secretary of the Navy authorizes enlistment of contrabands (slaves) taken in Confederate territories.
1862
First black Union Army forces are organized in South Carolina.
Charlotte Forten, daughter of Robert Forten and Robert Purvis' niece, heads to Port Royal, South Carolina as teacher for the Philadelphia Port Royal Commission for the "freed" slaves now in Union controlled territory. The Atlantic Monthly publishes her essays on her experiences, "Life on the Sea Islands," in 1864.
1863
Lincoln issues the Emancipation Proclamation abolishing slavery in territory controlled by the Confederate States of America. The Presidential Order also authorizes the mustering of black men as federal regiments.
The 54th Massachusetts is organized at Camp Meigs, Readville, Massachusetts. Free blacks from throughout the North enlist in the 54th. Other training stations, like Camp William Penn, outside of Philadelphia in Cheltenham are established for training black troops. Between 178,000 and 200,000 black enlisted men and white officers serve under the Bureau of Colored Troops.

Library Company of Philadelphia
1864
Congress rules that black soldiers must receive equal pay.
The National Equal Rights League convenes in Syracuse, New York. Delegates are all prominent northern blacks, led by John Mercer Langston who later organized Howard University's Law Department, and included Frederick Douglass and Octavius V. Catto. Working through state chapters, the League promotes an aggressive advocacy agenda to obtain civil rights for blacks. Pennsylvania, New York, Ohio, Illinois, Indiana and Michigan are charged to take the lead. Philadelphia blacks, led by Catto, boycott to desegregate public transportation.
1865
The Civil War ends with a northern victory.
With their freedom, Southern blacks seek to reunite their families torn apart by slavery, as well as acquire education (particularly reading and writing). Many leave the South for the West and North.
President Lincoln speaks publicly about extending the franchise to black men, particularly "on the very intelligent, and on those who serve our cause as soldiers."
Lincoln is assassinated by John Wilkes Booth.
Andrew Johnson becomes President and begins to implement his own Reconstruction Plan that does not require the franchise for black men in the former Confederate states.
Many northern states reject referendums to grant black men in their states the franchise.
Mississippi becomes the first of the former Confederate states to enact laws (Black Codes) severely limiting the rights and liberties of blacks. Other Southern states follow with similar legislation.
Thirteenth Amendment to the Constitution abolishing slavery is ratified.
The Freedmen's Bureau is established in the War Department. The Bureau supervises all relief and educational activities relating to refugees and freedmen, including issuing rations, clothing and medicine. The Bureau also assumes custody of confiscated lands or property in the former Confederate States, border states, District of Columbia, and Indian Territory.
The Ku Klux Klan is formed by ex-Confederates in Pulaski, Tennessee.
1866
Republicans efforts begin to extend suffrage in the District of Columbia. Initial attempts fail with President Johnson's vetoes. Suffrage is finally granted in 1867.
Congress passes the first civil rights act. President Johnson's veto of the bill is overturned by a two-thirds majority in both houses of Congress, and the bill becomes law. Johnson's attitude contributes to the growth of the Radical Republican movement. These Republicans favor increased intervention in the South and more aid to former slaves, and ultimately to Johnson's impeachment.
Republicans gain veto-proof majorities in both the Senate and the House.
In Nashville, Tennessee, Fisk University is established for former slaves by the American Missionary Association. The school becomes the first black American college to receive a class "A" rating by the Southern Association of Colleges and Secondary Schools in 1878. W.E. B. DuBois graduates from Fisk in 1888.
1867
The first election in the District of Columbia to include black voters results in a victory for the Republican ticket. Similar results are repeated in other areas of the country, where blacks are granted the franchise. These elections also produce new black political leaders.
Congress passes bills granting the franchise to black men in the territories of Nebraska and Colorado, over President Johnson's veto.
Congress charters Howard University, named after General Oliver O. Howard, Commissioner of the Freeman Bureau and the college's first president. The school's early funding comes from the Freedmen's Bureau. From its outset, it was nonsectarian and open to people of both sexes and all races, although it is considered a historically black college. Howard becomes a premier education institution in the black community and plays an important role in civil rights history. It is here that Thurgood Marshall earns his law degree.
1868
Fourteenth Amendment is ratified making blacks citizens.
White voters in Iowa pass a referendum granting the franchise to black voters.
The Klu Klux Klan evolves into a hooded terrorist organization known to its members as "The Invisible Empire of the South." An early influential Klan "Grand Wizard" is Nathan Bedford Forrest, who was a Confederate general during the Civil War.
1869
The National Convention of Colored Men meets in Washington, D.C., promoting suffrage for all black men and the education of former slaves. Advocacy and for rights continues through the Equal Rights Leagues. The franchise and other privileges are still denied black men in most northern areas.
Congress approves an amendment to the Reconstruction bill for Mississippi, Texas, and Virginia, requiring those states to ratify the Fifteenth Amendment before being readmitted to Congress
New York becomes the first northern state to ratify the Fifteenth Amendment.
James Lewis, John Willis Menard, and Pinckney B.S. Pinchback, all black men from Louisiana, are elected to Congress and but are never seated.
1870
The 15th Amendment is passed permitting black men the right to vote.
Joseph H. Rainey of South Carolina is the first black to be seated in the House. In all, twenty-two blacks are elected to Congress during Reconstruction .There were seven lawyers, three ministers, one banker, one publisher, two school teachers, and three college presidents.
Hampton Normal Agricultural Institute is founded by Samuel Chapman Armstrong and chartered as one of the first colleges for blacks. It is also a pioneer in educating American Indians. Booker T. Washington is among its early graduates.
Pennsylvania, the home of the oldest and largest northern free black community at the time of the Civil War and a major center for the abolition movement, grants the franchise to black men after thirty-two years of disfranchisement.
1871
National Equal Rights League leader, Octavius V. Catto, is assassinated by a white man attempting to discourage black voting in a key Philadelphia election. Catto's funeral is the largest public funeral in Philadelphia since Lincoln's and his death is mourned in black communities throughout the country.

Library Company of Philadelphia
Portrait of Octavius V. Catto, Harpers Weekly 1871
1875
The last U.S. Congress of the 19th century with bi-racial Senate and House passes the Civil Rights Act of 1875. The law protects all Americans, regardless of race, in their access to public accommodations and facilities such as restaurants, theaters, trains and other public transportation, and grants the right to serve on juries. However, the law is not enforced, and the Supreme Court declares it unconstitutional in 1883.
1881
Blanche K Bruce, Mississippi Republican, ends his term in the U.S. Senate. He is the last black to serve in the Senate until Edward Brooke, Massachusetts Republican, in 1967. With Reconstruction replaced with segregation, voting rights for blacks cease in many areas and greatly curtailed in others.
Booker T. Washington begins to work at the Tuskegee Institute and builds it into a center of learning and industrial and agricultural training for blacks.
1892
Ida B. Wells Barnett begins her campaign against the lynching of blacks, a common practice by white racists and the Klan to instill fear in the black community. She later writes Southern Horrors: Lynch Law in All Its Phases and becomes a tireless worker for women's suffrage.
1895
W.E.B. DuBois begins his social analysis of the black conditions in Philadelphia. Published in 1899, The Philadelphia Negro becomes a lightening rod for black activism in Philadelphia and other communities around the country.
1896
Supreme Court establishes 'separate but equal' doctrine with Plessy vs. Ferguson. This law enables the expansion of growing segregation or "Jim Crow" practices across America, with many states codifying segregation in state constitutions and local laws and ordinances. By 1910, every state in the former Confederacy fully establishes a system of legalized segregation and disfranchisement. The country largely embraces the notion of white supremacy, which re-enforce the cult of "whiteness" that predated the Civil War. Northern areas also embrace "Jim Crow" practices, some codified in law.
1901
George Henry White (North Carolina Republican), the last black to serve in the House of Representatives in the 19th Century, leaves office.
1905
The Niagara Movement, the first significant black organized protest movement of the twentieth century, is launched in Buffalo, NY. It is an attempt by a small yet articulate group of radicals to challenge Booker T. Washington's ideals of accommodation. This militant group was led by W.E.B. DuBois and William M. Trotter.
1909
A bi-racial group of activist establishes the National Association for the Advancement of Colored People (NAACP) in NYC. The founders, Ida Wells-Barnett, W.E. B. Dubois, Henry Moscowitz, Mary White Ovington, Oswald Garrison Villard (a descendant of William Lloyd Garrison) and William English Walling, make a renewed call for the struggle for civil and political liberty. DuBois becomes editor of the organization's publication, Crisis magazine, which presents exposs on conditions and issues in the black community.
1910
Another bi-racial group of activist establishes the National Urban League to remediate the victimization and deplorable social and economic conditions faced by blacks, who migrated North in hope of better prospects. The organization counsels black migrants from the South, help train black social workers, and works in various other ways to bring educational and employment opportunities to blacks. Its research into the problems blacks faced in employment opportunities, recreation, housing, health and sanitation, and education spurs the League's quick growth with chapters eventually throughout the county.
1914
Marcus Garvey establishes the Universal Negro Improvement Association, whose motto is 'One God, One Aim, One Destiny'. The UNIA sets up the Negro Factories Corporation (NFC) to help promote economic self-reliance among blacks. Initially in New York City, UNIA branches are opened in other places, including Philadelphia. In 1935 the UNIA headquarters move to London.
1915
The release of D.W. Griffith's film, Birth of a Nation, which glorifies the Klan and demonizes blacks. The film also inflames race tensions and sets off white attacks on black communities in many areas throughout the United States.
1919
The Red Summer. Twenty-six documented race riots occur, where black communities across the country are attacked. Hundreds of blacks are killed and even more are injured in these attacks. There is widespread property damage in black neighborhoods. Whites also use lynching as a means to intimidate blacks. In some communities, like the District of Columbia, blacks stand their ground. In the 1920's, riots in Florida and Tulsa destroy the black communities.
1929
Charles Hamilton Houston, a black graduate of Harvard University Law School, leaves his private law practice to become an associate professor and vice dean of the School of Law at Howard University. In 1932, he becomes dean, a post he holds until 1935. Houston develops an outstanding program in law at Howard, producing many young attorneys who lead the battle to end segregation in public life. Among his students is Thurgood Marshall.
Oscar DePriest (Illinois Republican) begins term in House of Representatives. He is the last black to serve in the House until the election of William Dawson in 1943.
1936
Thurgood Marshall leaves private law practice and begins work the National Association for the Advancement of Colored People (NAACP). He heads the NAACP's Legal Defense efforts and works tireless to end segregation, including the landmark case Brown v. Board in 1954. In 1967, Marshall becomes the first black appointed to the U.S. Supreme Court.
1939
Billie Holiday records "Strange Fruit"??"a haunting song describing lynching. Disturbed by a photograph of a lynching, Abel Meeropol, a Jewish schoolteacher and activist from the Bronx, writes this verse and melody under the pseudonym Lewis Allan. The song increases public recognition of lynching as racist terror. Between 1882 and1968, mobs lynched 4,743 persons in the United States, over 70 percent of them African Americans.
1946
President Truman issues Executive Order 9808, establishing the President's Committee on Civil Rights to propose measures to strengthen and protect the civil rights. Truman appoints to the Committee leading black civil rights activist, Sadie Alexander, the first black women to earn a PhD and an early leader in the Philadelphia Urban League. Its report, To Secure These Rights, led to Truman's orders to end segregation in the U.S. military and federal Civil Service system. Later in the 1960's President Johnson enlarge Truman's efforts with various civil rights and affirmative action laws to address persistent discrimination.
1954
Brown v. Board decision declares segregation in public schools illegal.
1955
The Montgomery Bus Boycott begins on December 5 after Rosa Parks is arrested for refusing to give up her seat to a white man on the bus. This boycott lasts 381 days and ends with the desegregation of the Montgomery, Alabama bus system on December 21, 1956. As a pastor of a Baptist church in Montgomery, Martin Luther King, Jr. leads this black bus boycott and becomes a national hero.
1957
The Southern Christian Leadership Conference establishes and adopts nonviolent mass action as its cornerstone strategy to gain civil rights and opportunities for blacks. Working initially in the South under the leadership of Martin Luther King, by the mid 1960's King enlarges the organization's focus to address racism in the North.
1959-
1963
King's Letter from Birmingham Jail inspires a growing national civil rights movement. In Birmingham, the goal is to end the system of segregation completely in every aspect of public life (stores, no separate bathrooms and drinking fountains, etc.) and in job discrimination. This same year, he delivers his I Have a Dream Speech on the Washington Mall, which becomes an enduring symbol of King's legacy and influence.
In Birmingham, a white man is seen placing a box containing a bomb under the steps of the 16th Street Baptist Church, a black congregation. The explosion kills four black girls attending Sunday school. Twenty-three others people are also injured in the blast.
1964
President Johnson announces the "Great Society" with "abundance and liberty for all", and declares a "War on Poverty." Congress authorizes the Civil Rights Act, the most far-reaching legislation in U.S. history to ensure the right to vote, guarantee access to public accommodations, and the withdrawal of federal funds to any program administered in a discriminatory way.
Beginning this year, growing frustrations in black communities over urban decay and lack of opportunities erupts into a wave of race riots through U.S. cities, including Los Angeles, Newark (NJ) and Detroit Michigan. The years 1964 to 1971 see more than 750 riots, killing 228 people and injuring 12,741 others. Additionally, more than 15,000 separate incidents of arson leave many black urban neighborhoods in ruins.
1965
Voting Rights Act is passed, authorizing direct federal intervention to enable blacks to vote.
Malcolm X is assassinated by members of the Nation of Islam (Black Muslims) in New York City.
1967
Robert C. Weaver is appointed Secretary of Housing and Urban Development. He is the first black to hold a Cabinet position in U.S. history.
Edward Brooke (Massachusetts Republican) becomes the first black to serve in the Senate since Reconstruction.
1968
On April 4, 1968, James Earl Ray assassinates Martin Luther King, while he is standing on the balcony of the Lorraine Motel in Memphis, Tennessee. In outrage of the murder, many blacks take to the streets in a massive wave of riots across the U.S.
Congress authorizes the 1968 Civil Rights Act, providing federal enforcement provisions for discrimination in housing. The 1968 expanded on previous acts and prohibited discrimination concerning the sale, rental, and financing of housing based on race, religion, national origin, sex, (and as amended) handicap and family status. This law enabled housing opportunities for blacks beyond the "ghetto."
2008
On November 4, 2008, Barack Obama is elected President of the United States of America.
This timeline was prepared for NHD Philly!,

Works Cited
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There are faxes for this order.

: How do primordialism and/or social constructivism explain ethnic conflict in Bosnia? What are the sources of ethnic pluralism?

Basic Readings/Video Clip:

o Assigned Readings: Esman, An Introduction to Ethnic Conflict, Cambridge: Polity Press Ltd., 2004, pp. 50-69; Jesse and Williams, Ethnic Conflict, Washington, DC: CQ Press, 2011, pp. 141-72.
o Foreign Affairs LEARNING COMMUNITY ONLINE: Sabrina Petra Ramet, War in the Balkans, Foreign Affairs Fall 1992 71 (4): 1-9 online, http://www.foreignaffairs.com/articles/48212/sabrina-petra-ramet/war-in-the-balkans
Carnegie Council You Tube Channel, Self-Determination & Ethnic Cleansing, http://www.youtube.com/watch?v=DqS0I7rawHs&feature=channel_page


A nation defines itself first by what it is not: it is not a social group, it is not a religious group, and it is not a racial group; in other words, what binds together the citizens of a nation is the product of a unique combination of historical factors, and can never be reduced to a single dimension, whether social, religious or racial.
o What distinguishes a national community, as the Europeans have defined it, from all other communities lies in this: it brings people together not for what they are but for the memory of what they have been. A nation has no other definition but historical. It is the locus of a common history, of common misfortunes, and of common triumphs. It is the locus of a shared destiny. But a nation cannot only be defined by a single affiliation: if that were the case, it would be no more than an extended tribe. A nation, in the European definition of the word, is first of all a place, that is to say, a territory defined by precise frontiers, as precise as the boundaries that mark the limits of the fields in the old countryside of Europe.
o The Yugoslav catastrophe was not mainly the result of ancient ethnic or religious hostilities, nor the collapse of communism at the end of the cold war, nor even of the failures of the Western countries. Those factors undeniably made things worse. But Yugoslavias death and the violence that followed resulted from the conscious actions of nationalist leaders who co-opted, intimidated, circumvented, or eliminated all opposition to their demagogic designs. Yugoslavia was destroyed from the top down. (understand the instrumentalist perspective within social constructivism)

The Yugoslav experiment in liberal communism from 1945 to 1991 was based on the twin assumptions that diverse peoples who had fought in the past could learn to live together and that communism based on local factors rather than the Soviet model could help them do so. In both conception and implementation, the experiment was flawed. But it offered far more to the twenty-four million Yugoslavs than the sea of misery into which most of them have now been cast adrift. The destruction of Yugoslavia led directly to wars in Slovenia, Croatia, and Bosnia ??" each war more savage than the one before.

The prime agent of Yugoslavias destruction was Slobodan Milosevic, president of Serbia. Milosevic claimed to defend Yugoslavia even as he spun plans to turn it into a Serb-dominated dictatorship. (totalitarian objective) His initial objective was to establish Serbian rule over the whole country. When Slovenia and Croatia blocked this aim by deciding to secede, the Serbian leader fell back on an alternative strategy. He would bring all of Yugoslavias Serbs, who lived in five of its six republics, under the authority of Serbia, that is, of himself.

Milosevic initiated this strategy in Croatia, using the Yugoslav army (JNA) to seal off Serbian areas from the reach of Croatian authority. His plan in Bosnia was even bolder ??" to establish by force a Serbian state on two-thirds of the territory of a republic in which Serbs were not even a plurality, much less a majority. In league with Radovan Karadzic, the Bosnian Serb leader with whom he later broke, Milosevic was responsible for the deaths of tens of thousands of Bosnians and for the creation of the largest refugee population in Europe since the Second World War.

Franjo Tudjman, elected president of Croatia in 1990, also played a leading role in the destruction of Yugoslavia. A fanatic Croatian nationalist, Tudjman hated Yugoslavia and its multiethnic values. He wanted a Croatian state for the Croatians, and he was unwilling to guarantee equal rights to the 12 percent of Croatias citizens who were Serbs. Tudjmans arrogance in declaring independence without adequate provisions for minority rights gave Milosevic and the Yugoslav army a pretext for their war of aggression in Croatia in 1991. And Tudjmans greed in seeking to annex Croatian areas of Bosnia prolonged the war and increased the casualties in that ill-starred republic.

Slovenian nationalism was different from the Serbian or Croatian sort. With a nearly homogeneous population and a location in the westernmost part of Yugoslavia, Slovenia was more democratically inclined and more economically developed than any other republic in Yugoslavia. The Slovenes wanted to be free of the poverty and intrigue of the rest of Yugoslavia. They particularly detested Milosevic, charging him with making Yugoslavia uninhabitable for non-Serbs. Under the presidency of Milan Kucan ??" a conflicted figure buffeted toward secession by the winds of Slovenian politics ??" Slovenia unilaterally declared its independence on June 25, 1991. The predictable result, irresponsibly disregarded by Kucan and the other Slovene leaders, was to bring war closer to Croatia and Bosnia.

o An ironic feature of Yugoslavias destruction was the descent into barbarism of the Yugoslav Peoples Army. The army, heir to the partisan force that Joseph Broz Tito had led to victory in World War II, was a genuine Yugoslav institution. Though with a predominantly Serbian officer corps, it drew soldiers from all parts of the country. Its mission was to protect Yugoslavias integrity and borders. As the country became increasingly divided by competing nationalisms, the army became a tool of Milosevics imperial designs. It tried unsuccessfully to destroy the Slovenian and Croatian leaderships: it helped the Serbs in Croatia seize more than a quarter of that republic; and it colluded with the schemes of Milosevic and Karadzic to tear away two-thirds of Bosnia. The armys shame was symbolized by the rise of General Ratko Mladic, commander of the Bosnian Serb strategy ??" a career officer in the Yugoslav army and a war criminal of Nazi proportions.

o Because of the intensity of the nationalisms in Yugoslavia, it proved impossible to preserve the country in a way that would have moved it toward democracy. There were many Yugoslavs that tried. The leading figure was Ante Markovic, a businessman and economic reformer from Croatia who was prime minister from early 1989 until the Yugoslav flame finally guttered out toward the end of 1991. Had Markovic come to office a decade earlier, at the time of Titos death and before the rise of nationalism, he might have led to country to economic and democratic reform.

o All Yugoslavs were not the bloodthirsty extremists so ubiquitously visible in Western news accounts. Most of the people living in Yugoslavia were peaceful and decent, without a trace of the hostility on which nationalism feeds. It is true that nationalist leaders were able to turn many normal people toward extremism by playing on their historic fears through the baleful medium of television, a matchless technological tool in the hands of dictators. Many Yugoslavs resisted the incessant racist propaganda. Their political heirs must someday help to build societies not driven by rabid nationalism.

o Consider if a political or even military intervention from outside could have arrested the nationalist-inspired drive to Yugoslavias destruction.

o When war broke out in Bosnia, however, the United States was not so impotent. The Bosnian war confronted two successive American administrations with the first real test of their leadership in Europe since the end of the cold war ??" a test of tat, until much too late, they failed to pass. The aggression in Bosnia by Milosevic, Karadzic, and the Yugoslav army went far beyond the bounds of any Serbian grievances, real or imagined, against the Muslim president, Alija Izetbegovic.

o Had the North Atlantic Treaty Organization (NATO) met that aggression with air strikes in the summer of 1992, Mazzucelli believes that a negotiated result would soon have followed. From July 1992 US officials urged that course, without success. The war dragged on into the Clinton Administration, whose vacillations deferred decisive Western action until the summer of 1995.

The issues fought out with such savagery in Yugoslavia ??" how to curb a tyrannical majority, how to preserve minority rights, when to recognize claims to self-determination, how to apply international preventive strategies, when and how to use force, how to reshape international institutions to meet ethnic challenges ??" are being contested around the globe.

Yugoslavia was created in 1918 out of the destruction of the Austro-Hungarian and Turkish empires in World War I. It was an offspring of a commitment by Woodrow Wilson to the principle of national self-determination in Eastern Europe. The United States was not only present at its creation; along with France the US was its godfather. The new country was named the Kingdom of the Serbs, Croats, and Slovenes, for the three nations that had joined together to form it. For Serbia, which had been an independent country since 1878, the creation of Yugoslavia provided an opportunity to unite Serbs scattered for centuries throughout the two empires. In recognition of Serbias historic role on the winning side of World War I and of the numerical plurality of Serbs ??" about 40 percent throughout the life of Yugoslavia ??" the Serbian royal house of Karadjordjevic was given hereditary rule over the new monarchy.

Croatia, which had been part of the defeated Austro-Hungarian monarchy, joined the new state to be among the winners of the war and to counter Italian ambitions along the Dalmatian coast. Nineteenth century Croatians had also been the source of the initiative for a South (Yugo) Slav state. For the Slovenes, the smallest and westernmost of the three groups, Yugoslavia could provide security against the territorial pretensions of Italy and Austria. There was nothing artificial about the creation of Yugoslavia. It was the voluntary union of its three major nations ??" the same three that seventy years later were to tear it apart.

Invaded and partitioned by the Germans and Italians and their allies during World War II, Yugoslavia was recreated as a communist state after the war by Josip Broz Tito, the former Stalin apparatchik transformed into a redoubtable resistance leader. The Croat Tito ??" actually he was half-Croat, half-Slovene ??" fought the Germans more convincingly than his anticommunist rival, the Serbian general Draza Mihailovic, who concluded in 1943 that communism was the greater threat. Titos partisans won the support of the British and the Americans because of their success in tying down some ten German divisions in the mountains of Bosnia and Montenegro, thus making them unavailable for the Western front. Tito expelled the Germans and won the civil war within Yugoslavia against Mihailovics forces and Hitlers puppet state of Croatia. He emerged the unchallenged leader, and communism emerged the unchallenged ideology. When Stalin broke with Tito in 1948, the United States, swallowing ideological scruples, backed the intrepid Yugoslav in an extraordinary act of enlightened statesmanship.

The evidence of history has not shaken the general Serbian conviction, derived from Kosovo, that Europe owes the Serbs something for defending it and that valiant Serbian warriors are always betrayed, either by treason in war or by an unjust peace. Thus, the argument goes, Serbs deserve special treatment. This mind-set is important for understanding why Serbia remained aggrieved after World War I despite receiving royal authority over the new state of Yugoslavia; why Serbian nationalists hate Tito for not having given them a dominant position after World War II; and why the Bosnian Serbs so long resisted a political settlement to the Bosnian war that gave them more territory per capita than it gave the far more numerous Muslims.

Serbias tragic flaw is an obsession with its own history. Serbian hearts are in their past, not their future. Outsiders experiences with the Serbs emphasizes that unfortunately there is a tendency, particularly among nationalistic Serbs, to assume that their paranoid view of the past excuses, or at least explains, any atrocity committed in the present.

Milosevic, no supporter of Yugoslav unity except as a vehicle for Serbian influence, wrapped himself in the mantle of unity as he sharpened his duel with the Slovenes. His concept of unity was Serbian nationalism buttressed by communist methods of control. It tolerated neither democracy nor power-sharing with other national groups. Because it was unacceptable to all Yugoslavs who wanted real unity or real democracy, or both, it was bound to be divisive. In fact, Milosevics pursuit of a narrow Serbian agenda made him the major wrecker of Yugoslavia.

The fragmentation of power among the republics left Prime Minister Ante Markovic with little influence. He was forced to operate by persuading and cajoling. To get something, he often had to give away elements of the reform that were necessary to its effectiveness. Nothing could be done without the agreement of all six republics, and agreement was not an abundant commodity in the waning days of Yugoslavia.

The problem was structural. Each of the three strongest republics had special and often contradictory reasons to combine against him. Slovenia, though reformist itself, didnt want any reforms coming out of Belgrade. Croatia, even before the nationalists came to power and still more after, rejected both the Belgrade origin of the reform and its threat to the old-style command economy in the country. Milosevics Serbia had no interest in an economic reform that might dissipate its own powers. It also rejected Markovics appeal to Yugoslav unity, since it wasnt the Serb dominated unity Milosevic fancied.

The 1990 republican elections were a triumph for local nationalisms almost everywhere. In bringing nationalism to power, the elections helped snuff out the very flame of democracy they had kindled. They were democratic in one sense, antidemocratic in another. By and large they represented the choice of republican electorates, with the important caveat that people were given no chance to vote as Yugoslavs. But they put no curbs on the potentially nondemocratic behavior of those elected. Nationalism is by nature uncivil and antidemocratic because it elevates and empowers one ethnic group over all others. Even if nationalism arrives by democratic means, it accepts no obligation to conduct itself democratically. As the elections weakened the democratic element so necessary for Yugoslavia, they also weakened the equally necessary unifying element. The stronger the nationalism in a republic, the greater was its inclination toward separatism.

Those who argue the ancient Balkan hostilities account for the violence that overtook and destroyed Yugoslavia ignore the power of television in the service of officially provoked racism. While history, particularly the carnage of World War II, provided plenty of tinder for ethnic hatred in Yugoslavia, it took the institutional nationalism of Milosevic and Tudjman to supply the torch. Inherent violence is as much a matter of reputation as of fact.

Why did so many Serbs, Croats and (later) Muslims succumb to these racist appeals? One function of democratic government is to protect an open competition of ideas that will, it can be hoped, offset the spread of hatred. When government assumes precisely the opposite role, when it uses its power over the mass media to exhort people to hate, then many citizens look to the press not forinformation but for emotional reassurance. They can take religious satisfaction in discharging their anger at their neighbors.

Even more important was the fear factor. The nationalist media sought to terrify by evoking mass murderers of a bygone time. The Croatian press described Serbs as Cetniks, the Serbian nationalists of World War II. For the Serbian press Croatians were Ustase, which was the name of the Croatian nationalist and fascist movement during World War II whose members ruled Yugoslavia under Nazi protection and killed Serbs indiscriminately, (and later Muslims became Turks). People who think they are under ethnic threat tend to seek refuge in their ethnic group. Thus did the medias terror campaign establish ethnic solidarity on the basis of an enemy, to be hated and feared. Many people in the Balkans may be weak or even bigoted, but in Yugoslavia its their leaders who have been criminal. Milos Vasic, one of the best independent journalists in Yugoslavia has said, You Americans would become nationalists and racists too if your media were totally in the hands of the Klu Klux Klan.

The breakup of Yugoslavia was a classic example of nationalism from the top down. While the peoples of the Balkans have not enjoyed an untroubled history, there is very little to the theory that they have never gotten along and never will. In the Yugoslavia that broke up in 1991 over a fifth of its citizens were members of ethnically mixed families, an unlikely phenomenon if ethnic hatreds were foreordained and immutable. It was primarily the ruthless ambitions of the leaders, manipulating a critical mass of the population through the cynical use of television images, which destroyed the multiethnic experiment of Yugoslavia. During the cold war, when Yugoslavia had been threatened from the outside by the Soviet Union, the West had been in a position to help it. The Yugoslavia of 1991 was threatened from inside by its constituent parts, and no outside force could save it.

Shortly before the Slovenian and Croatian independence declarations, the European Community offered the government of Yugoslavia four billion dollars if the country would stay together. The offer was never seriously considered. Nationalist hysteria is not usually susceptible to economic or any other kind of inducements of penalties. If it were, then all the people of the former Yugoslavia, with the possible exception of the Slovenes, would not be worse off today than they were before the misery of war and economic deprivation. American policy had been based on the conviction that, if unity failed, democracy would fail with it. That conviction proved tragically accurate: both unity and democracy were lost.

If it wasnt possible to prevent the breakup of Yugoslavia, was it at least possible to manage the breakup in a way that avoided violence. In retrospect, the US should have chosen an earlier time to express a preference for a loosely confederated Yugoslavia; even if this had taken place though, the momentum toward collapse was unlikely to slow down.

Short of a credible threat of force, the United States and its allies lacked decisive leverage. Why, then, wasnt force threatened? In Croatia, unlike Bosnia, Serbs were in fact being abused. They had a legitimate grievance, even though the actions they took later to avenge it were abominable. Moreover, the JNA had not yet earned its reputation for brutality. Second, and much more important, there was no consensus for military intervention, either in America or Europe. Herein lies a dilemma that could be called the paradox of prevention and that applies to crises everywhere: its rarely possible to win support for preventive action at a time when the circumstances that unambiguously justify such action have not yet arrived.

Bowing to German pressure, the European Community leaders on December 17, 1991, decided to recognize Croatia and Slovenia and to offer recognition to Bosnia and Macedonia. The prospect of war in Bosnia accelerated.

The Bosnian leader Izetbegovic was playing a double game. With the European Community supporting Bosnias independence, he seemed to think he could get away with it under the guns of the Serbs. Perhaps he counted on Western military support, though nobody had promised him that. Whatever his motives, his premature push for independence was a disastrous political mistake. Serbia, Bosnias vastly more powerful neighbor, now had the pretext it needed to strike ??" the claim that 1.3 million Serbs were being taken out of Yugoslavia against their will. Milosevic and Karadzic had already decided to annex the majority of Bosnian territory by force. The Communitys irresponsibility, the United States passivity, and Izetbegovics miscalculation made their job easier. (inside and outside factors ??" assess their influence)

Milosevics actions ??" (1) his denigration of Izetbegovic as a dangerous Islamic fundamentalist, which did not square with his benign remarks on Serbias intentions; (2) his failure to respect the integrity of Bosnia; (3) the condition he placed on Bosnias independence ??" there had to be agreement among all three of Bosnias constituent nations (the Serbs, the Muslims and the Croats) on new constitutional arrangements; (4) his assertion that Serbs in Bosnia lived on and therefore possessed 64 percent of the territory of the republic ??" the implication was that Serbs living on 64 percent of Bosnias land had the right to control it by force and to deny it to others.

In the midst of the violence in Bosnia, Sarajevo was a symbol as well as a city. Since its fifteenth century occupation by the Ottoman Turks, it had been a safe haven for diverse ethnic groups and a model ??" though not always a consistent one ??" of racial tolerance. It stood for precisely the values that Karadzics policy of apartheid was intended to stamp out. There was a special spirit about Sarajevo that Rebecca West caught in Black Lamb and Grey Falcon: The air of luxury in Sarajevo has less to do with material goods than with the people. They greet delight here with unreluctant and sturdy appreciation, they are even prudent about it, they will let no drop of pleasure run to waste.

The misery of the Balkans stems in part from a pathetic longing to be good Europeans ??" that is to import the Wests murderous ideological fashions. These fashions proved fatal in the Balkans because national unification could be realized only by ripping apart the plural fabric of Balkan village life in the name of the violent dream of ethnic purity.

Section 9 shall consist of four sections; each section shall be 2 pages in length with the exception of section (d) that is a single page chart with 2 pages of research backup. Total for this section is 8 pages not including the reference section. All sections shall have two citations embedded and references in the work per APA format. Font shall be 12 Times New Roman.

9 (a) Consider consumer profiling and discuss the creation of a consumer profile that provides insight into automotive purchases based upon financial ability to purchase high-ticket items. Mercedes has been a leader in online car purchases of cars over 50K Discuss, within the discussion area, your comfort zone relative to buying a high ticket item via the internet. Consider purchasing a ML 500 Mercedes online and whether you would take the plunge without touching the car. Compare to De Beers and Rolex. Http://www.debeers.com,
Http://www.rolex.com .

9 (b) Survey two businesses on decision-making and organizational purchasing. Construct a six question survey based upon the readings and the appendices. Submit the survey you constructed.

9 (c) Technology driven marketing has crossed boundaries that are ethnic, religious and racial in the United States. Look at Customer Relationship Management (CRM). A business strategy is designed to optimize profitability revenue in a highly defined customer group. Think about the concept of knowing your customers and keeping them for life. Research data mining of customers based upon profitability and risk. Consider empowerment as leadership in the delegation of authority that refers to latitude organizations given to representatives to negotiate commitments with customers. The customer centric approach puts the customer in the driver position for managing interactions.

9 (d) Create a chart that shows the customer in the position managing customer interactions. Then create a story that shows your understanding of Cadillacs history of marketing to consumers, and explain the key concepts you researched in this area that can be assembled for discussion.

Section 10 shall consist of three pages (not including the reference section), utilizing three citations embedded and references in the work per APA format. Font shall be 12 Times New Roman.

10. Write a paper on subcultures after conducting research with three groups who came to the United States to live from other countries. This is considered a consumer poll. Provide three examples for each group.

Section 11 shall consist of three pages (not including the reference section), utilizing three citations embedded and references in the work per APA format. Font shall be 12 Times New Roman.

11. Research high context cultures and low context cultures. Professional individuals are thought to be community leader types. Look at Census Bureau information that pertains to the Hispanic-American, African-American and Asian-American populations. Share only constructive consumer information. Share your findings in a positive and constructive (consumer information) based manner. Stereotypes can be viewed positively or negatively. Research and create a paragraph to contribute information in a positive, non-inflammatory manner based upon Census Bureau findings. Then tie the paper through to the referenced concepts. Contribute work that shows information. Keep in mind that you are looking at Consumer behavior and any subtle differences you can find that are significant for marketers.

Answers to the essay questions should be between 800-1000 words for each question. I expect that students will use proper grammar, paragraph structure and will proof-read their work for typos, misspellings, etc.

Answer only one of the following questions. Be sure to clearly identify the question you are answering. Be certain to include specific details and descriptions, and to cite the source of your information with page numbers:

1. Looking at the lives of the Jewish immigrants in Breadgivers, what did they perceive to be "American" in American society? What did they change in their lives, from religion to food habits and gender roles, to become "American"? Was more easy or more difficult for men or for women to do so? Looking at your other readings, do you think their choices were typical for the vast majority of immigrants in the Progressive Era?
2. Describe the evolution of racial exclusion laws (Jim Crow laws and the Chinese Exclusion Act). Point out how what these laws had in common, but also their differences across states, and how they changed over time, for example in how they defined African-Americans. Look at the laws themselves, and the interpretation of such laws by the U.S. Supreme Court and various state supreme courts, using Gjerde, notably. Why were such laws passed in late 19th and early 20th century America? Then discuss the impact of these laws on African- and Asian-Americans--how did they adapt and survive? Finish by discussing how, had you been a White community leader in the South at the time, you would have reacted to these laws.
3. Describe in detail the impact of the World War I era (1914-1924) on various immigrant and ethnic communities in the United States, and explain the reasons behind these events and changes. Your essay must mention specifically what happened to German-Americans and African-Americans, and include at least 2 other groups in addition to these two.

Hello thanks so much for doing this for me:)
This below is a resume from my mentor who helped with my seor exit project, which is about the importance of education for african american females
I need you write a short biography about her and why i chose her to be my mentor
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Duke Energy Profile

Linda D. Thomas
HR Director, Human Resources





Linda Thomas is a HR Director currently responsible for HR service delivery to the supply chain organization. Her responsibilities include talent management, maintaining a positive employee employer relationship, strategic workforce planning and staffing, executive coaching and organizational effectiveness.

Thomas is widely recognized as an expert in talent management. She designed and implemented Duke Energys diversity and inclusion strategy resulting in an award winning program suite. Thomas is a sought after mentor and peer coach.

Thomas joined Duke Energy in 1981 at the Catawba Nuclear Station as a radiation protection technician. Her career has spanned the areas of emergency planning, training and strategic workforce development with a series of promotions.

The Charlotte, NC native earned a Bachelor of Science degree in Science Education from East Carolina University. She is a graduate of the UNC Chapel Hill Executive Program and a certified SPHR.
Thomas is an active and respected community leader serving on numerous community boards including the Charlotte Mecklenburg Housing Partnership and the Womens Intercultural Exchange. She is a golden life member of Delta Sigma Theta Sorority, Incorporated.

Duke Energy, one of the largest power companies in the United States, supplies and delivers electricity to approximately 4 million customers in the Carolinas and the Midwest. The company also distributes natural gas in Ohio and Kentucky. Its commercial power and international businesses operate diverse power generation assets in North America and Latin America, including a growing renewable energy portfolio. Headquartered in Charlotte, N.C., Duke Energy is a Fortune 500 company traded on the New York Stock Exchange under the symbol DUK.
to the supply chain organization. Her responsibilities include talent management, maintaining a positive employee employer relationship, strategic workforce planning and staffing, executive coaching and organizationtiveness.
Thomas is an active and respected community leader serving on numerous community boards including the Charlotte Mecklehip and the Womens Intercultural Exchange. She is a golden life member of Delta Sigma Theta Sorority, Incorporated.

Midwest. The company also distributes natural gas iy. Its commercial power and international businesses operate diverse power generation assets in North America and

EXERCISE 6- 1: CULTURALLY SENSITIVE COMMUNICATIONS Complete the following exercises to become more aware of the nature of your speech and language patterns. 2 1. Imagine that you are working in an agency that provides a wide range of psychosocial services including individual, family, and group counseling. You are about to meet for the first time with a prospective client who remains unemployed after losing a long- term job; is now deeply in debt; and is about to lose his apartment. The client differs dramatically from you. If you are female, pretend that the client is male or transgendered. If you are white, imagine that the client is a person of color. If you are heterosexual, assume that the client is homosexual or bisexual. If you are tall, assume that the client is of shorter stature. If you are highly educated, imagine a client with limited formal education. If you are middle class, pretend that the client is virtually penniless. If you have a residence, presume that the client is homeless. If you believe in a god or higher power, you might imagine that the client is agnostic or atheist; or if you are Christian, assume that your client is Muslim, Hindu, or Buddhist. If you have normal hear-ing, imagine that your client is hearing- impaired. If you are sighted, assume that your client is blind. If you are able- bodied, imagine that your client uses a wheelchair to get around. Now, use a recording device ( for example, audio or video) to capture yourself as you express the words you would say or sign as you begin work with this prospective client. Introduce yourself, describe something about the kinds of services your agency might be able to provide, and ask this imaginary person some of the questions you would like to ask. Continue this imaginary introduction for approximately 2 minutes. Replay the recording and review your language usage. Examine the words you said and consider them from the point of view of the imaginary person you have created for this exercise. Use the space below to discuss how your prospective client would likely experience the words and language you have chosen to use? Consider how people who differ from you in terms of age, gender, skin color, sexual orientation, educational background, socio-economic status, ethnicity, religious beliefs, physical appearance, and physical or mental ability might experience you, your speech, and your language. Finally, identify one or two aspects of culturally sensitive communication that you would like to strengthen in preparation for your roles and functions as a professional social worker.


2.2 Access the Internet and use a search engine to first locate a list of ethnic groups in the world and then a list of racial and ethnic groups in the United States. Alternately, you could go to your university or library to locate books or other print material containing such lists ( Levinson, 1998). Recognize that various sources may use different definitions of ethnic group or ethnolinguistic group. For example, if you search the online version of The World Factbook of the U. S. Central Intelligence Agency using the keywords ? field listing ethnic groups? you should find a tabular list of ethnic groups by percentage of population in the world?s nations ( Central Intelligence Agency, 2012). If you use the keywords ? lists of ethnic groups? in a search engine such as Google, Yahoo, or Bing, you would prob-ably locate the Wikipedia entry by the same title ( Wikipedia, 2012). If you conducted a similar search using the keywords ? Fact Sheet for a Race, Ethnic, or Ancestry Group,? you would probably access the American Fact Finder website of the U. S. Census Bureau. That site permits you to search for demographic data related to a particular population group in the country as a whole, by state, or by city/ town. You might notice that the list of racial, ethnic, and ancestry groups used by the U. S. Census Bureau differs somewhat from those used by other organizations. Once you have gained a sense of the hundreds of ethnic groups throughout the world and the country, select one that interests you and about which you know little. For example, you might decide to learn about the Hmong or perhaps the Navajo, the Amish, or the Druze, Persian, Armenian, Kurdish, Sikh, Haitian, or Bantu ethnic groups. Once you have made your choice, conduct a library, bibliographic, or Internet search to identify three or four cultural ? do?s and taboos? in verbal or written communication style or approach with members of that ethnic group. Be sure to include at least one ? do? that conveys respect and at least one ? taboo? that suggests disrespect ( Axtell, 1998, 2007).
Use the space below to list the ? do?s? and ? taboos? and to cite the source of the informa-tion. Finally, remember that members of a particular racial, ethnic, linguistic, cultural, or national group or tribe are not ? all alike.? Indeed, variations within groups might some-times be greater than those between groups.
3. Access the Internet and use a search engine to locate the ? Say Hello to the World? proj-ect of the Internet Public Library ( 2009). Use the following space to write how you would say ? Hello, my name is ( your name)? in each of the following languages: ( a) Arabic, ( b) Cherokee, ( c) Chinese, ( d) Hindi, ( e) Spanish, and ( f ) Swahili. Also, look to see how the phrase ? Hello, my name is? appears in Braille and in American Sign Language.
4. Suppose you were about to meet with a family that recently entered the United States from another country. Because of a preliminary telephone call, you know that they are interested in learning about immigration laws and procedures for obtaining a ? Green Card? ( Form I- 551). Access the Internet and search for the ? Lawful Permanent Resi-dence? (? Green Card?) section of the U. S. Citizen and Immigration Services ( USCIS) website ( 2009) to become familiar with key requirements. Use the following space to outline what is involved in qualifying for green card status.



EXERCISE 6- 2: NONVERBAL COMMUNICATIONS AND BODY LANGUAGE 1. Recruit a friend or colleague to join you in a few nonverbal experiments. 4 After you have completed them, use the space provided to summarize your observations, discoveries, preferences, and questions. Make note of your partner?s as well.
a. Maintaining eye contact, slowly move toward your partner, who remains in position, until it becomes uncomfortable for you. Then stop. Observe the approximate distance between you. What were your thoughts, feelings, and sensations as you moved closer and closer to your partner? What did your partner experience as you approached?

b. Position yourself face- to- face with your partner at a distance of approximately 4 feet. Look directly into his or her eyes until you become uncomfortable. When that occurs, simply avert your eyes. Now, move to 3 feet, then to 2 feet, each time looking directly into your partner?s eyes until you experience discomfort. Then turn away. Share your reactions with each other. Now, experiment with different kinds and degrees of eye contact within a 2- to 4- foot range. For example, try looking at your partner?s cheekbone or mouth instead of directly into her or his eyes. Share your reactions. Experiment further by looking into your partner?s eyes for several seconds and then slightly change your focus so that you look at a cheekbone for a few seconds; then return your gaze to the eyes. Follow that by looking at your part-ner?s mouth for a few seconds, and then return to the eyes. Share your responses to this manner of eye contact.
c. Place two chairs squarely facing one another ( front to front) approximately 2 feet apart. Be seated. Share your thoughts and feelings as you sit face- to- face and knee-to- knee. Is it comfortable for both of you, for only one, for neither? If it is uncom-fortable, alter the distance until it becomes comfortable. Ask your partner to do the same. Finally, compromising if necessary, move the chairs until you arrive at a mutually comfortable distance. Change the placement of the chairs so that in-stead of directly facing one another, they now are side by side in parallel position, approximately 6 inches apart. As you and your partner take your seats, share your respective thoughts and feelings. Now increase the angle so that the chairs form a 90- degree angle. Share with one another your reactions to this arrangement. Now increase the angle an additional 45 degrees. Share your reactions to this position. Which arrangement does your partner prefer? Which do you?
d. Based on the results of your experimentation, place the chairs in the position and at the angle that is reasonably comfortable for both you and your partner. Some compromise may be necessary. Now, maintaining a more or less neutral facial ex-pression and without saying a word, try to show through your body language, but without changing your facial expression, that you care about your partner and are interested in his or her thoughts and feelings. Continue to experiment with three or four different body positions, attempting to demonstrate concern and interest, for approximately a minute each. Following each position, seek verbal feedback from your partner concerning her or his reactions. What did you learn from the exercise?
e. Assume a position that your partner indicates reflects caring and interest. Now ?begin to experiment with different facial expressions. First, let your face become re-laxed in its more or less usual state. Retain this facial expression for about a minute while your partner experiences the effect. After a minute, seek feedback from your partner about his or her observations and reactions. Then experiment with other ?facial expressions through which you hope to express silently, in turn, affection, compassion, joy, sadness, disappointment, disapproval, fear, and anger. Hold each facial expression for a minute or so while your partner tries to determine the feeling you are trying to express. Share your experience, observations, and discoveries.




worker. All women are not the same; nor are all men, all people of color, all children, all gay or les-bian people, all social workers, or even all professors. Be sensitive to and carefully consider factors of gender, class, ethnicity, ableness, sexual orientation, religion, and cultural affiliation but also recognize that, despite our nearly identical DNA, each individual person is unique. Each person differs, at least to some extent, from common characteristics of the ? average? member of his or her class or group. As an interview proceeds, you may attempt to match the client?s language mode. Some peo-ple favor words associated with hearing; others prefer those identified with seeing; still others like words that indicate sensing or touching. For example, if you use words such as hear, sound, noise, loud, or soft with people who favor an auditory language mode, you enhance the likelihood of mu-tual understanding. Your potential value may also increase. A similarly favorable reaction is likely if you were to use see, view, and perceive with people who prefer a visual language mode, or feel, sense, and touch with those who favor tactile language ( Bandler & Grinder, 1979). In general, try to adopt a speaking style that is moderate in tone and speed of delivery. Through your speech, convey that you are truly interested in what the client has to say ( Ivey, 1988, p. 22). Sometimes, however, you may deliberately increase or decrease your rate of speech to match the pace of the client. On other occasions, you may purposely slow your pace to lead a fast- talking client into a slower speaking mode. In some circumstances ( for example, when working with a client with some loss of a client with some loss of hearing), you may lower the pitch of your voice to be more audible. Generally, when you speak or write, active voice is preferable to passive voice, and each unit of speech should not be so long or complex as to impede understanding. Short messages and single questions are easier to comprehend, as are single questions. Multipart questions can confuse others. In written communications, adopt a professional attitude consistent with the qualities and characteristics of professionalism discussed in earlier chapters. Badly written, poorly formatted docu-ments that contain spelling and grammatical errors, logical fallacies, and fail to reflect critical thought, a scholarly perspective, or the universal intellectual standards are likely to be dismissed by recipients. In general, write in relatively short sentences. Use active voice, get to the point, provide a ra-tionale for or evidence to support your position and, when needed to strengthen a position, include one or more illustrative examples. Gear your language to your audience. If you are communicating with other helping professionals you may use relevant jargon to capture complex phenomena that are best described through sophisticated terminology. In other contexts and for other audiences, avoid jargon altogether. Use succinct, descriptive, and businesslike language. Unless your purpose requires an evaluation or professional judgment, avoid speculative language. Distinguish opinions and conclusions from observations and facts. Organize your document in an orderly fashion. You may use actual section headings or simply con-ceptualize each paragraph or two as a section so that the heading is implied. Obviously, there are many various documents that social workers prepare. These include notations made as part of case records ( written or, increasingly, electronic), agendas and minutes of meetings, formal position or ? white papers,? grant applications, business plans and, of course, a seemingly endless number of e- mail messages. In addition to case records, the most commonly prepared documents are probably letters, memorandums, and e- mails. Professional letters are organized in ? business letter? fashion. If you prepare letters as part of your role with an organization, use the agency?s letterhead paper. How-ever, if you are not writing as a representative of your agency but rather from your perspective as a professional social worker, use your personal letterhead paper? or include your name followed by earned credentials ( for example, Sue Wong, MSW, LSW indicates that Ms. Wong has earned a Master of Social Work degree and is currently a Licensed Social Worker). Along with your name, place your address, center- justified, at the top of the first page. As you prepare a professional letter, keep its purpose in mind. Ask yourself, ? What do I hope to accomplish through this letter?? Once answered, outline the steps needed to accomplish it. ?Typically, the first paragraph contains a succinct summary of your purpose and, when needed, a brief introduction of yourself. The remaining paragraphs may be used to elaborate upon that ?purpose by, for example, summarizing factual information about the nature and extent of a prob-lem or issue along with an illustrative example or two to provide a ? human face? ( without risking privacy or violating confidentiality); providing a rationale as to why action is needed; identify-ing a few reasonable approaches and then discussing the advantages and disadvantages as well as potential risks and potential benefits of each; and then recommending the approach you prefer. A ?concluding summary often helps to reinforce the message. As in all professional documents, carefully edit and reedit the letter; be sure to credit sources, avoid plagiarization, and double check for spelling, grammatical, and logical errors. Avoid unusual fonts. Instead use a traditional font? such as Times New Roman? in 12- point size. Left justify all text ( with the exception of your name and address which is centered at the top). Most professional letters reflect a structure similar to that illustrated in Box 6.3.

BOX 6.3
Professional Letter Format: Example
Sue Wong, MSW, LSW
1 Long Drive Indianapolis, Indiana 46260

[ Date ( e. g., July 27, 2012)]
[ Recipient?s Personal Title, Name, and Credentials if applicable and known ( e. g., Mr. Curt Blank, BSW)]
[ Recipient?s Position if known ( e. g., Director of Homeless Services)]
[ Name of Organization if applicable ( e. g., City of Indianapolis)]
[ Street Address ( e. g., 3611 County Square Building, Suite # 152)]
[ City or Town, State or Province, and Postal Code ( e. g., Indianapolis, Indiana 46202)]
[ Country, if needed ( e. g., USA)]

[ Salutation and Name followed by a colon ( e. g., Dear Mr. Blank:)] [ Introductory Paragraph( s)]
[ Main Paragraph( s)]
[ Summary or Concluding Paragraph( s)]
[ Closing followed by a comma ( e. g., Sincerely yours,)]


[ Signature ( e. g., Sue Wong]
[ Your Printed Name ( e. g., Sue Wong, MSW, LSW)]
[ Your Professional Title ( e. g., Licensed Social Worker)]

EXERCISE 6- 3: TALKING 1. Imagine that you are serving as a social worker in a community outreach program. The program seeks to locate homeless people in the area and inform them of com-munity resources that might enhance their lives and well- being. Several services for homeless individuals and families are available. These include: temporary housing and food ?preparation; medical and dental care; job training and placement; and ongoing counseling. Use a word- processing program to prepare a preliminary ? script? to help you prepare what you might say to homeless people in introducing yourself and the services you can provide. Reflect upon the script and then revise as needed. Familiarize yourself with the script? but do not memorize it. Then, without reading the script, make a 2- to 3- minute audio recording of what you might say when you first meet a homeless person that you find living in a small wooded section near a downtown river and seek to intro-duce yourself and describe the services provided by the program. 6 Replay the recording and review your language usage. Examine the words you said and consider them from the point of view of a person who has not sought your company. Reflect upon your speech and tone of voice. Use the space provided below to respond to the following questions: What might they suggest about your approach and attitude toward the person? Do your voice and speech convey the qualities of interest, respect, confidence, and hopefulness? Identify one or two aspects of verbal and nonverbal com-munication that you would like to strengthen in preparation for your roles and functions as a professional social worker. Following that, imagine that you are that homeless person. A stranger approaches and begins to speak to you. You do not know the identity of the stranger nor the purpose for the visit. How might you experience the stranger?s body language and movement, nonverbal expressions, speech, voice, and language? As a homeless person, how would you like to be approached, addressed, and engaged?

3. As you know, the ? talking? skills also include written as well as verbal forms of com-munication. Use a word- processing program to prepare two professional- quality docu-ments: ( a) a letter and ( b) a memorandum. As a topic for both documents, select a social problem that has recently been the subject of local, national, or international news and also interests you. For example, you might be concerned about human trafficking, or the illegal procurement and sales of human organs, or perhaps injustices associated with application of the death penalty. You might question the practice of stoning or caning women accused of adultery, the forced marriage of girls to adult men, or the practice of female circumcision. You might be concerned about drought, famine, hunger, and starvation in parts of the world or perhaps about the social impact of climate change. As social workers, we are well aware of a seemingly infinite number of major social problems. Choose one that engenders passion and energy. Then, draft either a ? letter to the editor? or a letter to your legislative representative. You do not have to mail the let-ter. View the exercise as an opportunity to practice your written communication skills. In the letter, use a paragraph or two to introduce the nature and scope of the prob-lem, and provide an illustrative example. Use the remaining paragraphs to suggest some ?action? ?perhaps in the form of a policy or program, legislation, or steps that other con-cerned people might take. Prepare the document in the form of a business letter. After you edit and finalize the letter, prepare an alternate version in the form of a memorandum to colleagues. To do so, make an electronic copy of the letter that you prepared and then edit it so that it appears in the form of a memorandum. Label the word- processed documents ? Draft Letter 1? and ? Draft Memo 1? and include them in your Social Work Skills Portfolio.
EXERCISE 6- 4: LISTENING Recruit a friend or colleague to join you in a listening exercise. Indicate that the purpose of this exercise is to help you become a better listener. Ask your partner to identify a topic of interest that the two of you might discuss for approximately 10 minutes. As the listener, your tasks are to en-courage your partner to discuss the subject; to hear and comprehend what she or he communicates; and to remember what was said and done. Keep in mind that your partner?s perspective is para-mount. Withhold your own opinions; refrain from judgments or evaluations in both speech and thought. This is your partner?s time. Let the discussion proceed in whatever way and direction your partner wishes. Encourage him or her to communicate freely and fully, and try not to interfere with the flow of expression. As your partner talks, listen attentively and observe carefully. At the end of the 10- minute period, thank your partner and proceed with the following:

1. First, ask your partner to reflect upon her or his experience of the exchange. Then, ask your partner to give you truly honest feedback about how well you listened. Say that you sincerely want to become a better listener so that genuine feedback is needed. You might also say that whatever your partner says, your feelings will not be hurt because this is a practice exercise and you plan to improve. As you seek feedback from your partner, explore nonverbal as well as verbal factors. For instance, ask about eye contact, facial expressions, body positions and movements, physical gestures, tone of voice, rate of speech and its audibility in terms of their relationship to listening. Did your partner feel you were interested in what she or he had to say; that you understood and remembered what was said; and you were non- judgmental about her or him and what she or he said? Ask about points at which your partner felt that you listened especially well as well as those when you did not. Finally, ask your partner for suggestions about what you might do to improve upon your listening abilities and become a better listener. Thank your partner again and say goodbye. Reflect upon the exercise and your partner?s observations, then use the space pro-vided to: ( a) summarize your partner?s comments and suggestions; ( b) identify aspects of your listening skills that you would like to strengthen; and ( c) outline brief plans by which to become a better listener.



EXERCISE 6- 5: ACTIVE LISTENING In the spaces provided, write the words you might say in active listening to the following statements: 1. CLIENT: My husband thinks I?m an alcoholic. I?m here because he made me come. Sure, I drink. I drink a lot. But he?s the reason I drink.
2. CLASSMATE: I?ve missed the last three classes and don?t know what?s going on in here. Today is the day of the midterm exam and I know I?m going to flunk. I?m so ?uptight, I can?t think straight.
3. WOMAN WHO LOST HER 12- YEAR- OLD CHILD TO GANG VIOLENCE: I never wanted to live in this cesspool. We just couldn?t afford to move to another neighborhood. There are gunshots almost every night and the police rarely come by? that is, until after someone?s been killed. Drug dealers and street walkers are everywhere. I feel so guilty that my lovely daughter had to live and to die here. It?s just so unfair. If you don?t have much, you have to live where you can and that means somebody, sometime is gonna die.
4. SUPERVISOR: I am disappointed that you did not follow up on the Sanchez case. You know those children are at risk and I expected you to visit them again last week.
5. PROFESSOR: I wonder if the match between your personal values and those of the social work profession is a good one. From your comments in class and the papers you?ve written, it seems to me that your views differ quite a bit from those of most social ?workers.
6. SOCIAL WORK COLLEAGUE: I am working with a family that is driving me up the wall. I know I have a problem here. I get so angry at the parents for being so passive. I work so damn hard and they don?t do a thing!
7. CHILD: Sometimes my mommy?s boyfriend is mean to her. He hits her and she ends up crying a lot. I don?t like him at all. 8. COMMUNITY LEADER: I appreciate your offer to help with our community organi-zation and development efforts. However, the social workers we?ve had before have never worked out.

The piece that I will be doing is on the MBT shoe and the idea behind it/ its evolution. So what inspired the shoe/technologyetc. I am aware that the Masai name has been used so wanted to know the story behind it.

The MBT (Fit flop) shoe has become one of the trendiest, must-have shoes this season in the UK, and in other parts of Europe as well as in the United Sates. Most of the people wearing the shoes are unaware of the history and culture behind the unique design, and no one would have guessed ??" not even myself coming from Tanzania that it originated from the Masai tribe. Its great to know that the epitome of sustainable fashion in the Masai culture is made from car tyres, and scoring a 10 out of 10 for resourcefulness, sustainability and even style.

The Masai Barefoot Technology or MBT was thought up by Karl Muller, an engineer and former athlete, who intended their use to "simulate the challenge of walking barefoot on soft earth". Other sports footwear companies then followed suit with their own branded versions of the heel-to-toe rocker, targeted at the exercise equipment market. This shoe has become so popular that a recent news report estimated that over 200,000 pairs were sold in the US in 2005.

The shoe is similar to the Masai Stick Technology. Dr. Freedom, born in Kenya, lived with and interacted closely with the Masai people, realizing how valuable their ancient technologies could be in overcoming structural diseases and conditions of daily Western life, such as spinal issues and Arthritis.



For the content, I would like the MBT press office to interview to be incorporated. And qoutes from the Masai community leader, as well as an urban Masai.



Talk about the exploration of the idea and concept behind the Masai shoe in the Western world, and whether they should give back to the Kenyan and Tanzanian community in terms of charities, or a shoe market from the success of this design/market in the western world.



Also collate facts and data on how many companies are making these types of shoes, and percentages made etc

Thanks
There are faxes for this order.

In essay form, write about Discovering the Relationship between the Law and Your School. You should write an analysis of at least 1,300 words exploring the law and its application to issues in your school. You may use any additional resources available to help research including school administrators ,community leaders or school district lawyer.
My school district is located in Trenton, New Jersey-
My school could be referred to as school 1in the essay. My school is an inner city school located in Trenton, New Jersey
At a minimum you should write about the following:
(1) Where is your Federal District Court located?
(2) Where is your Federal Circuit Court of Appeals located?
(3) Where federal and state laws conflict, why does the federal law supersede state law to control the covered subject?
(4) How has the legal system evolved over the past 20 years, and how has that affected the state of the legal framework today?
(5) How does the legal framework differ between private and public schools?
(6) Does the state or local school district have ultimate legal control over the disposition and use of public school property?
(7) What are important areas of day-to-day school operations that are controlled by state education agencies rather than by the local school district?
(8) What are some issues in your district that the law does not cover yet?
(9) If all issues are covered, discuss how the legal system anticipates future issues.

You are to write a 1-page paper. Read the article below. Please respond to the 3 questions. State the question first and then continue to answer the question(s). *Do Not Use Outside Sources*

Thompson provides a historical overview of adult education in the United States. Historians of course cant include everything in the fields past.

Questions:
1.What should be included in adult education histories?
2.How is the purpose behind writing a history related to ideas about the purpose of the field?
3.Does knowing our history even matter?


ADULT EDUCATION PROGRAMS AND ACTIVITIES IN THE UNITED STATES: TOWARD A BALANCED HISTORY: by Thompson

INTRODUCTION
History is often thought of as "the past" or as a record of the past; to view history from this perspective is to lose sight of the degree to which intentional selection and multiple motivations play a role in the construction of this concept, however. A more constructive view of history involves viewing it not as a subject for study but as a process of selecting and arranging evidence in order to interpret and explain human actions. Just as the actions and events of the past were determined by the personal biases and motivations of historical figures (major and minor), the written interpretation of those actions and events is based on the biases and motivations of the historian. The relevance of both doing history (to the historian) and reading history (to the student of history) comes from the resulting ability to more fully construct, understand, and evaluate past, present and future choices which a more complete understanding of this process brings ( Johnson, n.d.). Because human development is a continuous process in which the present is informed by both the known past and the projected future, adult education professionals must have a knowledge and understanding of the history of their field; only in this way will the professional decisions and choices they make have validity in more than a limited, time constricted sense. The standard histories of adult education provide an inadequate basis for present evaluations and decision making because they present only a limited, culturally biased assessment of what and who was important in the history of this field: a picture only of the "big trees".

This paper has three goals: 1) to review the standard history of adult education and the image of the field which it evokes; 2) to provide examples of "neglected histories" that exemplify alternative perspectives on the field; and 3) to discuss the importance of developing a more balanced history of adult education.

PART I: THE BIG TREES
Colonial Period
Several factors in the social setting of colonial America encouraged educational activities for adults. Many settlers were members of political or religious minority groups looking for increased opportunity, opportunity more likely to favor those with either increased practical knowledge or higher levels of formal education than had been available to common citizens in England and Europe. Protestant religious groups generally promoted literacy (although often defined as the ability to read only, rather than to read
and write) as a necessary tool for Bible reading and enhanced spirituality. Finally, the strong work ethic prevalent in the colonies encouraged education; the idea that ignorance begets idleness was a compelling argument for the need for intellectual development (Knowles, 1977). Standard historians of adult education cite Cotton Mather's Essays To Do Good (1710) as an early example of the promotion of adult educational activity in the New World. In these essays Mather discusses the importance of cooperative efforts to benefit society. He advises the organization of discussion groups to deal with current problems
and suggests the use of specific questions as the basis for discussion. Four of the questions proposed by Mather follow:
1. Is there any particular person whose disorderly behavior may be so scandalous and so notorious that it may be proper to send him our charitable admonition?
2. Can any further methods be devised that ignorance and wickedness may be chased from our people in general; and that domestic piety, in particular, may flourish among them?
3. Is there any instance of oppression or fraudulence, in the dealings of any sort of people, which may call for our efforts to prevent it in future?
4. Is there any matter to be humbly recommended to the legislative power, to be enacted into a law for the public benefit? (Mather,1710, p. 16-17).

In these questions we see an early, faint foreshadowing of familiar adult education concerns: self- actualization, the use of education to cure social ills, and a desire to influence social policy. Seventeen years later, Benjamin Franklin elaborated on Mather's idea in establishing a "mutual improvement" society, the Junto. This group based their discussions on questions almost identical to those proposed by Mather. Additionally, each member of the society was responsible for generating in turn a question on morals, politics, or natural philosophy. Every three months members were required to write and present an essay on any subject as a stimulus to group debate. Membership in the Junto, which existed for thirty years, was limited to twelve ( Grattan, 1955).

Several other institutions provided educational opportunities to adults in colonial America. Private vocational schools, the predecessors of modern commercial trade schools and business colleges, were the chief sources of vocational education for adults. Subscription libraries provided books for the intellectual stimulation of those adults who could both read and afford the subscription fees. Agricultural societies, first established in the mid-eighteenth century, provided a vehicle for the exchange of agricultural
knowledge (Knowles, 1977). The general trend during the colonial period was away from the theologically based knowledge that had previously been the focus of most educational activities toward more secular, liberal, and utilitarian knowledge. In attempting to improve on the social and political traditions of Europe, American colonists devised educational activities appropriate for a new society.

Diffusion Of Knowledge In The New Nation
The period between the Revolutionary War and the Civil War saw a variety of social changes that influenced both the availability and type of educational activities for adults in the United States. Universal male suffrage (limited, however, to white males) argued for a more educated citizenry. Western expansion led to fewer distinctions between social classes and thus to changed opinions as to what was considered appropriate levels and areas of study. The industrial revolution promoted competitiveness and upward mobility, thus motivating many individuals to raise their level of education in order to take advantage of new opportunities. The urbanization and high levels of immigration which accompanied industrialization resulted in social and political conditions which increased the need for educational activities and programs for adults (Knowles, 1977). Privately Sponsored Activities According to Malcolm Knowles (1980), adult education activities before the Civil War can best be characterized as attempts at the diffusion of general knowledge. The influence of the European Enlightenment on the perceived value and importance of secular and scientific thought resulted in the founding of numerous institutions for spreading this "new" knowledge. Among those early institutions were the:

American Academy of Arts and Sciences, 1780
Pennsylvania Academy of Fine Arts, 1791
Boston Mechanics Institute, 1826
Franklin Institute, 1828
Lowell Institute, 1836
Smithsonian Institution, 1846
First Public Library, 1848
Cooper Union, 1859

Although the mechanics institutes and mercantile libraries were established to serve only a limited population (young merchants and merchant's clerks and mechanics and apprentices), other institutions were intended to disseminate knowledge in philosophy, natural history, the arts, and the sciences t the general public. The delivery by outstanding literary, religious, and educational figures of cultural or educative lectures or lecture series was based on the idea that "lectures can play a creative role in adult life" (Grattan, 1955), an idea which still prevails today. Many of the voluntary associations and agencies which were established during this period provided educational activities for their clients or members. Groups devoted to specific "causes"--abolition, temperance, suffrage--also engaged in educational activities designed to recruit new members and to inform the general public about particular social or political issues.

Publicly Sponsored Activities
Opportunities for agricultural education increased during the era before the Civil War. Farmers Institutes under the jurisdiction of state boards of agriculture provided direct instruction to farmers about technological improvements in farming. The Morrill Act of1861 provided federal support for Land Grant Colleges to teach agricultural and mechanical arts to the local citizenry, thus bringing higher education into close contact with the problems and needs of the people. Public evening schools made their appearance in a "highly unstable and often rather informal" form in the second twenty-five years of the nineteenth century (Knowles, 1977,p. 27). These early schools were intended to serve boys who had been forced to leave school to work and adults who had never received an adequate elementary education.
The curriculum was in no way tailored to the needs of adult students, but was rather are petition of courses offered during the day (Knowles, 1977).

Lyceums
The first national adult education program was introduced in 1836. The Lyceum movement, initiated by Josiah Holbrook, was intended to aid in the general diffusion of knowledge and the advancement of education in the public schools. Holbrook enumerated the advantages of Lyceums:
1. The improvement of conversation
2. Directing amusements
3. Saving of expense
4. Calling into use neglected libraries, and giving occasion for establishing new ones
5. Providing a seminary for teachers
6. Benefiting academies
7. Increasing the advantages and raising the character of district schools
8. Compiling of town histories
9. Town maps
10. Agricultural and geological surveys
11. State collections of minerals (Holbrook, 1829)

Lyceum "exercises" were conducted "in several different ways, to suit the wishes and acquirements of those who compose[d] them" (Holbrook, p. 28). Oral reading, biographical sketches, conversation and questions on various subjects, and lectures were among the methods of sharing knowledge commonly employed by Lyceum members. By 1835 there were approximately 3,000 town lyceums presenting weekly lecture discussions .The national system faded out after 1839, but many town and county lyceums continued to flourish up to the time of the Civil War. After the War, other groups such as women's clubs and literary societies continued the practice of providing popular public lectures. The Lyceum movement can be credited with leaving several conceptual and methodological legacies to future adult education endeavors (Knowles, 1980).
Diffusion Of Organizations In The Maturing Nation
Between 1866 and 1920, the United States experienced tremendous physical, intellectual, and economic growth. Concurrently, the country changed from primarily agrarian and rural to primarily industrial and urban. New knowledge, new theories of social development, and changing social conditions combined to suggest the need for both more extensive and more varied adult educational activities than had been available in the past.

According to Knowles (1980, p. 15), the period between the Civil War and World War I might best "be characterized as the diffusion of organizations" for adult educational activities. Each year saw the founding of several new organizations dedicated to personal or social improvement; most included a formal or informal educational component. Chautauqua And Correspondence Study Of the educational programs established during this period, Chautauqua Institution was undoubtedly the most ambitious. Founded in 1874 by the Reverend John Heyl Vincent, secretary ;of the Methodist Sunday School Union and Lewis Miller, a businessman, Chautauqua was originally conceived as a summer normal school for
Sunday school teachers (Grattan, 1955). The belief that a wide variety of liberal, secular knowledge would benefit the populace soon caused a shift in the emphasis of instruction, however. Literature, science, history, and other cultural subjects became the foundation of the Chautauqua Literary and Scientific Circle, established in 1878.

Believing that education should come "alike to the door of want and of wealth"(Vincent, p. 63) and that "the whole of life is a school" (p. 72), Vincent, with the help of William Rainey Harper (who later became president of The University of Chicago) developed a national system of home study based on local study groups or individual study. Students read from the required reading list, prepared answers to instructors'
questions, wrote essays, and took final exams. Between 1874 and 1894, ten thousand local study groups were established. Over 300,000 students enrolled in the C.L.S.C between 1874 and 1918, and approximately 50,000 fulfilled the four year course of study required for graduation from the program (Grattan, 1955).The idea of study at home, or correspondence study, was adopted by other private
institutions. The largest of these, the International Correspondence Schools of Scranton, Pennsylvania, was founded in 1891. Many public universities also developed correspondence departments to serve students who were unable to attend classes on campus (Knowles, 1980).

Social Service Organizations
The second half of the nineteenth century was marked by the establishment of a variety of social service agencies, many of which incorporated the idea of using education to alleviate or solve social problems. The YMCA, originally established in 1851, experienced tremendous growth in the 1860's. The Association, which established libraries and offered evening classes for study and improvement, soon became known as the "college of the people" (Cremin, 1988, p. 92). By 1913, seventy three thousand
students, most of them adults, were enrolled in Y classes. Courses included elementary school subjects for boys and young men who had left school in order to work, courses in English and American citizenship for immigrants, and industrial courses to prepare students for various jobs. The YWCA, established a few years later, offered a similar program of formal educational activities which were divided between traditional women's subjects such a sewing and homemaking and vocational preparation in fields that had traditionally been closed to women: telegraphy, bookkeeping, and commercial art
(Cremin, 1988).

The College Settlement Association (1887) established settlement houses in urban neighborhoods in order to teach city-dwellers "to learn how to live together and to secure good living conditions"(Knowles, 1977, p. 66). Settlement houses were run primarily by college educated-women as a tool to energize the community into becoming an educative and curative force. Settlement workers rejected the traditional restrictive view of education as the transmission of knowledge from superior expert teachers to ignorant
learners. Instead, they believed in mutual education: a two-way exchange of knowledge. Although lectures were sometimes employed, primary emphasis was on discussion of topics interesting or important to adult neighborhood residents. As Jane Addams remarked, students did not want to hear about simple things; they wanted "to hear about great things, simply told" (Cremin, p. 175-76).

Public Institutions
Evening schools, which had begun tentatively in the first half of the nineteenth century, became more common in the late nineteenth and early twentieth century. Knowles (1977) notes several trends relating to the development of evening schools during this period:
1. Enrollments and ages of participants increased
2. Americanization education was increasingly emphasized
3. Vocational offerings were expanded
4. The number of secondary and college courses increased with the advent of
Evening high schools
5. Experimental informal adult education activities began to be offered

By World War I, evening schools were an accepted part of the adult education scene, and were generally tax supported. University extension, an educational development with profound implications for adult education, was first instituted by the University of the State of New York in 1891. Although a few universities experimented in the late 1800's with the idea that state funded universities had responsibilities to its citizens other than the transmission of a cultural heritage to traditional college-aged youth, the extension movement did not gather much force until 1906. In that year the University of Wisconsin created a University Extension division which emphasized subjects concerned with the problems of the people of the state: problems relating to agriculture, industry, politics, and society. The goal of
university extension became carrying the University to the homes of the people...to give them what they
need--be it the last word in expert advice; courses of study carrying university credit; or easy lessons in cooking and sewing. University extension...offers the benefits of research to the household and the
workshop, as well as to municipalities and the state (Louis E. Reber, Director for University Extension, University of Wisconsin, 1907; cited in Grattan, 1955, p. 193).

The university extension movement was based on the idea that the knowledge coming out of public universities should benefit the public who financed its discovery and that education could be a means to the end of enhancing the quality of life for the average citizen.

Training In The Workplace
The beginning of the twentieth century saw the adoption of programs that viewed education as a means to another end: efficiency in the workplace. The idea of scientific management developed by Frederick W. Taylor in the 1880's was appealing to the business community, and employee education was seen as the best means of increasing the efficiency he promoted. Programs to teach business skills and methods and to promote discipline and obedience were adopted by many businesses and industries. The National
Association of Corporation Schools was organized in 1913 to help businesses develop programs. A typical program, such as that offered by the John Wanamaker Commercial Institute to Wanamaker employees, included courses in reading, writing, arithmetic, English, spelling, stenography, commercial geography, commercial law, and business methods. By offering educational programs, employers hoped not only to increase corporate efficiency but also to promote employee loyalty. Providing educational services to employees and, in many cases, to their families was part of the business world's effort
to forestall unionization. Employers hoped that provision of educational activities would lead not only to increased levels of technical skill but to the general advancement of Americanization and to stable family life, as well. Increased satisfaction and stability would obviate the desire of employees to organize (Cremin, 1988).

Governmental Involvement In Adult Education
Governmental involvement in adult education increased in the first quarter of the twentieth century. The Smith-Lever Act of 1914 specified that federal funds be combined with state monies to develop and implement a cooperative agricultural extension service. By this means scientific knowledge developed in the land grant colleges and agricultural experiment stations could be transmitted not only through courses at the colleges but also by way of demonstrations and publications to rural families. Programs were not limited to agricultural concerns, but rather dealt with all aspects of rural life; the goal of the Cooperative Extension Service was to help families attain greater ability in maintaining more efficient farms and better homes; greater ability in acquiring higher incomes and levels of living on a continuing basis; increased competency and willingness, by both adults and youth, to assume leadership and citizenship responsibilities; and increased ability and willingness to undertake organized group action when such will contribute effectively to improving their welfare (Knowles, 1977, p. 90).

By 1960 there were over 14,000 county agents, home demonstration agents, and subject matter specialists working with almost sixteen million families (55% urban, by this date), making this program the largest adult education endeavor in the world. The contribution of the Cooperative Extension Service to the field of adult education has been profound on both theoretical and methodological levels. The Service pioneered in the development of materials and methods tailored to adult learners; it perfected techniques of home visitation and demonstration; it developed methods for the systematic evaluation of educational activities; it actively involved adults in the planning and implementation of their learning projects; and it refined procedures for preparing and pretesting teaching aids, in-service training materials, reports of educational research, and subject-matter publications at appropriate reading levels. This practice of making the learner the focus of educational activities provided the basis for later adult education theory and practice (Knowles, 1977). World War I stimulated continued government interest in adult education. The Smith- Hughes Act (1917), passed in answer to the need for skilled workers in war industries, provided for federal funds to be combined with state and local fund for the expansion of agricultural, trade, and industrial education, principally through the public schools. "By introducing into our educational system the aim of utility, to take its place in dignity by the side of culture" (Commission on National Aid to Vocational Education, 1917), this piece of legislation resulted in vocational education becoming a primary focus of adult education.

Further federal support was necessitated by the Depression and World War II. Adult education programs developed by the Works Progress Administration, the Civilian Conservation Corps, and the Tennessee Valley authority served many thousand unemployed adults (Knowles, 1980), and the Servicemen's Readjustment Act of 1944, popularly known as the G.I. Bill of Rights, popularized higher education by financing the higher education of thousands of adults (primarily men) who would not otherwise have
considered a college education possible (Cremin, 1988). The 1960s were a time of increasing federal legislative and financial support for adult education. The Area Redevelopment Act of 1961 and the Manpower Development and Training Act of 1962 provided training for those persons who became technologically unemployed or who were affected by shifts in labor demand. The Economic Opportunity
Act (1964) established the Adult Basic Education program to provide people eighteen years of age and older a chance to develop the reading, writing, language, and mathematical skills necessary to find employment. Administered by the U.S. Office of Education after 1966, this program provided funds to state and local educational agencies for instruction, employment and training of qualified teachers, and for development and implementation of curricula and techniques appropriate for adult students (Knowles,
1980).

In 1975 Senator Walter Mondale introduced the Lifelong Learning Act, intended to support research and development, teacher training, curriculum development, development of techniques for teaching and counseling adults, and the identification of the educational needs of the elderly population (Knowles, 1980). Mondale was elected vice-president in the next election, and Congress passed the Act. However, adequate funding for the implementation of its proposals was never approved. Governmental commitment to financial support for education decreased during the Reagan administration; only the ABE program maintained its level of funding. As a result of the redefinition of the Comprehensive Employment and Training Act (CETA) to the Job Training Partnership Act (JPTA) the balance of support for training and retraining programs shifted from the government to private industry (Stubblefield and Keane, 1989).

Institutionalization Of Adult Education
Stubblefield (1988) characterizes the period between the two World Wars as a time of institutionalization of adult education, a period during which a primary focus was to determine the direction adult education should take as a new agency in American life. The establishment of the American Association for Adult Education (AAAE), financed by the Carnegie Corporation; increased research on adult learning; and establishment of graduate programs in adult education combined to precipitate a change in direction for adult education; it was no longer "a movement oriented primarily toward social reform" but rather a "more purely educational undertakinga profession" (Cotton, 1964, p. 81). This change in focus was the source of considerable disagreement within the field. On the one side were those who, like Morse A. Cartwright and Lyman Bryson, foresaw danger in identifying adult education too closely with social action. The other side was represented by Eduard Lindeman, Alexander Meilke john, and others, who regarded adult education as a means of making adults intelligent about their situations in life in order that
they could apply what they learned to improve society (Stubblefield and Keane, 1989). Cotton (1964, p. 84) suggests that what emerged from this conflict was a "sophisticated and mature" orientation toward the goals and potentialities of adult education, an orientation which viewed the development and implementation of "socially significant", rather than social action, programs as the "ultimate objective" of adult education. That this debate remains unresolved today is evidenced by the current special topic
AEDNET forum initiated by Jack Mezirow. Mezirow characterizes adult education as a field envisioned by our founders and past leaders as one of great promise for democracy, social justice, equality, freedom and community development by helping adult learn how to more effectively participate in critical discourse on public issues and in collective efforts to improve their communities and make our social institutions more responsive to citizen needs (Mezirow, 1990, p. 1). He continues by expressing profound concern over the "drift" of the field from its early social commitment to its current "market-driven" state and calls on the professoriate of the field to actively foster a consensus on and efforts toward social goals by defining priorities and allocating resources.

The Image Of Adult Education
A reading of the standard histories of adult education gives a hint of the uphill battle facing Jack Mezirow and his supporters. While he views the social action programs of the past as "one of our proudest legacies", the historians of the field virtually ignore them. Little more than passing mention is made of women educators and their contribution to the field, of education in socialist movements, of the education of African American adults, or of worker's education (Cunningham, 1989). Additionally, programs which could be viewed from a modern perspective as culturally imperialistic or oppressive (assimilation of American Indians, Americanization of immigrants) are reported with no discussion of related ethical questions. As a result of the subjective choices made in reporting an image emerges from these standard histories of a field established, developed, and practiced almost exclusively by white, middle-class males for the purpose of implementing their view of the good society.

PART II: THE UNDERBRUSH AND THE VINES
Adult education was defined in 1936 by Lyman Bryson as "all activities with an educational purpose that are carried on by people engaged in the ordinary business of life" (Bryson, 1936, cited in Grattan, p. 3); the ethnocentric biases of adult education historians have left many of these activities unreported or undervalued, however. Examination of some of these activities and programs can provide useful perspectives on the field . What follows is merely a representative sampling of "neglected" adult education histories; no claim to comprehensiveness or cohesiveness is intended. That the people
and programs described here would have as strong a claim to a place in the history of adult education as have the "big trees" of the standard histories seems obvious. As W. E. Williams pointed out in his survey of the British adult education scene earlier in the century, "the big trees [are] far from being the only valuable parts of the forest....much of the true vitality of the forest [is] to be found elsewhere" ( Williams, 1934, cited in Grattan, 1955).

Neglected Histories
Anne Hutchinson
Anne Hutchinson was a learned reader of the Bible, mother of 12, and mid-wife who held weekly meetings in her home to discuss the minister's sermons. Sister's Anne's influence grew among the women of the Massachusetts Bay Colony, and women soon started bringing their husbands to participate in the discussions. Sister Anne's fate differed from that of Cotton Mather, a later discussion leader: male community leaders halted the talks and Hutchinson was excommunicated and banished. She was later killed by Indians (Sochen, 1974).

Adult Education Among Quakers
Quaker's have long been pioneers in women's and adult education. Among Quakers, parents were held responsible for the education of their children; for this reason the Philadelphia Yearly Meeting was, by the middle of the eighteenth century, providing schooling for poor parents whose lack of education made them unable to properly educate their children. In 1778, Anthony Benezet, a Philadelphia Quaker, established a grammar school for the purpose of educating rural women who were responsible for providing their children with a basic education. After 1790, women ministers began advocating advanced education and teacher training for women to enable them to assume responsibility for educating the poor, blacks, and women, even at advanced levels" (Schwager, 1987).

Black Literary Societies
Free blacks established many literary societies in the early and mid 1800's. Some of the expressed purposes of these societies were: the stimulation of reading and the spreading of useful knowledge by providing libraries and reading rooms, the encouragement of expressed literary efforts by providing audiences as critics and channels of publication for their literary productions and the training of future orators and leaders by means of debates(Porter, 1936, p. 557).One of the most ambitious of these organizations, the Phoenix Society (1833) of New York City, was "designed to be the soul of the entire [black] population and their friends in the city." Its goal was "to promote the improvement of the colored people in morals, literature, and the mechanical arts". Projects included a library, reading room and exhibition hall; historical and scientific lectures; ward societies for mutual aid in the community; and an evening school for adults (Porter, 1936; p. 555-56).The development of these societies was necessitated by the race relations of the time. Blacks were generally unwelcome in white literary societies. In Massachusetts, for example, Charles Sumner and Ralph Waldo Emerson canceled an engagement to speak at a local Lyceum when it became known that black patrons were not granted the same privileges as whites. Although most of these societies were short-lived, they served several positive purposes during their existence: they helped to disseminate knowledge among a poorly educated population; they encouraged many Blacks to start private libraries; they trained individuals for community leadership; and they were frequently the background for the organization of schools for Blacks. In all of these activities, Black organizer provided ample evidence of an ability to develop and implement self-educative activities.

Freedmen's Schools
Following the Civil War, schools to teach the children of freed slaves were established by several public and private organizations. By 1870, over 3,000 teachers--white and black teachers from the North and white teachers from the South--were engaged in this effort. Although the overwhelming majority of the teachers were female, leadership and supervisory positions were reserved for males. This policy was strictly enforced, even in cases in which women were better suited by credentials, experience, or
temperament to lead (Jones, 1979).

Many of the teachers operated night schools for the purpose of educating the newly freed black population in the knowledge and attitudes necessary for them to be assimilated into their proper place in American society. This goal caused considerable resentment among Southern whites, who viewed these teachers as an "invasion force attempting to recreate Blacks in their own image in order to control the power of the Black vote, and thus the destiny of the South (Morris, 1981).Tuskegee Normal And Industrial Institute
Booker T. Washington founded Tuskegee in 1881 to provide industrial and teacher training to Black men and women. Other courses of study included English, reading, composition, mathematics, geography, history, government and law, bookkeeping, natural science, philosophy, music, and religion. Classes were held during the day for students able to attend full time; night classes were available for those who worked during the day (Gyant, 1988).Washington, with the assistance of George W. Carver, also established the Tuskegee Agricultural Experiment Station. This Movable School Project traveled around rural Alabama to teach men and women new agricultural methods, animal husbandry, home gardening, disease prevention, and improved methods of food preparation. Additionally, students from the school went into rural areas to teach adults to read and to understand the value of education for themselves and their children (Gyant, 1988).

Tuskegee Woman's Club
The Tuskegee Woman's Club was founded by Mrs. Washington for the purpose of promoting the "general intellectual development of women." Although as exclusive in membership as many of its white counterparts, the Club became actively involved in community affairs. A plantation settlement that included Sunday school classes, organized boys' and girls' clubs, sewing classes for girls, mothers' clubs, and newspaper reading clubs for the men was established in 1898. A public library and reading room was
started in 1901, and the Town Night School a few years later. This school provided the opportunity for many men and women to receive academic and industrial training(Neverdon-Morton, 1982).The Club served as a vehicle for community self-help, as well. Woman's Club members began to engage in home visits in Tuskegee in order to teach women how to better care for their families and maintain their homes. Mothers' meetings to discuss home management, child care, and marital concerns were held every week. When black women began increasingly to seek the right to vote, political education was added to the program to insure that they could vote as informed citizens (Neverdon-Morton, 1982).The Bryn Mawr Summer School For Women Workers In Industry The Bryn Mawr Summer School, established in 1921 through the combined efforts of women leaders in labor and education, was based not on a narrow, utilitarian view of workers' education but rather on a belief in the rights of all individuals to self development in terms of both culture and economic value. The purpose of the program was to offer young women in industry opportunities to study liberal subjects and to train themselves in clear thinking; to stimulate an active and continued interest in the problems of our economic order; to develop a desire for study as a means of understanding and of enjoyment in life. The Summer School was to be committed to no particular theory or dogma; discussion and teaching were to be free and open to enable students to gain insight into the problems of industry and into their potential to help solve those problems (Constitution of the Bryn Mawr Summer School, 1922).The statement of purpose and the original curriculum--economics, English, history, literature, hygiene, science, and music appreciation--reflected the liberal educational
philosophy of President M. Carey Thomas and the Bryn Mawr College trustees, a philosophy that placed major emphasis on the development of the intellectual powers of the mind rather than on pragmatic approaches to immediate problems. By implementing a program the purpose of which was not merely to instruct workers in identifying the sources of and solutions to their own job-related problems but also to introduce them to new fields of thought and interest" (Smith, 1929), the Summer School made a unique contribution to the field of workers' education. That the program was at least partially successful in reaching the goal of "liberating"--in the traditional educational sensethe working women who attended the School, is reflected in the words of one student, a garment worker: "It was light when my feet touched the soil of the campus. It was light again when girls of different parts of America and from various industries addressed each other in an old-friendly way. It was light when the dark heavenly bodies were pointed out and introduced. It was light when the strange sounds of foreign language became familiar and sweet. It was light when the teacher and pupils analyzed the control of wages and the means of production. "It will be light, strong, and warm, light for humanity." (quoted in Smith, 1978, p. 156).

Highlander Folk School
Many adult education activities have evolved out of community initiatives; Highlander Folk School is a good example of this type of program. Established in 1932 by Miles Horton, Highlander's purpose was to help people find their own answers to the problems which faced them and to gain greater control over their lives: in other words, to empower the common people. Early programs, which included courses in psychology, cultural geography, revolutionary literature, and current economic problems, as well as seminars on how to promote social change, were focused on labor reform; throughout the 1930's Highlander's staff and students worked to create equality of opportunity within the labor movement. By
the 1950's, general acceptance of the right of labor to organize and improving economic conditions influenced a shift in the emphasis of Highlander's efforts; "[c]onquering meanness, prejudice, and tradition" as a prerequisite to an orderly transition to an integrated South became the new focus of the Folk School's programs (Adams, 1980, p. 225).

Stubblefield and Keane (1989) suggest that the most important contribution made by Highlander was the development of citizenship schools to teach Blacks literacy and an understanding of the white power structure and their rights in a democracy. In the tradition of helping oppressed people help themselves, operation of the schools was turned over to the Southern Christian Leadership Conference in 1961.

An Alternative Image Of The Field
Awareness of the "neglected" histories of adult education results in a picture of the field quite different from that projected by traditional histories; the resulting image is not one of practitioners striving for professional maturity and sophistication but rather one of ordinary people striving together for individual and societal improvement. By looking "beyond institutions to the popular social movement, grass roots education, voluntary associations, and communities producing and disseminating knowledge as a human
activity" (Cunningham, 1989, p. 34), adult education can be perceived as a field more concerned with the ends than the means.

PART III: THE NEED FOR A BALANCED HISTORY OF ADULT EDUCATION
In 1964 Webster Cotton wrote about periods in the development of the field of adult education in which consderable "intellectual ferment" was aroused among educators by contemplation of questions "as to where adult education should be going, why and how best to get there" (p. 80). Twenty-five years later, adult educators are still asking these questions; however, adequate answers depend on the answer to another question: where have we been? Questions regarding goals, ethics, philosophies, and policies need to be answered by individuals and by groups in the field, but the answers must be informed not only by
current theory and practice but also by a knowledge of the history of the field. Any attempt at planning--"a systematic attempt to shape the future"--must involve knowledge of and a shaping of the trends and events which emanate from the past (Rothwell, 1951, cited in Johnson, 1973). Writing a history involves selecting and arranging evidence to interpret and explain the past. The process of selection is essentially a subjective one, although our sincere goal may be "scholarly objectivity"; who we are, where we have been, and where we hope to go influences us, consciously or unconsciously, in any such evaluative process. Two factors make standard histories of adult education inadequate for the purpose of informing present policy construction, decision making, and action. First, their authors, in the process of selecting and arranging events, have omitted or undervalued populations whose activities and achievements should have earned them recognition equal to that afforded the field's heroes. To revere Franklin's twelve-member Junto while ignoring Black literary societies, which were more extensive in both size and goals, for example, leaves standard historians open to a charge of ethnocentric bias which should have no place in a field which prides itself on reflecting a universal human activity. Second, standard histories have consistently ignored the ethical questions involved in the "forced" adult education of groups such as Native Americans and immigrants. Respect for and pride in the past should not preclude recognition and discussion of such questions. To ignore the successes of minority or counter-hegemonic groups and to overlook the failures of the prevailing hegemony robs the field of information and perspectives necessary to make informed decisions in the present. The standard histories and the neglected histories project different images of adult education; both are necessary for a complete understanding of the field. Once we have a clearer understanding of where we all have been, we will be better prepared to address the questions of where we should be going and how best to get there.

The assignment in Week Three is Decisions in Paradise Part I consists of the following:

a. Read the Modified Business Scenario Decisions in Paradise (at the bottom of the assignment description)

b. Assume the role of Nik, and use Pacific Express (PacEx) as the organization represented by Alex, Nik, and Chris.

c. Using the information from the case, materials from the course, independent research, and information from your current organization or those provided
by your faculty facilitator for the parent company, FedEx, in the course materials thread, prepare a 700- 1,050-word paper, in which you develop the preliminary considerations for FedEx and PacEx
to establish a greater presence on Kava by:

1) Defining the issues that appear in this business scenario

2) Discussing the forces that are involved in formulation of the problem Using problem formulation tools and techniques, describe the
organizational and cultural (some will refer to this as environmental) obstacles in the way of attaining the necessary manpower and training to
deliver an initial operations within a Kava-based PacEx business unit. The PacEx cargo port will be tied to FedExs distribution cargo port in the
Philippines. Address how the various key Kava civic leaders and government (i.e. stakeholders) will be impacted by the various decisions and policies that
PacEx must implement using parent company guidance in areas such as equal opportunity, language on the job. Limit your debate to the areas of
employee recruitment, selection and employee training on PacEx and FedEx policies, procedures and cargo port work processes. Remember, we are
following the steps in the decision-making model.

3) Apply critical thinking in the decision-making process


Business Scenario
Decisions in Paradise: How To Be, or Not To Be
Introduction:
My name is Nik. I spell my name a little differently. But, with so many folks named Nicholas, Nicolette, Nicole, Nikoleta, Nikola, and more, I figure Id let people guess.
Like everyone else, I periodically imagine what paradise on Earth would be for me. In my imagination, my trip to paradise includes having a wonderful, loving relationship, finishing my college degree, getting a meaningful job, seeing some of the rest of the world, and getting my dog, Leonard, housebroken.
Although Id been working on all this stuff for what seems a lifetime, I couldnt believe that they all came together for me within a three week period; although, Im still working on Leonard.
Within two weeks of finishing my degree, I landed a job with great potential in a solid organization called Federal Express within a sub unit called Pacific Express (PacEx). All the investment of time, energy, and money in school finally paid off, not to mention I learned a lot more than I thought I would. The next week I reconnected with a former friend, that could prove to be the love of my life. Did I point out Im still working with Leonard?
Adding to paradise found, my first assignment with my new company required me to travel to another part of the worldan island country of Kava, in the South Pacific to be exact. Now who thinks of the South Pacific and doesnt image a physical paradise white beach, gentle surf, swaying palm trees, tropical breeze I sure did, and so did the prospective love of my life. We agreed the first trip would be strictly business. So, I would be traveling alone. Poor Leonard. If this assignment and our relationship worked out well, however, we could spend other occasions together in paradise.
My first week of work was entirely engulfed in a brief introduction to the company, HR procedures, organizational processes, overview of Kava, and flight arrangements. Although I received a great deal of help in putting together the trip to Kava, no one knew exactly what I would be doing there since PacEx was such a new unit. Our trainers had an idea it is a mini-FedEx for the smaller countries across the Pacific Ocean. The only real insight I obtained to PacEx operations was a briefing our trainers had on file from the first President of PacEx.
Youll be working with Alex, our director of strategic planning for PacEx, was the short, quick, and consistent response I got. Very experienced, very demanding, very influential executive. What an opportunity for you!
So, the following week I was off to Kava, to meet with Alex, my supervisor and mentor, for my assignment in paradise.
I hope the love of my life gets Leonard housebroken while I am gone.
The setting:
My first reminder that lifes events are not as we perceive them to be is when I landed in Kava. What I found was that this part of paradise was a mess, at least where I landed. It was a mess all the way to our companys office at the airport. It was a mess around the office. The trailer office was right next to a fairly new hanger lined with offices inside and I could see conveyors and new material handling equipment being installed as we drove up. New vehicles for package delivery were lined up with PacEx decals on the side. It looked like FedEx had multiple contractors delivering everything necessary to start a PacEx business unit.
I opened the door of the trailer, our make-shift office. The office was a mess, too!
Before I could focus myself to say anything, even to greet the receptionist sitting behind the desk, the hectic yet very welcoming voice rang out, Greetings, Im Alex.
I was a bit surprised. Correction: I was very surprised. People never look like you picture themnothing is like your mind ever pictures itbut I was way off with Alex. I should have known better, but I still answered, Really? Youre not the receptionist? Youre not at all how I pictured you.
Really? Alex responded, How did you picture me.. gesturing me to introduce myself.
Im sorry. Im Nik, I responded.
You are Nik? was Alexs retort. Wow! Youre not even close to how I pictured you, either.
So much for perception is reality, we said in unison.
Well, that was a wave of commonality in this sea of diverse thought, eh? Alex quipped.
I quickly learned Alex loved metaphors.
Yeah, lets see if we can have many more of these we experience, I answered, hoping my first impression was not my last.
Again with a hectic this time reassuring voice Alex said, Oh we will.
So, youre one of the rookies they sent me from FedEx training camp. Get ready for some fun games. By the way, I am also the receptionist.
Let me tell you a little about Kava, Alex continued, and with a note of humor and threat added, And, make sure you keep your eye on the ball this time.
Alex debriefs Nik about Kava.
FACTS ABOUT KAVA:
The location:
A significant island country in the South Pacific.

History:
Settled by both Britain and France during the first half of the 19th century, the island was made a French possession in 1853. It served as a penal colony for four decades after 1864. Agitation for independence during the 1980s and early 1990s ended in a 1998 Accord, which transferred an increasing amount of governing responsibility from France to Kava. Kava assumed full sovereignty and independence in 2006.
The people:
Over 50% under 15 years of age, an AIDS epidemic affected significant numbers of middle-aged adults and elderly. The epidemic is now under control.
Ethnic mix of indigenous South Pacific tribes, Asian (Chinese primarily), African, French, Spanish, and since World War II, a sizeable number of Americans.
Religions Indigenous 50%, remainder closely divided between Christian, Buddhist, and Islamic.
Languages Numerous indigenous, as well as English, Spanish, and French.
The culture:
A male dominated society where women are viewed in a negative way when it comes to education, and voting rights. With the recent epidemics significant number of women are being introduced to the work force. Star Semiconductor ended up with a significant number of women workers. Bribery is especially bad in the business community. Community laders consist of elders who hold town hall meetings where issues should be introduced and discussed. Meetings with these elders can result in local support to solve issues.
The economy:
Petroleum, coffee, cocoa, spices, bananas, sugar, tourism, fishing, and natural gas, as well as inexpensive, quality labor.
Disasters threats:
Tidal waves/tsunami
Typhoons/Hurricanes
Tornadoes
Floods
Fires
Volcanic eruptions
Earthquakes
HIV/AIDS
Petroleum spill
High risk for avian flu
Terrorism, from within and outside the country
Helping organizations:
Governmental service local, state, and national levelsincluding the military
Community based organizations
Faith-based groups
Businesses
THE SITUATION:
After Alexs introduction to Kava, reviewing the potential risks associated with our location, and thinking Im showing Alex my great observation skills, I declare, Thats why the mess all around here. Some disaster hit this place. Right?
Alexs eyes spoke, No kidding, slugger. But kinder and more informative words came from Alexs mouth that said, No, not some disaster. It was some disastersfastballs being thrown from all sides, so to speak.
I asked my first stupid question, What kind of disasters have they had here?
With some chiding, but great patience, Alex replied, Dont they teach about things that happen in the rest of the world at your college, or did you get hit by a pitch?
They do, I answered, but like everybody else, I guess, it if doesnt affect me directly, I dont pay much attention.
Every day, in many ways, youre affected directly by things that happen in many parts of the rest of the world, Alex responded, this time with less patience. I bet what happens in Kava impacts your life at least three times a day, every day. You may not get all the fly balls, but youre still in every part of the game
What happened here was..
How did the folks deal with all that? I interrupted with amazement.
Too much, too many, and over too short a period, Alex answered with sigh. Add to that the diverse composition, beliefs, attitudes, and ideologies, and youve got a melting pot boiling over.
Or, everybody thinks they can pitch, eh? as I took a swing at metaphoric statements.
Good one, Alex stated. Yep. Now, lets get to work on our game plan.
THE TASK:
Alex began to define our mission from PacEx and my assignment:
Our company is considering establishing a greater presence here in Kava with a start up cargo processing operation, Alex started. That greater presence could take various forms, based on whats good for our company and whats good for the people of Kava. You and I get the chance to analyze, synthesize, and prescribe regarding that decision. He continued; Star Semiconductor Inc. has built a huge plant on Kava and it is our job to ensure the air delivered supplies get to the plant and that the components they produce are shipped to other assembly plants in the Pacific quickly and efficiently. This the first big contract for PacEx and weve got to deliver.
Why Kava, because so many disasters happen here? I questioned. I think I can write up this recommendation in two words, Forget It.
Again with great patience, Alex explained, slowly and deliberately, I guess you can just take your ball and go home. But our organization chose to play in this game and you chose to join our organization. If you really want to play, you will have to take your turn at bat. There are no designated hitters in this game.
I rephrased my thoughts, OK, we want a greater presence on Kava beyond our initial commitment with Star Semiconductor, because so many disasters happen here and PacEx can help them obtain relief and humanitarian supplies.
Alex answered, Yes, but even more. Certainly, one reason is that whatever happens here affects us there. Ill make sure you understand that as we create this operation. As youve seen recently, disasters happen at home, too. We can avoid, deny, or ignore them. We have to turn them into opportunities. Another huge reason is the founder of PacEx, Chris Morales, has a deep-seeded commitment to doing what is right. Not because of the economics, or politics, or recognition, but because its the right thing to do. Our organization is far from perfect, but we keep trying to upgrade who we are, what we do, and how we do it. Chris believes we cant keep taking more from Kava, if we dont give more back. Chris wants to live up to that Morales name. And, the third, maybe most consequential reason is the government of Kava, and Im sure indirectly a bunch of other organizations, are asking us to bring our business culture to Kava.
Why is their government asking our company, a for-profit business, to help them with their, uh, social needs? I asked.
There are also three big, basic reasons, for that, Alex answered, and loads of other minor ones.
First of all, through our growth, our company has demonstrated that we can develop and manage a very effective, as well as highly efficient, organizational structure and processes. That includes all aspects of the company; marketing, finance, purchasing, technology, human resources, physical resource, transportation, strategic planning, leadership, etc.
Secondly, the goods and services that come from Kava, have a significant impact on our company, you and me, and most folks back home who use computers or other forms of technology, as well as people all over the world. Star Semiconductors are used in just about every type of electronics.
Last, and certainly not least, as Chris has preached and demonstrated, In the long run, economics drives everything.
Alex concluded with, So, are you ready for your turn at bat?
I guess, I answered will all the confidence of a first-time skydiver. But, I wouldnt mind if youre the leadoff hitter, at least for right now.
OK, then. Keep your eye on the ball, Alex instructed, because heres what we, by that I mean you, need to do first.
All those fresh new critical-thinking skills you developed in your education should be applied, because I want you to write a not-too-long Business Action Plan Part I to what will be our companys plan about how we have a greater presence on Kava. I think Part I of our action plan should discuss the following areas. I would like for you to defining the issues we are facing to establish our PacEx operation. Just about everything we need has been delivered to us by FedEx. Our challenge is the people part of the business enterprise. This is a different place than the United States, so I would like for you to discuss the forces that are involved in formulation of the problem by describing the organizational and cultural (some will refer to this as environmental) obstacles in the way of attaining the necessary manpower and training to deliver an initial operations within a Kava-based PacEx business unit. Our PacEx cargo port will be tied to FedExs distribution cargo port in the Manilla, Philippines. Address how the various key Kava civic leaders and government (i.e. stakeholders) will be impacted by the various decisions and policies that PacEx must implement using parent company guidance in areas such as equal opportunity, language on the job. Since I will be pulling the plan together, I will let you focus on the areas of employee recruitment, selection and employee training on PacEx and FedEx policies, procedures and cargo port work processes. To help you out the PacEx home office delivered our People Policy, which is our employee handbook and the FedEx Code of Business Conduct. Hope you remember all that you observed at the FedEx cargo-processing hub since our operation has to be just as efficient. I noted that FedEx has some video clips you can watch if you forgot what you saw.
So, how to be, or how not to be here, I joked, That is the question.
Thats right, Hamlet. Alex joked in return, Although I think was Milton not Shakespeare who wrote Paradise Lost. Lets see if we can find it.

Some sources that might be some use
ir.fedex.com/downloads/code.pdf
http://mediacener.fedex.designcdt.com/node/334
http://mediacenter.fedex.designcdt.com/node/309
http://mediacenter.fedex.designcdt.com/node/120
http://mediacenter.fedex.designcdt.com/node/120
http://mediacenter.fedex.designcdt.com/node/320
http://mediacenter.fedex.designcdt.com/node/244