Oranizational development careers Essay Example | Topics and Well Written Essays - 500 words

Oranizational development careers - Essay Example igning and developing the training programs across a wide variety of formats including self guided, instructor led, and computer or web based formats, assessing the effectiveness of the training programs, and updating training programs and training materials (HR Jobs, 2009). Educational qualification of BA/BS or an advanced degree in any of the disciplines of pharmacy, education, instructional design, human resources, organizational development or any other related field. The experience requirement is three to five years, with preference for experience in instructional design, development and implementation of training programs and a degree of pharmacy experience. Sound organization, planning and project management skills, strong skills in writing, excellent interpersonal skills, proven ability for influencing others for the purpose of buy-in, a work style that is assertive and self-directed, and effective presentation skills are the attributes that are required for the job. Experience aspects that are a preference in the job requirements include experience with technology-based training solutions and program implementation in a multi-unit, geographically dispersed organization (HR Jobs, 2009). The job of an OD project leader portrays the need to lead through the human resource function of increasing the value of the human asset in the organization, through the development and implementation of training programs which are essentially concentrated for this organization on the retail front level, though it is likely to extend to other areas of team development. The job requirement calls for appropriate education level of BA/Bs or n advanced degree along with a mix of experience and a wide range of attributes. This essential feature of the job stems from the challenges that will be thrown up in the execution of the job duties. OD project leaders are bound to be required in organizations that recognize the value of the human capital asset and seek means to exploit

Mexican Cival Rights Essay Example for Free

Mexican Cival Rights Essay George I. Sanchez, Ideology, and Whiteness in the Making of the Mexican American Civil Rights Movement, 1930-1960 By CARLOS K . BLANTON Let us keep in mind that the Mexican-American can easily become the front-line of defense of the civil liberties of ethnic minorities. The racial, cultural, and historical involvements in his case embrace those of all of the other minority groups. Yet, God bless the law, he is white! So, the Mexican-American can be the wedge for the broadening of civil liberties for others (who are not so fortunate as to be white and Christian!). George L Sanchez (1958) By embracing whiteness, Mexican Americans have reinforced the color line that has denied people of African descent full participation in American democracy. In pursuing White rights, Mexican Americans combined Latin American racialism with Anglo racism, and in the process separated themselves and their political agenda from the Black civil rights struggles of the forties and fifties. Neil Foley (1998) 1 HE HISTORY OF RACE AND CIVIL RIGHTS IN THE AMERICAN SoUTH IS complex and exciting. The history of Mexican American civil rights is also promising, particularly so in regard to understanding the role of whiteness. Both selections above, the first from a Mexican American The epigraphs are drawn from George I. Sanchez to Roger N. Baldwin, August 27, 1958, Folder 8, Box 31, George I. Sanchez Papers (Nettie Lee Benson Latin American Collection, University of Texas Libraries, Austin); and Neil Foley, Becoming Hispanic: Mexican Americans and the Faustian Pact with Whiteness, in Foley, ed.. Reflexiones 1997: New Directions In Mexican American Studies (Austin, 1998), 65. The author would like to thank the Journal of Southem Historys six anonymous reviewers and Texas AM Universitys Glasscock Center for Humanities Research for their very helpful intellectual guidance on this essay. MR. BLANTON is an assistant professor of history at Texas AM University. THE JOURNAL OF SOUTHERN HISTORY Volume LXXII, No. 3, August 2006 570 THE JOURNAL OF SOUTHERN HISTORY intellectual of the mid-twentieth century and the last a recently published statement from a historian of race and identity, are nominally about whiteness. But the historical actor and the historian discuss whiteness differently. The quotation from the 1950s advocates exploiting legal whiteness to obtain civil rights for both Mexican Americans and other minority groups. The one from the 1990s views such a strategy as inherently racist. The historical figure writes of Mexican Americans and African Americans cooperating in the pursuit of shared civil rights goals; the historian writes of the absence, the impossibility of cooperation due to Mexican American whiteness. This contrast is worth further consideration. This essay examines the Mexican American civil rights movement by focusing on the work and ideas of George I. Sanchez—a prominent activist and professor of education at the University of Texas—in the 1930s, 1940s, and 1950s. Sanchez is the most significant intellectual of what is commonly referred to as the Mexican American Generation of activists during this period. As a national president of the major Mexican American civil rights organization of the era, however, Sanchezs political influence within the Mexican American community was just as important as his intellectual leadership. Sanchez pondered notions of whiteness and actively employed them, offering an excellent case study of the making of Mexican American civil rights. ^ First, this work examines how Sanchezs civil rights efforts were vitally informed by an ideological perspective that supported gradual, integrationist, liberal reform, a stance that grew out of his activist research on African Americans in the South, Mexican Americans in the Southwest, and Latin Americans in Mexico and Venezuela. This New Deal ideological inheritance shaped Sanchezs contention that Mexican Americans were one minority group among many needing governmental assistance. Second, this liberal ideology gave rise to a nettlesome citizenship dilemma. During the Great Depression and World War II, Mexican Americans strategic emphasis on American citizenship rhetorically placed them shoulder-to-shoulder with other U. S. minority groups. It also marginalized immigrant Mexicans. The significance of ^ For more on Sanehez see Gladys R. Leff, George I. Sanchez: Don Quixote of the Southwest (Ph. D. dissertation. North Texas State University, 1976); James Nelson Mowry, A Study of the Educational Thought and Aetion of George I. Sanehez (Ph. D. dissertation. University of Texas, 1977); Amerieo Paredes, ed.. Humanidad: Essays in Honor of George 1. Sanchez (Los Angeles, 1977); Steven Sehlossman, Self-Evident Remedy? George I. Sanchez, Segregation, and Enduring Dilemmas in Bilingual Education, Teachers College Record, 84 (Summer 1983), 871-907; and Mario T. Garcia, Mexican Americans: Leadership, Ideology, and Identity, J930-1960 (New Haven, 1989), chap. 10. WHITENESS AND MEXICAN AMERICAN CIVIL RIGHTS 571 citizenship was controversial within the Mexican American community and coincided with the emergence of an aggressive phase of Mexican Americans civil rights litigation that implemented a legal strategy based on their whiteness. Third, Sanchezs correspondence with Thurgood Marshall of the National Association for the Advancement of Colored People (NAACP) in the 1940s and 1950s reveals early, fragmentary connections between the Mexican American and African American civil rights movements. All these topics address important interpretive debates about the role of whiteness. This essay fuses two historiographical streams: traditional studies on Mexican American politics and identity and the new whiteness scholarships interpretation of Mexican American civil rights. In traditional works the Mexican American civil rights experience is often examined with little sustained comparison to other civil rights experiences. Conversely, the whiteness scholarship represents a serious attempt at comparative civil rights history. Taking both approaches into account answers the recent call of one scholar for historians to muster even greater historical imagination in conceiving of new histories of civil rights from different perspectives. ^ Traditional research on Mexican Americans in the twentieth century centers on generational lines. From the late nineteenth century to the Great Depression, a large wave of Mexican immigrants, spurred by dislocation in Mexico as well as by economic opportunity in the U. S. , provided low-wage agricultural and industrial labor throughout the Southwest. Their political identity was as Mexicans living abroad, the Mexicanist Generation. They generally paid little heed to American politics and eschewed cultural assimilation, as had earlier Mexicans who forcibly became American citizens as a result of the expansionist wars of the 1830s and 1840s. However, mass violence shortly before World War I, intensifying racial discrimination throughout the early twentieth century, and forced repatriations to Mexico during the Great Depression heralded the rise of a new political ethos. The community had come to believe that its members were endangered by the presumption of foreignness and disloyalty. ^ By the late 1920s younger Charles W. Eagles, Toward New Histories of the Civil Rights Era, Journal of Southern History, 66 (November 2000), 848. See Emilio Zamora, The World of the Mexican Worker in Texas (College Station, Tex., * 1993); George J. Sanchez, Becoming Mexican American: Ethnicity, Culture, and Identity in Chicano Los Angeles, 1900-1945 (New York, 1993); Benjamin Heber Johnson, Revolution in Texas: How a Forgotten Rebellion and Its Bloody Suppression Turned Mexicans into Americans (New Haven, 2003); and Amoldo De Leon, The Tejano Community, 1836-1900 (1982; new ed. , Dallas, 1997). 572 THE JOURNAL OF SOUTHERN HISTORY leaders—the Mexican American Generation—urged adoption of a new strategy of emphasizing American citizenship at all times. They strove to speak English in public and in private settings, stressed education, asked for the gradual reform of discriminatory practices, emulated middle-class life, and exuded patriotism as a loyal, progressive ethnic group. They also desired recognition as ethnic whites, not as racial others. The oldest organization expressing this identity was the League of United Latin American Citizens (LULAC). This ethos of hyphenated Americanism and gradual reform held sway until the late 1960s and early 1970s. ^ Studies of whiteness contribute to historians understanding of the interplay of race, ethnicity, and class by going beyond a black-white binary to seek the subtleties and nuances of race. This new scholarship examines who is considered white and why, traces how the definition of white shifts, unearths how whiteness conditions acts of inclusion and exclusion and how it reinforces and subverts concepts of race, and investigates the psychological and material rewards to be gained by groups that successfully claim whiteness. Class tension, nativism, and racism are connected to a larger whiteness discourse. In other words, this is a new, imaginative way to more broadly interrogate the category of race. Works on whiteness often share a conviction that thoughts or acts capitalizing on whiteness reflect racist power as well as contribute to that insidious powers making. They also generally maintain that notions of race, whether consciously employed or not, divide ethnic and racial minorities from each other and from workingclass whites, groups that would otherwise share class status and political goals. ^ In recent reviews of the state of whiteness history, Eric Amesen, See Mario Garcia, Mexican Americans; George J. Sanchez, Becoming Mexican American; David G. Gutierrez, Walls and Mirrors: Mexican Americans, Mexican Immigrants, and the Politics of Ethnicity (Berkeley, 1995); Ignacio M. Garcia, Viva Kennedy: Mexican Americans in Search of Camelot (College Station, Tex. , 2000); Carl Allsup, The American G. I. Forum: Origins and Evolution (Austin, 1982); Richard A. Garcia, Rise of the Mexican American Middle Class: San Antonio, 1929—1941 (College Station, Tex. , 1991); David Montejano, Anglos and Mexicans in the Making of Texas, 1836-1986 (Austin, 1987), chaps. 12 and 13; Julie Leininger Pyeior, LBJ and Mexican Americans: The Paradox of Power (Austin, 1997); Juan Gomez-Quinones, Chicano Politics: Reality and Promise, 1940-1990 (Albuquerque, 1990); and Guadalupe San Miguel Jr. , Brown, Not White: School Integration and the Chicano Movement in Houston (College Station, Tex. , 2001). ^ David R. Roediger, The Wages of Whiteness: Race and the Making of the American Working Class (1991; rev. ed.. New York, 1999); Roediger, Towards the Abolition of Whiteness: Essays on Race, Politics, and Working Class History (New York, 1994); Matthew Frye Jacobson, Whiteness of a Different Color: European Immigrants and the Alchemy of Race (Cambridge, Mass. , 1998); George Lipsitz, The Possessive Investment in Whiteness: How White People Profit From Identity Politics (Philadelphia, 1998). WHITENESS AND MEXICAN AMERICAN CIVIL RIGHTS. 573 Barbara J. Fields, Peter Kolchin, and Daniel Wickberg offer much criticism. These historians argue that scholars using whiteness as an analytical tool are shoddy in their definitions, read too finely and semantically into documents and literary texts, and privilege discursive moments that have little or nothing to do with actual people or experiences. More specifically, Kolchin and Amesen argue that many studies of whiteness incautiously caricature race as an unchanging, omnipresent, and overly deterministic category. In such works whiteness is portrayed as acting concretely and abstractly with or without historical actors and events. Ironically, studies of whiteness can obscure the exercise of power. Fields explains that studying race and racial identity is more attractive than studying racism because racism exposes the hoUowness of agency and identity . . . [and] it violates the two-sides-to-every-story expectation of symmetry that Americans are peculiarly attached to. ^ Research that applies the idea of whiteness to Mexican American history is sparse and even more recent. Several of these studies focus upon the use of whiteness as a legal strategy while others take a broader approach. ^ Historian Neil Foley offers the most significant and ambitious arguments by moving beyond an analysis of how white people viewed Mexican Americans to look instead at the construction of whiteness in the Mexican American mind. He shifts the perspective from external whiteness to internal whiteness and argues that Mexican Americans entered into a Faustian Pact by embracing racism toward African Americans in the course of trying to avoid de jure discrimination. Foley claims that Mexican Americans consciously curried the favor of racist whites: In pursuing White rights, Mexican Americans Peter Kolchin, Whiteness Studies: The New History of Race in America, Journal of American History, 89 (June 2002), 154-73; Eric Arnesen, Whiteness and the Historians Imagination, International Labor and Working-Class History, 60 (Fall 2001), 3-32; Barbara J. Fields, Whiteness, Racism, and Identity, International Labor and Working-Class History, 60 (Fall 2001), 48-56 (quotations on p.48); Daniel Wickberg, Heterosexual White Male; Some Recent Inversions in American Cultural History, Journal of American History, 92 (June 2005), 136-57. *Ian F. Haney Lopez, White By Law: The Legal Construction of Race (New York, 1996); Neil Foley, The White Scourge: Mexicans, Blacks, and Poor Whites in Texas Cotton Culture (Berkeley, 1997); Steven Harmon Wilson, The Rise of Judicial Management in the U. S. District Court, Southern District of Texas, 1955-2000 (Athens, Ga., 2002); Wilson, Brown over Other White; Mexican Americans Legal Arguments and Litigation Strategy in School Desegregation Lawsuits, Law and History Review, 21 (Spring 2003), 145-94; Clare Sheridan, Another White Race: Mexican Americans and the Paradox of Whiteness in Jury Selection, Law and History Review, 21 (Spring 2003), 109^14; Ariela J. Gross, Texas Mexicans and the Polities of Whiteness, Law and History Review, 21 (Spring 2003), 195-205; Carlos Kevin Blanton, The Strange Career of Bilingual Education in Texas, 1836-1981 (College Station, Tex., 2004); Patrick J. Carroll, Felix Longorias Wake: Bereavement, Racism, and the Rise of Mexican American Activism (Austin, 2003). 574 THE JOURNAL OF SOUTHERN HISTORY combined Latin American racialism with Anglo racism, and in the process separated themselves and their political agenda from the Black civil rights struggles of the forties and fifties. ^ Missing from such interpretations of whitenesss meaning to Mexican Americans is George I. Sanchezs making of Mexican American civil rights. Analyzing Sanchezs views is an excellent test of Foleys interpretation because Sanchezs use of the category of whiteness was sophisticated, deliberate, reflective, and connected to issues and events. An internationalist, multiculturalist, and integrationist ideology shaped by New Deal experiences in the American Southwest, the American South, and Latin America informed George L Sanchezs civil rights activism and scholarship. Sanchez regarded Mexican Americans as one of many American minority groups suffering racial, ethnic, and religious bigotry. Though Sanchez regarded Mexican Americans racial status as white, he also held that they were a minority group that experienced systematic and racialized oppression. Sanchezs articulation of whiteness was qualified by an anti-racist ideological worldview and supports Eric Amesens criticism of overreaching by whiteness scholars who appreciate neither ambiguity nor counter-discourses of race, the recognition of which would cast doubt on their bold claims. Â ° Sanchez was very much a New Deal service intellectual who utilized academic research in an attempt to progressively transform society. The term service intellectual is an appropriate description of Sanchez, who propagated his civil rights activism through academic research with governmental agencies (the Texas State Department of Education, the New Mexico State Department of Education, the U. S. Bureau of Indian Affairs, and the Office of the Coordinator of Inter-American Affairs) and national philanthropic organizations (the General Education Board, the Julius Rosenwald Eund, the Carnegie Foundation, and the Marshall Civil Liberties Trust). The pinnacle of Sanchezs scholarly contribution as a service intellectual was his evocative 1940 portrayal of rural New Mexican poverty and segregation in The Forgotten People: A Study of New Mexicans. Foley, Becoming Hispanic, 53-70 (quotation on p. 65); Foley, Partly Colored or Other White: Mexican Americans and Their Problem with the Color Line, in Stephanie Cole and Alison M. Parker, eds. , Beyond Black and White: Race, Ethnicity, and Gender in the U. S. South and Southwest (College Station, Tex. , 2004), 123-44. For an older whiteness study that discusses the external imposition of racial concepts on Mexican Americans and other groups, see Roediger, Towards the Abolition of Whiteness, chap. 10. Amesen, Whiteness and the Historians Imagination, 24. Richard S. Kirkendall, Social Scientists and Farm Politics in the Age of Roosevelt WHITENESS AND MEXICAN AMERICAN CIVIL RIGHTS 575 Sanchez particularly sought to transform society through the field of education. In the early 1930s he published blistering critiques of the shoddiness of IQ tests conducted on Mexican American children. Mexican Americans bad just challenged separate schools in Texas and California and were told by the courts that because they were technically white, racial segregation was illegal; however, the courts then claimed that pedagogical segregation based upon intellectual or linguistic deficiency was permissible. In challenging racist IQ science, Sanchez essentially advocated integration. ^ A decade of service intellectual work came together for Sanchez in Forgotten People. He called for a comprehensive federal and state program to uplift downtrodden Hispanic New Mexicans: Remedial measures will not solve the problem piecemeal. Poverty, illiteracy, and ill-health are merely symptoms. If education is to get at the root of the problem schools must go beyond subject-matter instruction. . . . The curriculum of the educational agencies becomes, then, the magna carta of social and economic rehabilitation; the teacher, the advance agent of a new social order. ^ Sanchez regarded Mexican Americans as similar to Japanese Americans, Jewish Americans, and African Americans. To Sanchez these were all minority groups that endured varying levels of discrimination by white, Anglo-Saxon, Protestant America. Sanchez was uninterested in divining a hierarchy of racial victimization; instead, he spent considerable energy on pondering ways for these groups to get the federal government, in New Deal fashion, to help alleviate their plight. Even in the mid-1960s when many Mexican Americans had come to favor a separate racial identity over an ethnic one, Sanchez still conceived of Mexican Americans as a cultural group, ignoring concepts of race altogether unless discussing racial discrimination. ^ Sanchez engaged the struggles of other minority groups and linked them to Mexican American activism. In 1948, for example, Sanchez (Columbia, Mo. , 1966), 1-6; George I. Sanchez, Forgotten People: A Study of New Mexicans (1940; reprint, Albuquerque, 1996), xvi-xvii. Befitting the service intellectual ideal of freely diffusing knowledge, the Carnegie Foundation gave the book away. Carnegie provided four thousand dollars for Sanchezs research at the same time it supported work on a much larger study on African Americans—Gunnar Myrdals classic An American Dilemma: The Negro Problem and Modern Democracy (New York, 1944). ^ Carlos Kevin Blanton, From Intellectual Deficiency to Cultural Deficiency: Mexican Americans, Testing, and Public School Policy in the American Southwest, 1920-1940, Pacific Historical Review, 72 (February 2003), 56-61 (quotations on p. 60). Sanchez, Forgotten People, 86. George I. Sanchez, History, Culture, and Education, in Julian Samora, ed.. La Raza: Forgotten Americans (Notre Dame, 1966), 1-26; Mario Garcia, Mexican Americans, 267-68. 576 THE JOURNAL OF SOUTHERN HISTORY published through the United States Indian Service a government study on Navajo problems called The People: A Study of the Navajos. ^^ In 1937-1938 Sanchez transferred his New Deal, reformist ideology across borders as a Latin American education expert with a prestigious administrative post in Venezuelas national government. Writing to Edwin R. Embree, director of the Julius Rosenwald Fund, Sanchez described his work as the chief coordinator of the countrys teachertraining program in familiar New Deal terms: the hardest task is breaking down social prejudices, traditional apathy, obstructive habits (political and personal) and in-bred aimlessness. His first program report was appropriately titled Release from Tyranny. ^ During World War II Sanchez was appointed to the Office of the Coordinator of Inter-American Affairs under Nelson A. Rockefeller, where he continued work on Latin American teacher-training programs as part of the war effort. Sanchez was deeply committed to progressive reform in Latin America that would lift educational and living standards. ^ Sanchez also took on African American issues. From 1935 to 1937 he worked as a staff member with the Chicago-based Julius Rosenwald Eund. This philanthropic organization was concerned with African American rural education in the South, and in this capacity Sanchez collaborated with Eisk Universitys future president, the eminent sociologist Charles S. Johnson, on preparing the massive Compendium on Southem Rural Life. Sanchez was listed in the studys budget as the highest-paid researcher for the 1936-1937 academic year with a $4,500 salary and a $2,000 travel budget. Sanchezs work with the Rosenwald Eund also involved numerous activities beyond his role as the groups pedagogical expert. In November and December 1936 he lobbied the Louisiana State Department of Education on behalf of a Dr. Sanchez Seeks Fulfillment of U. S. Promise to Navajos, Austin Daily Texan, November 16, 1946, in George I. Sanchez Vertical File (Center for American History, Austin, Texas; hereinafter this collection will be cited as Sanchez Vertical File and this repository as Center for American History); George I. Sanchez, The People: A Study of the Navajos ([Washington, D. C], 1948). ^ G. I. Sanchez to Edwin R. Embree, October 17, 1937, Folder 4, Box 127, Julius Rosenwald Fund Archives (Special Collections, John Hope and Aurelia Franklin Library, Fisk University, Nashville, Tennessee; hereinafter this collection will be cited as Rosenwald Fund Archives and this repository as Franklin Library) (quotation); Embree to Sanchez, October 29, 1937, ibid. Sanchezs work for the Instituto Pedagogico occurred just after its creation in 1936 during a brief liberal phase of Venezuelan politics. For more on its creation, see Judith Ewell, Venezuela: A Century of Change (Stanford, 1984), 75. Dave Cheavens, Soft-Spoken UT Professor Loaned to Coordinator of Latin-American Affairs, Austin Statesman, December 3, 1943, in Sanchez Vertical File; Texan Will Direct Training of Teachers, Dallas Morning News, November 3, 1943, ibid. ; George I. Sanchez, Mexican Education As It Looks Today, Nations Schools, 32 (September 1943), 23, ibid. ; George I. Sanchez, Mexico: A Revolution by Education (New York, 1936). WHITENESS AND MEXICAN AMERICAN CIVIL RIGHTS 511 Rosenwald teacher-training program and the broader issue of school equalization. Equalization had been the primary avenue of African American activism that culminated with the Gaines v. Canada decision of 1938, which mandated that the University of Missouri either admit a black law student or create a separate, equal law school for African Americans. Sanchez also lobbied in Washington, D. C. , in February 1937, consulting with the Progressive Education Association and various government agencies on Rosenwald projects. ^ As one of his duties on the compendium project, Sanchez studied rote learning for rural African American children who lived in homes lacking in formal education. This study was inspired by Charles Johnsons mentor at the University of Chicago, Robert E. Park. Johnson, Sanchez, and other young researchers such as famed historian Horace Mann Bond were to look at ways to educate populations handicapped by the lack of books and a tradition of formal education in the home. This venture was affiliated with the Tennessee Valley Authority and chiefly concerned with raising the cultural level of poor, rural African Americans more effectively than standard textbooks and pedagogies developed for privileged students in other parts of the country. The project aimed to equip teachers to integrate the knowledge which the school seeks to inculcate with the experiences of its pupils and with the tradition of the local community. Sanchezs comparable work with bilingual education in New Mexico and Latin America fit well within the scope of the new undertaking. ^ Sanchezs biggest project with the Rosenwald Fund was creating a well-recognized teacher-training program at the Louisiana Negro Normal and Industrial Institute at Grambling. Charles S. Johnson later described this Grambling teacher-training program as among the most progressive of the community-centered programs for the education of teachers in the country. He praised the Grambling endeavor for offering African American teachers opportunities for the development of creativeness and inventiveness in recognizing and solving * Charles S. Johnson to Edwin R. Embree, October 16, 1936, Folder 1, Box 333, Rosenwald Fund Archives; Embree to Johnson, October 23, 1936, and enclosed budget manuscripts Supplementary Budget on Rural Education Compendium and Rural School Exploration, Tentative Budget 1936-37, ibid. ; undated project time sheet [October 7, 1936 to April 27, 1937], Folder 3, Box 127, ibid. ; Numan V. Bartley, The New South, 1945-1980 (Baton Rouge, 1995), 15; Compendium on Southern Rural Life with Reference to the Problems of the Common School (9 vols. ; [Chicago? ], 1936). Charles S. Johnson to Edwin R. Embree, January 21, February 25, 1937, Folder 5, Box 335, Rosenwald Fund Archives; Johnson to Dorothy Elvidge, June 23, 1937, and study proposal by Robert E. Park, Memorandum on Rote Learning Studies, March 3, 1937, pp. 2 (first and second quotations), 3 (third quotation), ibid. Sanchez left shortly after the project began. 578 THE JOURNAL OF SOUTHERN HISTORY the problems to be found in rural communities, homes, and schools . . . .^Â ° Sanchez oversaw this project from its inception in September 1936 until he left for Venezuela in the middle of 1937. He set up the curriculum, the budgets, the specialized staff (nurses, agricultural instructors, home economists, and rural school supervisors), and equipment (the laboratory school and a bus for inspections). These duties involved close coordination with Grambling administrators, Louisiana health officials, and state education and agriculture bureaucrats. Difficulties arose due to Sanchezs departure. One Rosenwald employee summarized the programs problems, As long as George [Sanchez] was here he was the individual who translated that philosophy to the people at Grambling, and I am sure that you agree with me that he could do it far more effectively than the rest of us. But now that Sanchez [sic] is not here it is the job of the president of the institution to do both this interpretation and this stimulation. . . . I do not believe [President] Jones knows them. ^ Fisks Charles S. Johnson was elite company for Sanchez. Johnsons devastating attacks on southem sharecropping influenced public policy and garnered praise from President Franklin D. Roosevelt. He and others spurred the creation of Roosevelts Black Cabinet. ^^ Sanchez practiced a similar combination of academic research and social activism. When he began his work at Grambling he had recently lost his position in the New Mexico State Department of Education due to his pointed advocacy of reform as well as his penchant for hard-hitting, publicly funded academic research on controversial topics such as the segregation of Mexican Americans in schools. He had long sparked controversy with his research on racial issues. What especially limited ^Â ° Charles S. Johnson, Section 8—The Negro Public Schools, in Louisiana Educational Survey (7 vols, in 8; Baton Rouge, 1942), IV, 216 (first quotation), 185 (second quotation). A copy of this volume is in Folder 5, Box 182, Charles Spurgeon Johnson Papers (Franklin Library). ^ A. C. Lewis to G. I. Sanchez, October 14, 1936, Folder 13, Box 207, Rosenwald Fund Archives; Sanchez to Dr. R. W. Todd, September 28, 1936, ibid. \ Sanchez to Miss Clyde Mobley, September 28, 1936, ibid. ; Sanchez to J. W. Bateman, September 28, 1936, ibid. \ Sanchez to Lewis, September 28, 1936, ibid. ; Edwin R. Embree to Lewis, September 29, 1936, ibid. ; Sanchez to Lewis, September 30, 1936, ibid. ; Dorothy A. Elvidge to Lewis, November 27, 1936, ibid. ; Lewis to Sanchez, July 9, 1937, Folder 14, Box 207, ibid.; i. C. Dixon to Lewis, March 17, 1938, Folder 15, Box 207, ibid, (quotation on p. 2); Sanchez, The Rural Normal Schools TeacherEducation Program Involves . . . , September 17, 1936, Folder 16, Box 207, ibid. ; Sanchez, Suggested Budget—Grambling, April 9, 1937, ibid. ; Sanchez, Recommendations, December 9, 1936, ibid. ^^ John Egerton, Speak Now Against the Day: The Generation Before the Civil Rights Movement in the South (New York, 1994), 91-92; George Brown Tindall, The Emergence of the New South, ? 913-1945 (Baton Rouge, 1967), 543, 544 (quotation); Matthew William Dunne, Next Steps: Charles S. Johnson and Southem Liberalism, Journal of Negro History, 83 (Winter 1998), 10-11. WHITENESS AND MEXICAN AMERICAN CIVIL RIGHTS 579 Sanchezs future in New Mexico was a 1933 furor over his distribution of another scholars Thurstone scale (a psychometric technique developed in the 1920s) on racial attitudes to pupils in New Mexicos public schools. Governor Arthur Seligman publicly demanded that Sanchez be ousted and that the General Education Board (GEB) cancel the grant funding his position in the state bureaucracy. Partly due to the influence of New Mexicos U. S. senator Bronson Cutting, a progressive Republican champion of Mexican Americans, Sanchez survived an ugly public hearing that resulted in the resignation of the University of New Mexico faculty member who devised the scale. Nevertheless, the incident severely constrained Sanchezs future in the New Mexican educational and political arena. ^^ But Sanchez was not pushed into African American education simply out of desperation for employment. He appreciated the opportunities that the Rosenwald Fund provided to broaden his activism as a service intellectual beyond the Southwest. He was direct about this to his most ardent supporter. President James F. Zimmerman of the University of New Mexico: Im sorry the [Rosenwald] Fund is virtually prohibited from extending its interests and experiments into the Southwest. This is the only disappointment I feel in connection with my present work. I feel it keenly, however, as you know how deeply I am bound up with that area and its peoples. At the same time, though, being here has given me a wider viewpoint and experience that may well be directed at my first love sometime. Zimmerman was disappointed; he had groomed Sanchez for a faculty and administrative future at the University of New Mexico. Despite the uproar in 1933 Sanchezs talents were in high demand, however, as GEB agent Leo Favrot and Rosenwald director Edwin Embree coordinated which agency would carry Sanchezs salary with the New Mexico State Department of Education in early 1935 (GEB) and during a yearlong research project on Mexican higher education from 1935 to the middle of 1936 (Rosenwald Fund) until he joined the staff of the Rosenwald Fund on a full-time basis for his work at Grambling. ^* ^^ G. I. Sanchez to Leo M. Favrot, April 27 and May 11, 1933, Folder 900, Box 100, G.

International human resource management due to globalization

International human resource management due to globalization As the globalisation trend advanced, IHRM (International Human Resource Management) plays a critical role in helping companies evaluate the human resource skills /capabilities and possibilities involved in moving to different regions of the world (Luthans, Marsnik and Luthans,1997). The HR (Human Resource) function is to help manage the organisations people as effective as possible based on the organisation business objectives for competitive advantage (Porter, 1990). To be successful in the global marketplace, a need for global mindset is the key source for long-term competitive advantage. The current HR issues faced by PC is illustrated in Appendix A. The HR management in PC HQ did not consult the local HR representative information on local culture, employment aspects, safety, customs and traditions in order to operate in harmony with a local companys procedures which is the root cause of the HR dilemma faced by PC. Looking at the current HR issues that PC is facing, the complexities of operating in different countries and employing people of different nationalities are challenges arising from the internationalisation of business. Also the challenge PC requires to undertake its HR strategies, policies, practices to global level for multinational ventures (Scullion Linehan, 2005). Company characteristic, business strategy and organisational structure are important elements in policy choice for the Flexibility and HRM strategies (Delery and Doty, 1996; Tsui et al., 1995; Mayne et al., 1996; Doorewaard and Meihuizen, 2000). According to Philip Condit (Financial Times 1997), as the era move towards globalisation, it is advantageous global companies, workforce, management transform into a global enterprise. A standardized approach to IHRM may put an organisation to disadvantage because cultural differences are ignored rather than built upon. (Adler,1991). Competing demands of global integration and local differentiation are important elements which give rise the need to develop human resources as a source of competitive advantage (Caligiuri and Stroh,1995;Schuler et al.,1993;Taylor et al.,1996). PC required adopting a geocentric approach to IHRM integration to balance between the conflicting priorities of global integration and local responsiveness (Caligiuri and Stroh (1995). GLOBE research confirmed that selected cultural differences strongly influence important ways in which people think about leaders and norms. According to Spence Hayden (1990), the most critical HRM issue for going international is to select and train local managers (see Appendix B) as people is the main source for competitive advantage in international business. It is critical that PC focus on the first seven points of the HRM issues listed in Appendix B to enhance its current HR issues in Germany, France and India for the business expansion. The overall twelve HRM issues are for PC to apply for its going international plan to other Asia countries to build long term business success. The key challenge for PC is to capitalise on the diversity of global workforce without suppressing each other nations desire to maintain their own cultural heritage. Although it is tough, PC have to build, maintain and develop its corporate identity by managing its people on a worldwide basis, local responsiveness by adapting and conforming to the norms and customs of different societies in which PC operate (Laurent, 1986). This will enhance worldwide competitiveness, innovation combined with achievement, consistent across MNE units (Bartlett and Ghoshal, 1989). According to Schuler and Florkowski (1994), for control purpose, flexible HRM policies and practices at the local level must be balanced with the requirement of MNE to maintain its global set of IHRM policies. Deeper Analysis-HRM issues a) Training and Development As noted in PC case, there is no formal training to consultants after recruited. Failure to train employees can affect the values, beliefs, and assumptions shared by employees to the organisational culture (Bunch, 2007, p. 157). Au and Chong (1993) conclude that failing to incorporate organisational culture in training programmes might lead to total failure in building a successful organisation. Listed below are the ways to determine employees taining needs: In todays highly competitive global business environment, human resources play an important role in developing and sustaining organisation competitive advantage (Brewster, 2002). IHRM has enforced common methods of acquisition of knowledge through hiring and training, distribution of knowledge via training and development, and utilization of knowledge via performance management in an organisation. Training Assessment is used to determine if and what type of training is necessary to acquire skills, knowledge, and improvement in order to perform well for the organisation growth and success. (see Appendix C -General Systems Model of Training and Development). Cross cultural training is also critical for international assignments, for managers to be acculturated to other societies value, norms and behaviour. Training is also recognised as an important means for socialisation (Child, 1984; De Meyer, 1991; Derr and Oddou, 1993; Ondrack, 1985). Orientation is where new employee learns the organisational goals, corporate culture, job and to develop realistic expectations. Formal training on the other hand promotes shared values and facilitates network building between headquarters and subsidiaries. Only successful organisation (example: Accenture) will believe/continue to train, develop their employees in order to adapt to the constant change in the dynamic working environment as new technologies develop and emergence of global assignments. (see Appendix D Diagnostic steps in Development Programmes) According to Bramley, 2003, extensive training, learning and development are important. Learning organisations (example: Xerox, General Electric) have applied three stages of learning perspective. PC needs to ensure that outstanding talent remain at the forefront of its field in terms of professional expertise and product knowledge gained through training which facilitates learning so that employees can become more effective in carrying out their task. It is essential as people, technology, jobs, and organisations are always evolving. Technology is advancing at a staggering pace. Therefore, it is vital that employees be trained and developed to utilise the latest technology so as to attain the highest levels of productivity. b) International Managers As International business continues to grow intensely, PC must understand the need for highly qualified international managers, a crucial factor in implementing global strategies for business success (Gregersen, Morrison, Black, 1998). Overall International managers need to have effective cross cultural communication, non-judgemental capability, flexibility, empathy (Berrell et al.2002:92). Expatriates A successful expatriate manager must have sound knowledge of technical, functional, cultural, social, and political skills (Bartlett, 1986; Bartlett Ghoshal, 1994; Ghoshal Barlett,1997). The most common factors that determine the expatriates success or failure is illustrated in Appendix E. Expatriate managers that possess an acculturation characteristic will be able to adapt/adopt themselves to any region for international assignment. The key point for international transfer is to initiate, expand and control international operations to ensure various organisational units strive towards achieving organisation common goals which is linked to HQ control aspects. (Edstrà ¶m and Galbraith,1977). Appendix F described why transfer of international managers happen. According to Roessel (1988), the benefits of various functions of international transfers can enhance internationalisation of the MNE, which make it more sustainable in international market. Inpatriates The value of managers with unique local market knowledge can develop a dynamic capability for global assignments. In this manner, inpatriate manager is another option envisioned to build managerial talents which organisations can develop distinct competitive advantage in the market they entered. The inpatriation process is positively related to the global HRM for organisations development of organisational capabilities: quality, low-cost operations, speed learning, innovation and customer focus (Lawler, 1996; Urlich Lake, 1990). The criteria and characteristic of the right candidate for inpatriate managers are similar to the expatriate factors which illustrated in Appendix D. Although HQ prefers the expatriate managers contribution in multicultural management on the stabilisation control aspect for competitive advantage (Dadfer Gustavsson, 1992; Granstrand, Hakanson, Sjolander, 1993), inpatriate managers do play an important part in the bridging role between HQ and the emerging market that the organisation wish to penetrate (Harvey et al., 1999b,c,d). Inpatriate managers, as substitutes and complements of expatriates, can provide accurate advice on adaptation of technical dimensions of HR processes (recruitment criteria, compensation, appraisals, training and development of host country nationals). Inpatriate managers also act as a mentor to calibre managers from host country nations to insure a succession plan when new inpatriate managers are moved into the home country organisation. If PC would to consider inpatriate manager option, it has undertaken the step in developing a multicultural strategic leadership capability, developing a global learning organisation to compete effectively in a globalised world (Aguirre, 1997; Hofstede, 1980, 1984; McBride, 1992; McMillen, Baker, White, 1997; Nemetz Christensen, 1996; Reynolds, 1997). Statement to the Board of Paine Co (PC) Core Components of HR Strategy IHRM policies and practices are influenced by the organisations structure, strategy, its institutional and cultural environments (Ngo et al., 1998; Schuler and Rogovsky, 1998; Schuler et al., 2002; Sparrow et al., 2004). For management consulting multinationals, definition of HRM policies at international level should be followed by a more standardised local implementation (Boxall and Steeneveld (1999). At the same time, applying the right kind of policies and practices was a condition of ongoing viability, the success to implement HR policies and practices synergistically constitute the basis for competitive advantage. IT consultancy firm, like PC depends highly on qualified and specialised professionals to offer services based on their creativity and intellectual work. This profession requires versatility, adaptability and constant learning due to its ever evolving job nature (Starbuck, 1992; Ram, 1999; Ka ¨rreman, 2002). In this case, PC should look at the need for highly qualified multicultural workforce as a means to build managerial talents, develop organisations competitiveness in the market it enter. Furthermore, global competition has caused organisations to be more conscious of cost and productivity. Therefore, HRM strategies must reflect clearly the organisations strategy people, profit and overall effectiveness in managing an increasing diverse workforce to compete in an increasingly complex, competitive world. (see Appendix G -Important Factors /Requirement in HRM). According to Sparrow 1998, recognising organisations need for multiple and parallel flexibilities especially in a time of increasing international competition and technological change is vital (Atkinson, 1987; Tsui et al., 1995). The proposed core components of HR strategy that PC should apply is highlighted in Appendix H, taking into consideration the difference in nationality, culture and institutional factors, to enhance its organisation performance and build long-term competitive advantage. Notes to the Core Components Based on Best Practice HRM, staffing need to be highly selective, performance regularly and systematically assessed, teamwork orientated, autonomy and responsibility were encouraged (Huselid, 1995; MacDuffie, 1995; Delery and Doty, 1996). With the growth of PC business internationally, PC needs appropriate information to develop its HRM policies and practices through comparing cross-national dimension on an international perspective (Brewster et al., 1996; Clark et al., 1999; Kochan, Dyer, Batt, 1992), a business strategy to develop bigger market share one step ahead of its competitors. Cross-national HRM policies and practices are also influenced by both culture-bound variables such as national and organisational culture, institutions, industrial sector dynamics and culture-free variables such as age, size, nature, and life cycle stages of organisation (Brewster, 1995; Hofstede, 1993; Jackson Schuler, 1995; Sparrow, 1995). The degree and direction of influence of these factors varies from region to region (Jackson Schuler, 1995; Locke Thelen, 1995). Creating a global corporate culture requires a geocentric mindset, drawing upon cultural capabilities that exist across the global operations and incorporating diverse cultural values and practices. Understanding HRM roles/strategies requires a contextual approach, underlining the importance of taking the institutional context into account (Paauwe, 2004). The table below shows the factors determining cross culture HRM practices. A detailed list of the subcomponents factors/variables in determining cross-national HRM is listed in Appendix I. The strategic importance of a unique, specific and valuable human capital for knowledge-intensive firm like PC would suggest a preference for employment internalisation (Matusik and Hill, 1998; Lepak and Snell, 1999). PC must actively seek creative destruction of its existing competencies to retain competitive advantage in the marketplace (Schumpter, 1934,1942) via an adequate HRM policies and practices. The organisational competitiveness of PC will depends on its strength/capacity to shape a unique set of resources where competitors find it hard to copy, which mobilized with the help of developed organisational and managerial systems that provide the organisation with a series of distinctive capacities that allow to generate long-term sustainable income (Fernà ¡ndez Rodrà ­guez, 1995). The process of continuous learning and modification of resource bundles for efficiency and effectiveness of strategies contribute to development of the organisations dynamic capabilities (global management capabilities difficult to imitate) to gain/sustain competitive advantage. (Teece,1988; Teece, Pisano Shuen, 1997). According to Barney (1991), if resources meet the following elements, the firm earns a unique strategy profile which assist for international expansion. On the other hand, Behavioural Theory is based on the assumption that different strategies require different behaviours, attitudes and capabilities in workers (Schuler, 1987). According to this theory, HR practices do influence workers behaviour which results in improvements of organisational performance (Lawler,1986; Huselid, 1995; Becker, Huselid, Pickus Spratt, 1997; Guest, 1997;Appelbaum et al., 2000; Takeuchi, 2003). This implies PC must implement a set of personnel practices consistent with the organisations business strategy to build its international presence successfully (see below). When workers have positive perceptions, this will increase their work commitment with the organisation, degree of involvement and their level of working satisfaction, which results in better performance for PC and talented workers can be retained for future prospect. Developing a systematic approach of HR policies and practices consistent with business strategy can assist in the integration of business competitive advantage, where every possible source of competitive advantage need to be identified/utilised in facilitating the learning and knowledge transfer processes across units (Schuler et al. (1993:427). A high performance work system (HPWS) practices is perceived by employees as organisations commitment (Batt, 2002). [see Appendix J] Definitely with HPWS implemented in PC, it will be able to develop talented, motivated employees to meet organisations objective to achieve competitive advantage in the international arena (McDuffie (1995). By developing the necessary skills, knowledge and increasing motivation of employee contribution, PC can reflect the opportunities to realize economies of scale at the international level. With the rapid evolving technologies, this encourages PC to engage in innovation and continuous learning across its operation. According to Wright Snell (1991), a successful organisation should have motivated workers who are involved in the achievement of organisational objectives. Managers are responsible to create a more positive working environment where employees can flourish and increase their feelings of wellbeing at work (Tehrani et al., 2007). Line managers are also responsible to deliver the HR practices and to ensure that the perception of support, trust, fairness and consistency are maintained amongst employees. The biggest mistake unsuccessful global organisations make is to assume that there is one best way to structure HRM policies and practices. Trying to apply HRM principles that work well in one environment may not lead to the same level of degree of success in another. Challenges Globalisation competition has become so intensify, HRM professionals require to optimise the skills, talent, creativity of every employee more effectively. Failure to do so will probably mean the organisation cannot compete in the flat world. Every aspect of HRM strategic can be influenced by cultural differences in one or more dimensions. Therefore, PC needs to understand the cultural differences and ensuring HRM and cultural orientation of workers are coincide with one another without sacrificing efficiency. Conclusion To be successful in the international marketplace, PC must ensure HR policies are fit with strategic international plan of the organisation and with the work-related values of foreign culture due to cross-national interaction. Total word count=2,593

Pollution Essay examples -- essays research papers

Pollution has become a major issue over the years because it contaminates the Earth’s environment and affects human health. While some environmental pollution is a result of natural causes such as volcanic eruptions, most is caused by human activities. The increase of various types of pollution has made cancer pollutant more prevalent among the people, raising the risk of getting cancer. After being exposed to theses pollutants, the effects may be immediate or delayed. Some of the delayed effects, due to the exposure, can go unnoticed for many years. Another major issue that pollution creates is the tremendous cost for preventing and cleaning it up. However, we can not regulate the pollutants to the extent where there are no more possible threats. The most we can do is to minimize the effects of the potential risks, which we may encounter as a society. We can approach this matter by conducting different types of test from animal studies and epidemiological studies.   Ã‚  Ã‚  Ã‚  Ã‚  To regulate pollution, we first have to have an idea of what type of effects it will have on the general population and then determine the acceptable amount of exposure level. Since the specific risk here is that the individual will get cancer, after being exposed to a pollutant, possibly leading to their death, we have to consider a few factors such as age, sex, and their health status. Depending on how old the person is, if they are relatively young then he or she may not be affected by the pollutant because their immune system can probably fight off the pathogens. Gender can also make a difference, since males and females have different biological anatomies, thus the pollutant may be resistant to females but not the males or vice versa. Finally, the health status of a person also has to be considered. If a person is healthy and fit then maybe age might not matter and it will decrease their potential threat from the pollutant. After all of these factors are take n into account we have to regulate the carcinogenic pollutant and determine an acceptable level of risk. To determine what the effects are after an individual has been exposed to this pollutant and gets cancer, we can perform animals or epidemiological studies. Even though the animal studies will not be deterministic since we are not using human subjects to collect the data, it will give us an idea on how a... ... an acceptable exposure level; again this can not be done without some degree of subjectivity. As a result, I believe that an appropriate exposure level to cancer, due to this pollutant, should be one in a million. This is acceptable because every one person out of a million that is affected by this pollutant can get treated and cared for. By setting it at this level I think that there it would eliminate the shortage problems at hospital or at any care centers when providing treatments to the infected people. Thus, everyone who gets cancer from this pollutant will have the opportunity to take care of themselves and not have to worry about the lack of resources.   Ã‚  Ã‚  Ã‚  Ã‚  Everyone takes risk in particularly in everything they do. The best thing to do is minimize the effects of the risks as much as possible. The cancer causing pollutant in this case can be regulated by using some type of preventive measures. Without being oblivious about the moral issues, we have to set certain risks and exposure level of the pollutant. I set my risks and exposure level after determining several issues and came to conclusion after what I thought was the most optimal conditions.

Manufacturing Information System Essay

A manufacturing information system that is targeted for use anywhere production is taking place. Modern manufacturing information systems are generally computerized and are designed to collect and present the data which managers need in order to plan and direct operations within the company. Capabilities of the System 1. The system is able to determine the cost of purchases related to production. 2. The system can also help in planning and scheduling the production based on the sales forecast. 3. This system can control the quantity of production as well as the monitoring of inventories. 4. This system is able to generate reports which will be sending to different department as their source of information. Scope and Limitations The system has limited its coverage on the manufacturing entity only. Its main purpose is to help the entity in planning and scheduling production. The system covered only the production processes and generation of reports wherein other department will get information. It will not be effective on selling and marketing purposes or in other department works. Significance of the Study 1. The system supports the production or operation function. 2. The system fastens all activities concerned with planning and control of process producing goods and services. 3. The beneficiary of the system is the entity itself. Entities Sales Department Accounting Department Warehouse Suppliers Delivering Department Step by Step Process 1. Collect Data- is the process of gathering data that can be used in planning production. 2. Analysis of Data- is a process of examining, cleaning, transforming, and modelling data into useful information and supporting decision making process. 1. Designing of Product 2. Determining inadequate raw materials 3. Sourcing of Raw Materials- It is the process of purchasing inadequate raw materials which are needed in the production and a prerequisite in scheduling production. 1. Make Order 2. Make Payments Production- it is the process of converting raw materials into other materials or finished goods that will be sell in the market. Generates Reports- making of essential reports about production that will be passed to another department for the formulation of financial statement and in order to know what portion of the finished goods are available for sale.

Votive Figure of Fortuna essays

Votive Figure of Fortuna essays Votive Figure of Fortuna The Goddess of Good Fortune (The Haggin Museum) When I set out to pick a piece of art for this assignment, there were a few things I was looking for. I wanted a piece that showed great detail, style and meaning. When I saw the Votive Figure of Fortuna, immediately I noticed all of these things. The sculpture was truly a strong depiction of its time and era, created in Greece in 100 B.C.- 100 A.D. Created from terracotta clay, the artists eye for detail in this piece was so much more distinct than all of the other pieces that surrounded it. The formal elements that I will discuss that brings this piece to life are; line, texture, pattern and balance. What makes the Votive Figure of Fortuna so interesting is the intricacy it initiates for such a small and very old sculpture. The figure is around 2 wide by 7 high and around 2 deep. This detail is maintained through its contrasty and abrupt line patterns with intense angles and line variation. These lines are used by the artist to bring to life the woman's flowing gown. All of the folds are created, ripple by ripple through deep cuts in the terracotta clay. The artist created rich texture through his use of lines and thick gouges in the clay. Line next to line, side by side, interrupted by another set of lines at sharp, 90 degree angles also helps to evolve this emotion of great texture. The gown appears to be very fabric like even though the sculpture is simply hardened clay. This is a great effect by the artist and definitely one of its strongest elements. The patterns that are created with the detailed lines are also very important to the overall outlook of this piece. These lines flow one into the other, creating great contrast and depth. Shadows almost are fully developed with the line patterns because of the artist composition ...