Managing Schools Corporate Image - a Case Study in University Essay

Managing Schools Corporate Image - a Case Study in University - Essay Example Just as any other corporations present in the community, pedagogical institutions are not exempted from this common situation in the community. It is necessary for educational institutions to project a good image and identity towards the community since they are considered responsible in shaping the future of every nation. As simple as these two ideas may seem yet in reality, this is one of the most difficult and the most complex challenges that a business may face that concerns management these days. In order to address this challenge, every organization must understand and recognize the importance of corporate image and identity. (http://www.lippincottmercer.com/insights/a_roberts03.shtml, para 4) In order to make sure that the company is developing the reputation it seeks from the community, the need for perfectly aligning these two elements - corporate image and corporate identity, is held necessary furthermore considered to be the only way of attaining such expectations. (http://www.lippincottmercer.com/insights/a_roberts03.shtml, para 2 & 5) "Identity goes to the heart of how a company creates value in the marketplace and in the financial markets. In a nutshell, that is the very essence of image management". This key element in building the reputation of the organization includes the organization's purpose, its vision, its strategy and its business objectives. " (http://www.lippincottmercer.com/insights/a_roberts03.shtml, para 2, 5 & 6) As a whole, corporate identity consists of all its products and services, as well as how its people behave that is projected through the shared values of the organization and its employees. Corporate identity digs deeper as to the process and the ways in which the company creates its own value in the community where it markets its products and services. (http://www.lippincottmercer.com/insights/a_roberts03.shtml, para 2, 5 & 6) On the other hand, corporate image has to do something with the people who had availed of the corporation's products and services, their impressions and associations towards the corporation as perceived through their experiences with the company. Generally, these impressions and association that the consumers have developed within themselves can however be controlled by the corporation. Everything that the consumers have to go through is capable of being controlled by the corporation to a greater or lesser degree. This "may include the tone and manner of its employees, its pricing structure, the quality of its customer service, the publicity it receives from the media, its social responsiveness and its activities in the community". (http://www.lippincottmercer.com/insights/a_roberts03.shtml, para 7) It is and has been conceptualized largely in terms of the visual aspect it projects to the people. In business management studies, they also suggest that image is determined mostly by the organization and is presented to the employees in both verbal and visual form. (qtd in Moffit & Williams, 1997) Managing effectively the corporate image and identity is considered as the only way of building the desired reputation of the corporation towards its target consumers. (http://www.lippincottmercer.com/insights/a_roberts03.shtml, para 7) Hong Kong Institute of Education (HKIEd) - A Case Study Pedagogical institutions, unlike any other corporations, have a more challenging management strategy

Service Quality and Customer Satisfaction Relationship

Service Quality and Customer Satisfaction Relationship The distinction between service quality and satisfaction was initially unclear in literature (Anderson and Fornell, 1994). There was considerable debate whether service quality is a cause of satisfaction (Cronin and Taylor, 1992; Parasuraman et al., 1985) or a consequence of satisfaction (Bitner, 1990; Bolton and Drew, 1991). Anderson and Fornell, (1994) contend that Satisfaction is a post consumption experience which compares perceived quality with expected quality, as contrasted to service quality which Parasuraman et al., (1985) refererred to as a â€Å"global evaluation of a firms service delivery system† . In support of this distiction the works of (Brady and Robertson, 2001; Cronin and Taylor, 1992; Frazer Winsted, 2000; Spreng and Mackoy, 1996) lead us to believe that satisfaction and service quality are distinct constructs and, that service quality is an antecedent of the broader concept of customer satisfaction. An accepted view is that the essential determinant of satisfaction is the confirmation/disconfirmation of pre-consumption product standards (Erevelles and Leavitt 1992; Oliver 1996). Several different comparison standards-each exclusively tied to positively aspects of product features and their implications for consumers-have been used in past research. By far the most common are predictive expectations of attribute performance, as incorporated in the expectations-dis-confirmation (ED) model of satisfaction response (Boulding et al. 1993; Oliver 1996; Tse and Wilton 1988). Desires based on features and benefits that are considered ideal or aspirational in the product domain have also been recommended (Westbrook and Reilly 1983). Other models use equity expectations based on what the consumer believes reasonably should occur given the product/service price (Oliver and Swan 1989) and experience-based norms de-rived from personal experiences or information received (Cadotte, Woodruff, and Jenkins 1987). Although these four types of comparison standards reflect the four principal satisfaction models articulated within the CS paradigm, past researchers probably have overemphasized the significance of predictive expectations and the ED model (Cadotte, Woodruff, and Jenkins 1987). lacobucci, Grayson, and Ostrom (1994) recently called for research into conditions that determine the use of certain standards over others and the possibility of multiple simultaneous standards, and new empirical work has begun to support these ideas (Spreng, MacKenzie, and Olshavsky 1996). A few CS paradigm researchers have gone beyond these cognitively toned model formulations to consider the affective nature of satisfaction (Oliver 1996; Westbrook 1987). Perhaps most intriguing is Olivers (1989) suggestion that there exist five different modes or prototypes of satisfaction: contentment (with its primary affect of acceptance or tolerance), pleasure (a positive reinforcement state that involves the evocation or enhancement of a positive, well-liked experience and a primary affect of happiness), relief (a negative reinforcement state occurring when an aversive state is removed), novelty (expectations of the unexpected that yield a primary affect of interest or excitation), and surprise (a primary affect of either delight or outrage as occurs when the product performs outside the range of expectations). Empirical examination of these modes has just begun, with initial results indicating a more parsimonious structure than originally proposed (Oliver 1996). Although satisfaction has been conceptualized in terms of either a single transaction (i.e., an evaluative judgment following the purchase occasion) or a series of interactions with a product over time, Anderson and Fornell (1994) note that nearly all satisfaction research has adopted the former, transaction-specific view. Indeed, several observers have chastised the marketing field for treating satisfaction as a static evaluation derived from a lone trial event, noting that comparison standards are likely to change with consumer experience (Iacobucci, Grayson, and Ostrom 1994). Among the few satisfaction studies that have adopted longitudinal designs, most remain wedded to the CS paradigm (e.g., Bolton and Drew 1991; LaBarbera and Mazursky 1983; Richins and Bloch 1991). References Cronin, J.J. and Taylor, S.A. (1992), Measuring service quality: a re-examination and extension, Journal of Marketing, Vol. 56, July, pp. 55-68. Parasuraman, A., Zeithaml, V.A. and Berry, L.L. (1985), A conceptual model of service quality and its implications for future research, Journal of Marketing, Vol. 49, Fall, pp. 41-50. Bitner, M.J. (1990), Evaluating service encounters: the effects of physical surroundings and employee responses, Journal of Marketing, Vol. 54, April, pp. 69-82. Bolton, R.N. and Drew, J.H. (1991), A multistage model of customers assessments of service quality and value, Journal of Consumer Research, Vol. 17, March, pp. 275-84. Brady, M.K. and Robertson, C.J. (2001), â€Å"Searching for a consensus on the antecedent role of service quality and satisfaction: an exploratory cross-national study†, Journal of Business Research, Vol. 51, January, pp. 53-9. Frazer Winsted, K. (2000), â€Å"Service behaviors that lead to satisfied customers†, European Journal of Marketing, Vol. 34 Nos 4/3, pp. 399-417. Spreng, R.A. and Mackoy, R.D. (1996), â€Å"An empirical examination of a model of perceived service quality and satisfaction†, Journal of Retailing, Vol. 72 No. 2, pp. 201-14. Anderson, E.W., Fornell, C. (1994), A customer satisfaction research prospectus, in ust, R.T., Oliver, R.L. (Eds),Service Quality: New Directions in Theory and Practice, pp.241-68.. Yi (1990) conceptualizes satisfaction as an attitude-like judgment following a purchase act or based on a series of consumer-product interactions.

Eminem and Urban Nightmare :: essays research papers

Alex Radovanovic uses some very successful persuasive writing in his article Eminem: an urban nightmare. He represents his views vividly with acute detail of his point of view on the issues. His main contention in the article is that Eminem the more he is ignored will not go away and the issues of violence, racism and sexism will fester in the minds of our youths. Alex’s opinion of Eminem songs and lyrics are as he refers to ‘make me uncomfortable – some of them are downright repulsive†. This use of strong persuasive language portrays to the reader that he thinks Eminem is not someone to be admired and that his lyrics are not peaceful but despicable and unacceptable. Examining the phrase â€Å"downright repulsive†, you really understand the intent of his words to make the reader see through Eminem as just a Rapper to the hate filled mind of a disturbed person. He obviously does not like Eminem or appreciate his music for any purposes. Eminem’s singing as Alex describes as a â€Å"schizophrenic rant† relates to Eminems own confusion with his personality. I think Radovanovic is trying to persuade the reader that Eminems singing is away of portraying his deeper emotions about his upbringing and life. It also elaborates into the use of his offensive swearing and obscene language about the discrimination of homosexuals and women. Analysing the phrase â€Å"A lot of kids are being bombarded by a plethora of conflicting messages†, you come to understand the ingeniousness of the writer’s ability to captivate the reader in imagining kids being swamped with numerous messages. It is a very good piece of persuasive writing because it influences the audience to believe something must be done right away and educate

Carl Jung Theory

Jung's theory divides the psyche into three parts. The first is the ego, which Jung identifies with the conscious mind. Closely related is the personal unconscious, which includes anything that is not presently conscious, but can be. The personal unconscious is like most people's understanding of the unconscious in that it includes both memories that are easily brought to mind and those that have been suppressed for some reason. But it does not include the instincts that Freud would have it include. But then Jung adds the part of the psyche that makes his theory stand out from all others: the collective unconscious. You could call it your â€Å"psychic inheritance. † It is the reservoir of our experiences as a species, a kind of knowledge we are all born with. And yet we can never be directly conscious of it. It influences all of our experiences and behaviors, most especially the emotional ones, but we only know about it indirectly, by looking at those influences. There are some experiences that show the effects of the collective unconscious more clearly than others: The experiences of love at first sight, of deja vu (the feeling that you've been here before), and the immediate recognition of certain symbols and the meanings of certain myths, could all be understood as the sudden conjunction of our outer reality and the inner reality of the collective unconscious. Grander examples are the creative experiences shared by artists and musicians all over the world and in all times, or the spiritual experiences of mystics of all religions, or the parallels in dreams, fantasies, mythologies, fairy tales, and literature. A nice example that has been greatly discussed recently is the near-death experience. It seems that many people, of many different cultural backgrounds, find that they have very similar recollections when they are brought back from a close encounter with death. They speak of leaving their bodies, seeing their bodies and the events surrounding them clearly, of being pulled through a long tunnel towards a bright light, of seeing deceased relatives or religious figures waiting for them, and of their disappointment at having to leave this happy scene to return to their bodies. Perhaps we are all â€Å"built† to experience death in this fashion. Archetypes The contents of the collective unconscious are called archetypes. Jung also called them dominants, imagos, mythological or primordial images, and a few other names, but archetypes seem to have won out over these. An archetype is an unlearned tendency to experience things in a certain way. The archetype has no form of its own, but it acts as an â€Å"organizing principle† on the things we see or do. It works the way that instincts work in Freud's theory: At first, the baby just wants something to eat, without knowing what it wants. It has a rather indefinite yearning, which, nevertheless, can be satisfied by some things and not by others. Later, with experience, the child begins to yearn for something more specific when it is hungry — a bottle, a cookie, a broiled lobster, a slice of New York style pizza. The archetype is like a black hole in space: You only know its there by how it draws matter and light to itself. The mother archetype The mother archetype is a particularly good example. All of our ancestors had mothers. We have evolved in an environment that included a mother or mother-substitute. We would never have survived without our connection with a nurturing-one during our times as helpless infants. It stands to reason that we are â€Å"built† in a way that reflects that evolutionary environment: We come into this world ready to want mother, to seek her, to recognize her, to deal with her. So the mother archetype is our built-in ability to recognize a certain relationship, that of â€Å"mothering. † Jung says that this is rather abstract, and we are likely to project the archetype out into the world and onto a particular person, usually our own mothers. Even when an archetype doesn't have a particular real person available, we tend to personify the archetype, that is, turn it into a mythological â€Å"story-book† character. This character symbolizes the archetype. The mother archetype is symbolized by the primordial mother or â€Å"earth mother† of mythology, by Eve and Mary in western traditions, and by less personal symbols such as the church, the nation, a forest, or the ocean. According to Jung, someone whose own mother failed to satisfy the demands of the archetype may well be one that spends his or her life seeking comfort in the church, or in identification with â€Å"the motherland,† or in meditating upon the figure of Mary, or in a life at sea. Mana You must understand that these archetypes are not really biological things, like Freud's instincts. They are more spiritual demands. For example, if you dreamt about long things, Freud might suggest these things represent the phallus and ultimately sex. But Jung might have a very different interpretation. Even dreaming quite specifically about a penis might not have much to do with some unfulfilled need for sex. It is curious that in primitive societies, phallic symbols do not usually refer to sex at all. They usually symbolize mana, or spiritual power. These symbols would be displayed on occasions when the spirits are being called upon to increase the yield of corn, or fish, or to heal someone. The connection between the penis and strength, between semen and seed, between fertilization and fertility are understood by most cultures. The shadow Sex and the life instincts in general are, of course, represented somewhere in Jung's system. They are a part of an archetype called the shadow. It derives from our prehuman, animal past, when our concerns were limited to survival and reproduction, and when we weren't self-conscious. It is the â€Å"dark side† of the ego, and the evil that we are capable of is often stored there. Actually, the shadow is amoral — neither good nor bad, just like animals. An animal is capable of tender care for its young and vicious killing for food, but it doesn't choose to do either. It just does what it does. It is â€Å"innocent. † But from our human perspective, the animal world looks rather brutal, inhuman, so the shadow becomes something of a garbage can for the parts of ourselves that we can't quite admit to. Symbols of the shadow include the snake (as in the garden of Eden), the dragon, monsters, and demons. It often guards the entrance to a cave or a pool of water, which is the collective unconscious. Next time you dream about wrestling with the devil, it may only be yourself you are wrestling with! The persona The persona represents your public image. The word is, obviously, related to the word person and personality, and comes from a Latin word for mask. So the persona is the mask you put on before you show yourself to the outside world. Although it begins as an archetype, by the time we are finished realizing it, it is the part of us most distant from the collective unconscious. At its best, it is just the â€Å"good impression† we all wish to present as we fill the roles society requires of us. But, of course, it can also be the â€Å"false impression† we use to manipulate people's opinions and behaviors. And, at its worst, it can be mistaken, even by ourselves, for our true nature: Sometimes we believe we really are what we pretend to be! Anima and animus A part of our persona is the role of male or female we must play. For most people that role is determined by their physical gender. But Jung, like Freud and Adler and others, felt that we are all really bisexual in nature. When we begin our lives as fetuses, we have undifferentiated sex organs that only gradually, under the influence of hormones, become male or female. Likewise, when we begin our social lives as infants, we are neither male nor female in the social sense. Almost immediately — as soon as those pink or blue booties go on — we come under the influence of society, which gradually molds us into men and women. In all societies, the expectations placed on men and women differ, usually based on our different roles in reproduction, but often involving many details that are purely traditional. In our society today, we still have many remnants of these traditional expectations. Women are still expected to be more nurturant and less aggressive; men are still expected to be strong and to ignore the emotional side of life. But Jung felt these expectations meant that we had developed only half of our potential. The anima is the female aspect present in the collective unconscious of men, and the animus is the male aspect present in the collective unconscious of women. Together, they are referred to as syzygy. The anima may be personified as a young girl, very spontaneous and intuitive, or as a witch, or as the earth mother. It is likely to be associated with deep emotionality and the force of life itself. The animus may be personified as a wise old man, a sorcerer, or often a number of males, and tends to be logical, often rationalistic, and even argumentative. The anima or animus is the archetype through which you communicate with the collective unconscious generally, and it is important to get into touch with it. It is also the archetype that is responsible for much of our love life: We are, as an ancient Greek myth suggests, always looking for our other alf, the half that the Gods took from us, in members of the opposite sex. When we fall in love at first sight, then we have found someone that â€Å"fills† our anima or animus archetype particularly well! Other archetypes Jung said that there is no fixed number of archetypes that we could simply list and memorize. They overlap and easily melt into each other as needed, and their logic is not the usual kind. But here are some he mentions: Beside s mother, their are other family archetypes. Obviously, there is father, who is often symbolized by a guide or an authority figure. There is also the archetype family, which represents the idea of blood relationship and ties that run deeper than those based on conscious reasons. There is also the child, represented in mythology and art by children, infants most especially, as well as other small creatures. The Christ child celebrated at Christmas is a manifestation of the child archetype, and represents the future, becoming, rebirth, and salvation. Curiously, Christmas falls during the winter solstice, which in northern primitive cultures also represents the future and rebirth. People used to light bonfires and perform ceremonies to encourage the sun's return to them. The child archetype often blends with other archetypes to form the child-god, or the child-hero. Many archetypes are story characters. The hero is one of the main ones. He is the mana personality and the defeater of evil dragons. Basically, he represents the ego — we do tend to identify with the hero of the story — and is often engaged in fighting the shadow, in the form of dragons and other monsters. The hero is, however, often dumb as a post. He is, after all, ignorant of the ways of the collective unconscious. Luke Skywalker, in the Star Wars films, is the perfect example of a hero. The hero is often out to rescue the maiden. She represents purity, innocence, and, in all likelihood, naivete. In the beginning of the Star Wars story, Princess Leia is the maiden. But, as the story progresses, she becomes the anima, discovering the powers of the force — the collective unconscious — and becoming an equal partner with Luke, who turns out to be her brother. The wise old man guides the hero. He is a form of the animus, and reveals to the hero the nature of the collective unconscious. In Star Wars, he is played by Obi Wan Kenobi and, later, Yoda. Notice that they teach Luke about the force and, as Luke matures, they die and become a part of him. You might be curious as to the archetype represented by Darth Vader, the â€Å"dark father. † He is the shadow and the master of the dark side of the force. He also turns out to be Luke and Leia's father. When he dies, he becomes one of the wise old men. There is also an animal archetype, representing humanity's relationships with the animal world. The hero's faithful horse would be an example. Snakes are often symbolic of the animal archetype, and are thought to be particularly wise. Animals, after all, are more in touch with their natures than we are. Perhaps loyal little robots and reliable old spaceships — the Falcon– are also symbols of animal. And there is the trickster, often represented by a clown or a magician. The trickster's role is to hamper the hero's progress and to generally make trouble. In Norse mythology, many of the gods' adventures originate in some trick or another played on their majesties by the half-god Loki. There are other archetypes that are a little more difficult to talk about. One is the original man, represented in western religion by Adam. Another is the God archetype, representing our need to comprehend the universe, to give a meaning to all that happens, to see it all as having some purpose and direction. The hermaphrodite, both male and female, represents the union of opposites, an important idea in Jung's theory. In some religious art, Jesus is presented as a rather feminine man. Likewise, in China, the character Kuan Yin began as a male saint (the bodhisattva Avalokiteshwara), but was portrayed in such a feminine manner that he is more often thought of as the female goddess of compassion! The most important archetype of all is the self. The self is the ultimate unity of the personality and is symbolized by the circle, the cross, and the mandala figures that Jung was fond of painting. A mandala is a drawing that is used in meditation because it tends to draw your focus back to the center, and it can be as simple as a geometric figure or as complicated as a stained glass window. The personifications that best represent self are Christ and Buddha, two people who many believe achieved perfection. But Jung felt that perfection of the personality is only truly achieved in death.

Topic: the United States Home Front During World War Ii

Topic: The United States Home Front During World War II Essential Question: â€Å"How important was the home front to the United States’ victory in World War II? National Standard for United States History: Era 8, Standard 3 The origins and course of World War II, the character of the war at home and abroad, and its reshaping of the United States role on world affairs. Instructional Objectives:Students will be able to: 1. Explain and evaluate extensive economic and military mobilization on the home front by the United States during World War II and its impact of the success of the war effort. 2. Explain how the whole country, across all economic and social levels, was involved in a unified effort to produce the goods of war and of the common sacrifice made by every citizen through rationing, victory gardens, bond drives, etc. 3. Analyze and assess the effects of World War II on culture, family, gender roles, and technology in American society.Background Description/Historic al Significance: Although there were no military battles fought on the mainland of the United States, World War II had a profound effect on the nation as the Federal government mobilized its economic, financial, and human resources to defeat Axis aggression. This war returned the nation to economic prosperity after a decade of dismal depression, promoted the growth of big business, and enhanced a close relationship between industry and the military.Politically, the power of the presidency and influence of the Federal government increased, and socially and economically, the war, through common sacrifice made by all, became a vehicle for improving the status of Americans. In short, the war became a catalyst for significant economic and social change whose impact extended well-beyond its duration. For example, before the war women had traditionally played a secondary role in the job market and men had dominated the industrial job sector.However, with millions of men being drafted or jo ining the military, women were needed to man the factories and supply centers producing goods for the war. (Over 400,000 women also served in the military during World War II. ) They also had traditionally faced job discrimination and lower pay levels, but some of these inequities began to fade as they took on more and more responsibility in factories and production centers. Posters extolling â€Å"Rosie the Riveter† were printed, recognizing the need and importance of recruiting women for the work force.Between 1941 and 1944, the number of women working outside the home rose by 5,000,000. By 1944, 72% of the female workforce were married women and their average age was over thirty-five. The war could not have been won without them. The war also began to create a more level playing field for minorities who had traditionally faced discrimination. All Americans were needed in the war effort and so black American, Hispanic Americans, and Japanese Americans (where in California w hole families had been sent to military detention camps), were being drafted and joining the military.In the case of African and Japanese Americans, separate and segregated military units were created†¦ yet, they fought on the same battlefields with their fellow citizens. Changes also occurred on the home front. Factory workers were needed in the industrial north, and a migration of black workers to northern factories began and would continue until many years after the war had ended. What happened in the country during this time was really remarkable.America’s entry into the war had brought the Nation together, united in a common and just cause, like at no other time in its history. The sacrifice being made by families and citizens was equally and fully shared. At the same time, social change was occurring which would carry over into the post-war years and ultimately result in more equal rights for everyone. What was happening on war front was linked to the home front. T he combination would result at war’s end with America emerging as the world’s pre-eminent economic super power.Instructional Activities and Primary Source/Document Excerpts: The following document excerpts, photographs, and posters can be selected, read, discussed, analyzed, and assessed by students, either individually for subsequent general class discussion, in a pair-and-share format, or in small groups with a cooperative learning activity. At the discretion of the teacher, document excerpts, photographs, and posters could grouped at designated â€Å"stations† in the classroom, and small groups of students could rotate from station to station during the instructional period.As the groups of students examine, explain, and evaluate the pictures and texts of the following selected documents, they will begin to ascertain and assess the pivotal role that the American home front played in the Allied victory in World War II. The teacher can select (as a menu) which of the following photographs, posters, and document excerpts are most appropriate for the instructional needs of their students on this historical topic. Following these photographs, posters, and document excerpts there is a menu of thought-provoking questions to stimulate student discussion and interaction.As a discussion prompt for either small group or whole class discussion, the teacher can present the following adage to the students: â€Å"If ‘every picture tells a story,’ describe what story about the American home front in World War II is being told by the following photographs and posters. † The photographs and posters of women and African Americans during World War II have been selected from the following websites:www. womenshistory. about. com and www. archives. gov/research/african-americans/ww2 [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] Document â€Å"A†: Whereas it is the policy of the United States to encourage full par ticipation in the national defense program by all citizens of the United States, regardless of race, creed, color, or national origin, in the firm belief that the democratic way of life within the Nation can be defended successfully only with the help and support of all groups within its borders, and Whereas there is evidence that available and needed workers have been barred from employment in industries engaged in defense production solely because of considerations of race, creed, color, or national origin, to the detriment workers’ morale and of national unity: Now, therefore, . . .I do hereby reaffirm the policy of the United States that there shall be no discrimination in the employment of workers in defense industries or government because of race, creed, color, or national origin, and I do hereby declare that it is the duty of employers and of labor organizations . . . to provide for the full and equitable participation of all workers in defense industries, without dis crimination because of race, creed, color, or national origin. . . . All contracting agencies of the Government of the United States shall include in all defense contracts hereafter negotiated by them a provision obligating the contractor not to discriminate against any worker because of race, creed, color, or national origin. † —– Executive Order 8802, June 25, 1941 by President Franklin Roosevelt Document â€Å"B†: It is the policy of the Government of the United States to encourage full participation in the National Defense program by all citizens, regardless of race, creed, color, or national origin in the firm belief that the democratic way of life within the nation can be defended successfully only with the help and support of all groups within its borders. The policy was stated in my Executive Order signed on June 25, 1941. The order instructed all parties making contracts with the Government of the United States to include in all defense contracts thereafter a provision obligating the contractor not to discriminate against any worker because of race, creed, color, or national origin. Questions of race, creed, and color have no place in determining who are to man our ships.The sole qualification for a worker in the maritime industry, as well as any other industry, should be his loyalty and his professional or technical ability and training. † —– Letter from President Franklin Roosevelt to Mr. Joseph Curran, President of the National Maritime Union, January 14, 1942 Document â€Å"C†: â€Å"I welded . . . lying on the floor while another welder spattered sparks from the ceiling and chippers like giant woodpeckers shattered our eardrums. I . . . have sat at a bench welding flat and vertical plates. . . I did overhead welding, horizontal, flat, vertical. . . I made some good welds. . . I had a good taste of summer today, and I am convinced that it is going to take backbone for welders to stick to their jobs through the summer months.It is harder on them than on any other of the workers—their leathers are so hot and heavy, they get more of the fumes, and their hoods become instruments of torture. There were times today when I’d have to stop in the middle of a tack and push my hood back just to get a breath of fresh air. It grows unbearably hot under the hood, my glasses fog and blur my vision, and the only thing to do is to stop. . . . Yet, the job confirmed my strong conviction. . . [that] what exhausts the woman welder is not the work, nor the heat, nor the demands upon physical strength. It is the apprehension that arises from inadequate skill and consequent lack of confidence, and this can be overcome by the right kind of training. I’ve mastered tacking now, so that doesn’t bother me.I know that I can do it if my machine is correctly set, and I have learned enough of the [ways] of machines to be able to set them. And so, in spite of the discomforts of climbing, heavy equipment, and heat, I enjoyed the work today because I could do it. † —– Augusta Clawson, a female welder in a shipyard, quoted from Augusta Clawson, Ship Diary of a Woman Welder (New York: Penguin, 1944). Document â€Å"D†: In the figure below the development of the United States labor force by gender during the war years. |Year |Total labor force (*1000) |of which Male (*1000) |of which Female (*1000) |Female share of total (%) | |1940 |56,100 |41,940 |14,160 |25. | |1941 |57,720 |43,070 |14,650 |25. 4 | |1942 |60,330 |44,200 |16,120 |26. 7 | |1943 |64,780 |45,950 |18,830 |29. 1 | |1944 |66,320 |46,930 |19,390 |29. 2 | |1945 |66,210 |46,910 |19,304 |29. | |1946 |60,520 |43,690 |16,840 |27. 8 | Source: Bureau of the Census, Historical Statistics of the United States (1976), Chapter D, Labor Series D 29-41. Document â€Å"E†: â€Å"It is nearly five months since we were attacked at Pearl Harbor. . . . Since then we have dispatch ed strong forces of our Army and Navy, several hundred thousand of them, to bases and battlefronts thousands of miles from home. We have stepped up our war production on a scale that is testing our industrial power, and our engineering genius and our economic structure to the utmost. . . . This is a tough job—and a long one. . . To build the factories, to buy the materials, to pay the labor, to provide the transportation, to equip and feed and house the soldiers, sailors and marines, and to do all the thousands of things necessary in a war—all cost a lot of money, more money than has ever been spent by any nation at any time in the long history of the world. We are now spending, solely for war purposes the sum of about one hundred million dollars every day in the week. . . . All of this money has to be spent. . . if we are to produce within the time now available the enormous quantities of weapons of war which we need. . . . All of us are used to spending money for thi ngs that we want, things which are not absolutely essential.We will all have to forego that kind of spending. Because we must put every dime and every dollar we can possibly spare out of our earnings into War Bonds and Stamps. Because the demands of the war effort require the rationing of goods of which there is not enough to go around. Because the stopping of purchases of non-essentials will release thousands of workers who are needed in the war effort. . . . I know the American farmer, the American workman, and the American businessman. I know that they will gladly embrace the economy and equality of sacrifice, satisfied that it is necessary for the most vial and compelling motive in all their lives—winning through to victory. . . As we here at home contemplate our own duties, our own responsibilities, let us think. . . hard of the example which is being set by our fighting men. . . . They are the United States of America. That is why they fight. We too are the United State s of America. That is why we must work and sacrifice. It is for them. It is for us. It is for victory. † —– President Franklin Roosevelt, Fireside Radio Chat, April 28, 1942 Document F â€Å"In late May 1940, with the fall of France imminent, [President] Roosevelt requested huge funds for the development of military and naval requirements. On December 20, 1940, he established the Office of Production Management with industrial leader William S. Knudsen as Director†¦.On December 29, 1940, in a fireside chat on the radio, he called for a national production effort that would make the United States the world’s â€Å"arsenal of democracy†. [After the attack on Pearl Harbor on December 7, 1941,] at the beginning of 1942 Roosevelt announced a compulsory production program: ‘Let no one say that this cannot be done, and we are committed to doing it. ’ He issued a clarion call for 60,000 planes, 45,000 tanks, 20,000 antiaircraft guns, 500, 000 machine guns, and 8 million tons of merchant shipping in one year†¦. The entire world was amazed by the pace of American production. By 1943, the production schedule was increased to 125,000 planes, 75,000 tanks, 35,000 antiaircraft guns, and 10 million tons of merchant shipping†¦.During the course of the war the productive capacity of the United States gave the allied coalition more than half its armaments, 35% of those used against Nazi Germany, and 86% of those employed against Japan. While providing the United Kingdom, the British Commonwealth, the Soviet Union, and Nationalist China with arms and loans, the United States at the same time doubled its industrial output. † Louis L. Snyder’s Historical Guide to World War II Greenwood Press: Westport, Conn: Louis Snyder: 1982 Sample Thought-provoking Questions To Develop Student Group or Whole-Class Discussion: 1. If the adage, â€Å"Every picture tells a story,† is applied to each of the above-list ed photographs and posters, how did World War II affect the lives of women and African Americans? † 2.How did World War II affect American family life? 3. Explain the meaning of President Roosevelt’s Executive Order 8802, and how did this Executive Order affect African Americans? 4. To what extent did Executive Order 8802 lay the foundation for the upcoming civil rights movement in the years after World War II? 5. Describe the experiences of women who worked in factors during World War II. (Example: female welders). Why was it important for woman to work in factories during World War II? 6. How did the contributions of women on the home front contribute to the American victory in World War II? 7. How did World War II serve as a catalyst for social change in American society? Prior to discussing Question 8 provide a brief overview and background as to the role of A. Philip Randolph, the most important African American labor leader of the time, and how he threatened to or ganize a March on Washington if the Defense Industries were not desegregated. 8. Explain the meaning and significance of the following quotation and slogan of A. Philip Randolph, President of the Brotherhood of Sleeping Car Porters, in 1941, in proposing a massive March on Washington: â€Å"WE LOYAL NEGRO AMERICAN CITIZENS DEMAND THE RIGHT TO WORK AND FIGHT FOR OUR COUNTRY. † Why did Randolph cancel the march after President Roosevelt issued Executive Order 8802?Do you think that Randolph made the right decision? Explain your viewpoint. 9. How did World War II end the Great Depression and return the United States to economic prosperity? 10. Why did President Roosevelt describe the United States as an â€Å"arsenal of democracy? † Summary: The teacher can refer the students back to the â€Å"essential question† which was posed at the start of the lesson: â€Å"How important was the home front to the United States’ victory in World War II? † The stud ents are directed to respond and take a position (develop a viewpoint) on this historical issue concerning the pivotal role that the home front played in the victory of the United State in World War II.At the teacher’s discretion, the pupils’ responses can be presented orally as closure to small group and/or whole-class discussion, or in written form, such as a response to an essay prompt or a journal entry into a â€Å"learning log† to bring effective closure to the lesson. Thus, as a circular approach to teaching and learning, the lesson was â€Å"opened† with a thought-provoking â€Å"essential question† as its primary learning objective at the start of the instructional period, developed through an examination, explanation, and evaluation of primary source document excerpts through group work, cooperative learning, pair-and-share, etc. , and closed with a critical assessment through the lens of the lesson’s evaluative â€Å"essential qu estion. †Application (â€Å"Transfer Task†): Students can compare the pivotal role and significant impact of the American home front to military victory in World War II to the role and impact of the American home front today as the as the United States fights wars against terrorism and to promote democracy in Iraq and Afghanistan. Students can also compare the roles of women and African Americans in the armed services today with the roles and opportunities that were presented to them during World War II. World War II at the Memorial: [pic] 1. Study the images of sculptor Ray Kaskey’s bas-relief panel that depict the following: †¢ Lend-Lease/War Declared †¢ News of Pearl Harbor Men and Women at Work/Aircraft Construction †¢ Agriculture †¢ West Coast Shipbuilding †¢ War bond Parade 2. How does Kaskey’s relief panel capture the essence of the heroism of the men and women who worked on the home front in factories and on farms to secure Allied victory? Do you think Kaskey’s panels reflects what you learned in this lesson? If, so explain how. 3. Study images of the two types of ornamental wreaths used around the memorial on the fifty six pillars. The oak leaves represent American industrial strength and the wheat sheaves represent America’s agricultural ability to feed the world. Why do you think Kaskey chose these particular metaphors for the home front? 4.Examine the image of the pillars of states and territories. Notice that they are all connected by ropes. What does this tell you about the memorial’s design based on what you have learned in this lesson? What does this design tell you about the nation and the American people from 1941-1945. 5. Read the memorial inscription by Colonel Oveta Culp Hobby. (marker stone on northeast side of the plaza, south face). How is what you have learned in this lesson reflected in Hobby’s quote? [pic] 6. Read the memorial inscription by President Fra nklin Roosevelt (marker stone on northeast side of the plaza, west face). How is what you have learned in this lesson reflected in Roosevelt’s quote? [pic]Image 1: Pacific Victory Arch and State and Territory Pillars [pic] Image 2: Atlantic Victory Arch and State and Territory Pillars [pic] Image 3: Bas-relief panel â€Å"Lend-Lease/War Declared† [pic] Image 4: Bas-relief Panel â€Å"News of Pearl Harbor† [pic] Image 5: Bas-relief panel, â€Å"Men and Women at Work/Aircraft Construction† [pic] Image 6: Agriculture [pic] Image 7: Bas-relief panel â€Å"West Coast Shipbuilding† [pic] Image 8: Bas-relief panel â€Å"War Bond Parade† [pic] The Friends of the National World War II Memorial would like to thank the generous support of the AT&T Foundation, General  Motors Foundation and USAA as major sponsors of our education program who helped make these lesson plans possible.

Gender Play essays

Gender Play essays Whereas sex is a biological term that denotes male or female in terms of their reproductive organs, gender is learned through socialization. Genderization begins in infancy when adults say baby boys are handsome and tough while they call baby girls angelic and beautiful. Unlike our reproductive organs, gender is not something we have. We learn to construct it and enact or perform it by choosing to wear clothing associated with masculinity or femininity, for example, moving about in certain ways, and pursuing interests and goals that society has deemed appropriate to our specific gender. By the time girls and boys start school, the socialization process is well underway, and children are actively constructing gender (Khasan Barrie Thorne, author of Gender Play: Girls and Boys in School (1994), argues that children are not just passive recipients of genderized socialization from parents, teachers, and media influence, but also participate actively in the creation and performance of gender. The book is a result of two periods of intense observation at two elementary schools. Thornes findings fully support the view that gender is socially constructed and that children act, resist, rework, and create gender (p. 3). She argues that their activities should not be viewed as preparation for future adulthood, but as children living in the present, living life itself. Thorne uses the metaphor of play to describe childrens gender activities. In one sense play is being actively engaged or employed; in this sense, children actively perform gender identities, participate in gender-based groups, and produce gender meanings. Thus, gender is not something a child is or has, but something the child does. A second strand of meaning is play as dramatic performance of games and rituals such as girls-chase-the-boys, cooties, and bra snapping.&...

Free Essays on A Jury Of Her Peers

Drawing upon the implications of Mr. Hales statement â€Å"women used to worry over trifles,† seems to be old fashion. Mrs. Hale and Mrs. Peters have a lot to offer for the investigation. The Author Susan Glaspell shows an obvious stereotypical attitude by men towards women in her story, A Jury of Her Peers. The men don’t understand women enough to ask the ladies to help them to uncover where a women might conceal her murder evidence, and it seemed the men were searching in all the wrong places for evidence. According to the story, Mrs. Hale somewhat knew Minnie Foster, and Mrs. Peter and Mrs. Hale both know how a women moves around the house. The men looked throughout the Wright’s property to uncover there was not much evidence at all, and the women, who are worrying about trifles and how Minnie Foster must have been so lonely, uncover all the superior evidence. At this point the women should be more concerned with bigger things than trifles, because Mrs. Hale and Mrs. Peters uncovered enough evidence to prove that Minnie foster may be the murderer. It’s imperative to for women to focus on issues greater than trifles, because they could have a grater impact on the Wright’s investigation. Many people claim that a women’s place is in the home, and that issues of concern should be left up to the men. This attitude was especially prevalent in the early 1900’s. This is what was taught for many generations. Mrs. Hale and Mrs. Peters were not even supposed to be looking for facts and evidence regarding the murder, but since they were women â€Å"of the home†,they came across a lot more evidence then the men in their everyday worrying about trifles. They were continuously mentioning how Minnie must have been lonesome and cheerless, and how she used to be popular as they wandered through the house effortlessly dealing with their frivolous day. The ladies felt sorry for her and thought no such thing to turn in a dead bird. If th... Free Essays on A Jury Of Her Peers Free Essays on A Jury Of Her Peers Drawing upon the implications of Mr. Hales statement â€Å"women used to worry over trifles,† seems to be old fashion. Mrs. Hale and Mrs. Peters have a lot to offer for the investigation. The Author Susan Glaspell shows an obvious stereotypical attitude by men towards women in her story, A Jury of Her Peers. The men don’t understand women enough to ask the ladies to help them to uncover where a women might conceal her murder evidence, and it seemed the men were searching in all the wrong places for evidence. According to the story, Mrs. Hale somewhat knew Minnie Foster, and Mrs. Peter and Mrs. Hale both know how a women moves around the house. The men looked throughout the Wright’s property to uncover there was not much evidence at all, and the women, who are worrying about trifles and how Minnie Foster must have been so lonely, uncover all the superior evidence. At this point the women should be more concerned with bigger things than trifles, because Mrs. Hale and Mrs. Peters uncovered enough evidence to prove that Minnie foster may be the murderer. It’s imperative to for women to focus on issues greater than trifles, because they could have a grater impact on the Wright’s investigation. Many people claim that a women’s place is in the home, and that issues of concern should be left up to the men. This attitude was especially prevalent in the early 1900’s. This is what was taught for many generations. Mrs. Hale and Mrs. Peters were not even supposed to be looking for facts and evidence regarding the murder, but since they were women â€Å"of the home†,they came across a lot more evidence then the men in their everyday worrying about trifles. They were continuously mentioning how Minnie must have been lonesome and cheerless, and how she used to be popular as they wandered through the house effortlessly dealing with their frivolous day. The ladies felt sorry for her and thought no such thing to turn in a dead bird. If th...