Importance of Radical Change in Management Practices Assignment

Significance of Radical Change in Management Practices - Assignment Example The idea of association is a mind boggling process that requires numerous variables that put into thought and its fruitful fulfillment is an issue of time and inside and out basic evaluation of different cultural qualities. It is significant that sound administration abilities are the foundation of any firm’s the board. This should catch all the formal and casual intelligent methodologies in regard of the whole working and business condition. It is critical to breakdown investigation of the parts of such a fruitful authoritative structure and capacity in the more extensive image of the inward and outside point of view. It is worth to underline the degree of the association regarding the phase of advancement so the methodologies made are similar with the difficulties and issues present. An association which has quite recently started an is as yet a newborn child as far as all the parts of activity requires less exertion to pivot when contrasted with a firm that has existed for quite a while and has created inside and out custom in different divisions inside the representatives, the board and the overall population. It in this way implies reviving a progressing association that has been in showcase for quite a while is the most important issue attributable to the contemporary serious worldwide business advertise. A total redesign of the whole hierarchical arrangements has never been successful way to deal with manage the difficulties that are a piece of its presentation. This implies the administration must be patient and take air conditioning efficient move arranged by need with the end goal that the picture of the firm to people in general is kept up as inner elements are step by step taken through changes. The request for activities for restoring the exhibition of an association should start with more profound finding of the considerable number of components that clarifies the situation of the firm at that given time (Boonstra, 2004, pg328). This would frame the premise of setting up the most relevant issues that are critical to the endurance of the association as further alterations are in progress.

Supreme Case Roe vs. Wade Research Assignment - 1375 Words

Supreme Case Roe vs. Wade Research Assignment (Essay Sample) Content: Professors name:Course code:Students name:Date:SummarySupreme Case Roe vs. WadeThe right to life versus the right to choice is a debate which has existed for a long while. Arguably the most sensational case of this discussion is the Roe vs. Wade ruling of 1973. This matter came up at the United States Supreme Court after a prior judgment on her application had been heard and determined in a federal court. The ruling by the Supreme Court on said appeal maintained the decision from the lower court albeit with several alterations to specify the rights accorded under the constitutional mandate. However, the Roe vs. Wade ruling was controversial because it not only caused discussion on the legality of abortion but also erupted several legal questions on the extent to which the law favored choice over life.Summary of the caseRoe vs. Wade is a case that was filed against the legal injunctions applied within the Texas area (Wardle, 420). The suit was filed for Norma L. McCove y against the Texas district attorney Henry Wade. Norma had discovered that she was pregnant with her third child and since she wanted to procure an abortion she moved to Texas for the procedure. However, her abortion was nullified because her pretense of having been raped was invalidated on the grounds of a lack of a police report. The Texas legal injunctions in effect at the time denied any abortions except in particular circumstances like rape and incest, a provision which the advisors of Norma had banked on for the success of the abortion. However, when the state denied access to the abortion, Norma approached the attorneys Linda Coffee and Sarah Weddington who placed a suit in the federal court on her behalf. The case was filed with the alias of Jane Roe for Norma against the Texas district attorney Henry Wade.The first ruling by the federal court favored the applicant by asserting the ninth amendment. This verdict also incorporated the application of the consensual decision b y Arthur Goldberg in the Griswold vs. Connecticut case stating that the privacy of the applicant had been violated in the restrictive nature of the legal injunction. However, the court declined to repeal the application of the rule citing several inconsistencies. This misunderstanding made the district attorney, Henry Wade, to ignore the decision, at which point the applicant's lawyers and the district attorney's office appealed to the Supreme Court. The case, therefore, came before the Supreme Court in 1970 and was decided in 1973 with a seven against two favor of the applicant. However, the Supreme Court cited the fourteenth amendment as their basis instead of the ninth amendment and provided legal injunctions offering women the choice to abort subject to several litigations and states of interest as accorded to the state. These directives included the stages of pregnancy and therefore the increase in fetal viability as evidence of increasing state interests.The constitutional que stion in Roe vs. Wade was whether the constitution embraced the right of a woman to obtain an abortion (Wardle, 420). This issue was premised to negate the Texas prohibition which limited the choice of women to abortion severely. Therefore, the attorneys representing Norma McCovey sought the determination from both the federal court and the Supreme Court on the following appeal on the choice of women regarding abortion. Consequently, the Supreme Court's decision upheld that the provisions of the constitution accorded enough leeway to women and their choice on whether to abort or not. However, the choice was limited by several injunctions as relates to the terms of pregnancy and the state interests regardless of the viability of the ninth amendment.Several critical rulings on the issue of abortion had set a precedent for the Roe vs. Wade case. Chief amongst these suits was the Griswold vs. Connecticut and the United States vs. Vuitch. The Griswold vs. Connecticut case was brought up against Estelle Griswold and it questioned the Comstock law in Connecticut (Garrow, 894). This rule set a standard that the use of contraceptive was illegal in marriage because it was abortifacient rather than a preventative. The premise of this case was to determine whether the legal injunction was beneficial to the public rather than being repressive to women's rights. The court ruled in favor of the appellant while affirming that the Comstock law was inconsequential in marital situations. The last scenario was a change from the status quo abortifacient classification of contraceptive medication and the opening up of the same to Connecticut and Massachusetts. A later determination in the Eisenstaedt vs. Baird included the rights of the unmarried to consider and use contraceptives according to their preference.A similar case which set the precedence for the Roe vs. Wade scenario was the United States vs. Vuitch. This lawsuit was filed at a federal court by Vuitch, a doctor in Co lumbia who was offering abortions to women. The case was premised on the concept that the abortions were of lesser consequence than the legal requirement a fact which had led to the possible prosecution of Vuitch. However, Vuitch applied to the federal court seeking to determine that the health description in the legal injunction was vague thereby negating his indictment. The federal judge ruled in favor agreeing that the word health was unconstitutionally vague (Tatalovich, 54). The Supreme Court, however, negated the vagueness of the constitution on the description of health but upheld the law allowing for abortion in scenarios where the womans life was in danger (Garrow, 901). The determinations of these rulings set a precedence which jointly influenced the decisions in Roe vs. Wade in 1973.Constitutional Precedent InterpretationThe ruling in Roe vs. Wade should have been decided in favor of the appellant but with lesser implications to the legal injunctions therein. Considering the precedent set by the Griswold vs. Connecticut and United States vs. Vuitch, the absolute granting of the rights to abortion to the woman virtually overstepped the Stare Decisis established. For instance, the ruling offered in both the Griswold vs. Connecticut and United States vs. Vuitch maintained the status quo respect for the boundaries provided in law. In Griswold vs. Connecticut, the legal limits offered which necessitated the strict use of the contraceptive drugs within the bounds of marriage were upheld, considerabl...

Foreign Policy Problem For Nepal - 1123 Words

After defeating the incumbent prime minister, KP Oli is in the process of forming a new government in Nepal. His government faces daunting challenges -- both old and new. Let us start with the old challenges. Foreign policy of each country is driven by its national interest. Both India and China prefer a seamlessly friendly government in Kathmandu, which is not possible given their strategic contest and territorial conflict. This creates an irreconcilable foreign policy problem for Nepal. This problem has been so as old as the unified Nepal. King Prithivi Narayan Shah understood this conflict of interests between the two neighbors, characterized his newly unified kingdom as a yam between two large boulders, and counselled his†¦show more content†¦Washington supported the coup staged by General Sisi to throw out the democratically chosen regime. Although western countries do not tire pledging their commitment to human rights, they continue to do deals with the most oppressive regimes in the world if they are powerful and have strategic resources like oil and uranium. Obviously, India prefers to maintain its influence in Nepal, if not increase it. The Sugauli Treaty of 1815, 1950 Treaty, shared culture, open and accessible border, Nepal s economic reliance on India have given India certain advantages in Nepal. China is seeking to change the status quo. New Delhi punishes its smaller neighbors if they cozy up with Beijing. For instance, when Nepal bought weapons from China, India imposed economic blockade on Nepal in 1989-90. Similarly, when Bhutan moved closer to China and accepted 20 Chinese buses, India cut off its fuel subsidy to Thimpu in 2013. That brings me to the new challenges of Nepal: India s unannounced economic embargo; implementation of the new constitution; and Nepal s accelerated economic development. First, the embargo. a series of Indian political experiments in Nepal since 1950 suggest that New Delhi is yet to find an optimal policy framework north of its border. These experiments include the 1950 political change; efforts to integrate foreign and defence policies in the 1950s; letters of 1959, 1963, and 1965; political change of 1990; Maoist insurgency 1996-2005; 2005Show MoreRelatedKing Prithivi Narayan Shah : The Conflict Of Interests Between The Two Neighbors1158 Words   |  5 PagesAfter defeating the incumbent prime minister, KP Oli is in the process of forming a new government in Nepal. He faces daunting challenges -- both old and new -- in the days ahead. Let us start with the old challenges. National interest drives the foreign policy of each country. Both India and China prefer a seamlessly friendly government in Nepal, which is not possible given the strategic contest and territorial conflict between them. 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The Crime Of Wealthy Cities - 1574 Words

There is a misconception that wealthy cities do not have the same types of crimes as lower or middle-class areas. Society believes that the affluent residents can deter crime with their highly patrolled areas and their advanced security systems to keep them safe from criminals and drug addicts that may be wandering on the street. In addition, society believes that the upper class’ wealth deters them from committing crimes. They see that there is no reason for them to commit a crime with all the money they have because they can just buy whatever they desire. Although in some aspects it may be true, some cannot help the thrill and excitement that comes with the package of committing crimes. Others get involved in crimes because of social or†¦show more content†¦Later that†¦ year †¦ [a second] beating of victim†¦ at a party [happened and]†¦ attackers threatened to kill witnesses if they told police. 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Case Study Calgary Oil Shale Technologies Inc

Question: Case Study on Calgary Oil Shale Technologies Inc. Answer: Introduction Motivation, leadership, and team building are interlinked with each other in determining the business practices. According to Burke and Barron (2014), team motivation is one of the most significant challenges that are associated with many of the changing parameters. The leaders need to keep the focus on maintaining productivity and engage the workers to bring out the skilled outcomes of their performance (Schoemaker, Krupp and Howland 2013). The leaders are appointed to be focused on some changes related to the workplace climate, looming deadlines of the project, and assigned tasks (Lord, Hall and Halpin 2012). The skilled leadership requires the adoption of such qualities to deal with these challenges and maintain the team cooperation through motivating the members. The study is focusing on a case based on the maximisation of oil recovery system by Calgary Oil Shale Technology Inc. The concentration on the problem will be associated with the theoretical perspectives related to the m anagement practices and will be evaluated accordingly. Background of the Case Study The case study is reflecting the maximization of the oil recovery by Calgary Oil Shale Technologies Inc., which is a subsidiary of an international oilfield services. The company provides the data management system and necessary technologies to maximize the oil recovery In Colorado, Alberta, and Utah. The major problem was found in undertaking such oil recovery process is the conflict between the labourers and the scientists. The company usually appoints the highly trained professionals like geophysicists, geologists, and engineers to deal with these advanced technologies. There are three major functional groups associated with the operational activities of Calgary Oil Shale Technologies Inc. these three groups are operations, equipment maintenance people, and below ground. Many of the articles are published in regards to the conflicts between these groups associated with the business operational activities. The identification of the exact issue is the conflicts between these groups due to the diversified expertises and experiences (Jordan, Healey and Leahy 2016). The lack of communication is also one of the significant reasons behind the occurrence of such situational crisis. Moreover, Algoma Howard believes that this type of the conflicts can only be managed by Debrito, who is a skilled employee of the company. It is much required to build the team efficiency by managing the conflicts and adopting the effective leadership skills. Hence, Debrito can apply the efficient leadership attributes to motivate the employees and formulate the team. The case study based questions will be determining the theoretical application to rectify such issues and establish the skilled procedure of maintaining the organisational activities. Fireside chats and problem-busting teams In recognising the potential issues associated in this case study, it has been seen that the conflicts between the diversified groups are much foreseen. The conflict resolution has been considering the frequent communications between the groups and the higher management. The fireside chats is considering the arrangements of optional meetings where all the employees will take part (Schoemaker, Krupp and Howland 2013). The meeting shall be organised in the cafeteria on late afternoon. The major objective to arrange such meeting is to engage the employees to sit back in a relax mood and discuss the actual problems that have been faced by them (Prenzel and Vanclay 2014). In the first stage, the discussion should be based on the requirements of their group and the difficulties they have been facing while communicating and dealing with other groups (Dyer and Dyer 2013). In the second stage of discussion, the employees need to follow the guidelines where it is stated, Focus on the issue, no t the person. The final stage would be determining the discussions based on the way of resolving the problems. The recognition of these stages is essentially needed to identify and resolve the situational crisis (Riener and Wiederhold 2016). It is also to be noted that the stages included in this meetings would be linked in the next step, while formulating the problem-busting team. On the other hand, the problem-busting team is specifying another process of resolving the issues occurred between the three groups in Calgary Oil Shale Technologies Inc. This team is generally created depending on the participants who are willing to participate in Fireside Chats. The formulation of this particular team is considering the temporary involvement of the people to identify the exact issues related to the groups (Montgomery 2012). As per this case study, it has been seen that the three functional groups, such as operations, equipment maintenance people, and below ground are associated with the diversified hierarchy system. One leader is appointed as the first line supervisor and the person is trained in building up a team (Halperin 2013). This particular process includes three more stages. In the first stage, the discussion takes place regarding the maintenance of the responsibilities and decision making process with the lower level of the employees (Song et al. 2013). Th e next stage considers identification of the problem and enhancements of the commitment level within the group. Another stage is determining the associations of the groups to focus on the chronic problem considering the process leads to success (Hurlburt et al. 2014). The final stage is establishing permanent workforce by organising the cross-functional teams. Leadership Roles and Leadership Approaches As per this case study, it has been seen that Debrito undertook Socio-emotional role to achieve the success related to the team-based activities. Debrito spent almost 26 years in COST as in line staff. He possesses enormous knowledge based on encouraging the team members, harmonizing the group, especially when the conflicts appear. Moreover, he looks after reducing the stress level by providing enough supports to the team members and following the justified and relevant ideas that will enhance the productivity of the team. As defined by Mole, Baldock and North (2013), the socio-emotional leader is much concerned with focusing on the imporvment of group morale and by reducing tensions, mediating in arguments, and settling the disagreements. It has been seen that Debrito has the capability of managing such conflicts and improving the morale more significantly. In fact, it is also much important to select a proper leadership attribute to deal with such situational circumstances (Ilgen 2 014). Hence, the selection of socio-emotional leadership skill is quite justified in this case. It is to be noted that in this emerging scenario of conflicts among the groups need clear vision and more interactive sessions. Hence, the justified selection of proper leadership approaches is essentially needed to manage such circumstances (Foss and Lindenberg 2012). In managing such conflict based scenario, Debrito has kept his concentration on maintaining the interactive or participative leadership style by considering contingency approach. It is to be indicated that the leadership style adopted by him is specifically characterized through the acceptable values. The signified values indicate the collaborations, inclusion, caring, and team building aspects (Barsky 2014). The approach signifies the leadership trait of a leader who usually shares the ideas with the subordinates before making any relevant decision regarding the organisational practices (Hu and Liden 2015). The participative method is considering the assimilations of the people in the group and participation in a grou p-based conversation. The suggestions derived from them would be beneficial for undertaking the relevant decision related to the organisational welfare. In fact, the frequent conversation and communication resolve the conflicts. Algoma Howard believed that if Debrito would be there in Colorado, it would have been better to resolve the problem sooner. The idea is quite impressive and justified. Having a partner like Debrito would be beneficial for achieving the organisational success by eliminating the situational conflicts among the groups. It is noticed that Debrito has been playing the key role in the horizontal team structure during the arrangements of the group meetings. According to Hon and Chan (2013), the Horizontal Team is formulated with the employees who belong to groups of diversified expertises and skills. This group maintains the similar hierarchal level while performing any organisational tasks, but people associated in this group signify the diversified skilled and their experiences (Hon and Chan 2013). Hence, while these people would be associated together, it would enhance the team efficiency and diversified background people would be able to communicate with each other. The increasing level of the communication is quite helpful in making the participative decisions and team engagement. In fact, it is to be stated, the employees get to know the perceptions of others in a significant manner (Crowfoot and Wondolleck 2012). Hence, the proper communication or interaction with each other is necessary to minimise the conflicts and enhance the work productivity. Since, Debrito can follow such procedure in an effective way; it would be easier for him to deal with such crucial condition. Recommendation for improving the organisational scenario The above discussion has been reflecting the situational conflict occurred among the groups associated with the organisational activities. In keeping the focus on the situations, some of the suitable recommendations are needed to be raised. Firstly, it is important to facilitate some of the changes in the organisational practices. These recommendations are discussed further: 1) The first initiative needs to consider the realistic talk with the top management to inform that the team efficiencies will be increased if the members will be monitored more significantly. However, it is to be indicated that each of the situations need the close concentration on the issue to eliminate the contradictory factors. Determining these concerns, each of the situations will be resolved by the application of diversified approaches. 2) Depending on one person is not justified in determining the organisational practices. It is possible that the company will not get a skilled worker like Debrito every time of needs. In such situation, the company will require other people with the similar leadership attributes. The person needs to be skilled with the team communication and interactions. The leader happens to be skilled with the transparent communication skills to identify the underlying issues. This specified attribute of the leader would be helpful for the team members to gain recognition sooner than the expectations. 3) Another most prominent aspect of resolving such conflict situation is related to the arrangements of the fire chats. It is to be suggested that while arranging the fire chats, the leaders should not persuade the employees to participate and make the full attendance. The arrangements of fire chats should be free from compulsory attendance. If the employees feel that they are persuaded to attend such meetings, the voluntary purposes will be refused and accordingly, the problems will remain the same. The purpose of the meeting is to gather the employees and interact with them to identify the exact occurrence of the issues. If they will be forced to attend the meeting, they might feel hesitated to communicate about the issues they have been facing with other groups. The general interactive session would b helpful in such circumstances. The application of such recommendation would be beneficial for considering the establishment of the skilled leadership traits and resolving the conflicts. More specifically, it can be inferred that the establishing the transparent communicational activities is necessary to recognise the underlying issues faced by the employees in different groups. The maintenance of such structured procedure would also help in understanding the current scenario of the organisation more clearly. The specified process will lead towards achieving the pre-determined objectives as well. Conclusion The study has been focusing on the situational conflicts occurred between the group communication in Calgary Oil Shale Technologies Inc. The identification of the issue is needed to be monitored at the initial stage. The group discussion through arranging team meetings and interacting with the team members would be beneficial. It is to be indicated that the effective leadership skills are required for managing the teams and motivating them to resolve the emerging conflicts. The transparent communications are essential to recognise the underpinning issues, which may affect the organisational scenario as well as the productivity. However, the interactive session thus would be beneficial and can eliminate the situation crisis. References Barsky, A., 2014.Conflict resolution for the helping professions. Oxford University Press. Burke, R. and Barron, S., 2014.Project management leadership: building creative teams. John Wiley Sons. Crowfoot, J. and Wondolleck, J.M., 2012.Environmental disputes: Community involvement in conflict resolution. Island Press. Dyer, W.G. and Dyer, J.H., 2013.Team building: Proven strategies for improving team performance. John Wiley Sons. Foss, N.J. and Lindenberg, S., 2012. Teams, team motivation, and the theory of the firm.Managerial and Decision Economics,33(5-6), pp.369-383. Halperin, E., 2013. Emotion, emotion regulation, and conflict resolution.Emotion Review,. Hon, A.H. and Chan, W.W., 2013. Team creative performance the roles of empowering leadership, Creative-related motivation, and task interdependence.Cornell Hospitality Quarterly,54(2), pp.199-210. Hu, J. and Liden, R.C., 2015. Making a difference in the teamwork: Linking team prosocial motivation to team processes and effectiveness.Academy of Management Journal,58(4), pp.1102-1127. Hurlburt, M., Aarons, G.A., Fettes, D., Willging, C., Gunderson, L. and Chaffin, M.J., 2014. Interagency collaborative team model for capacity building to scale-up evidence-based practice.Children and Youth Services Review,39, pp.160-168. Ilgen, D.R., 2014. Work team motivation: Progress and perils. Jordan, J.W., Healey, L. and Leahy, B.S., 2016. Career Leadership Smarts: A Multi-Facet Approach to Leadership Development. Lord, R.G., Hall, R.J. and Halpin, S.M., 2012. Leadership skill development and divergence: A model for the early effects of gender and race on leadership development.Early Development and Leadership: Building the Next Generation of Leaders, p.229. Mole, K.F., Baldock, R. and North, D., 2013, January. Taking Advice. Firm Size, Competence, Concerns and Informality in a Contingency Approach. InAcademy of Management Proceedings(Vol. 2013, No. 1, p. 12425). Academy of Management. Montgomery, C.A., 2012.The strategist: be the leader your business needs. Collins. Prenzel, P.V. and Vanclay, F., 2014. How social impact assessment can contribute to conflict management.Environmental Impact Assessment Review,45, pp.30-37. Riener, G. and Wiederhold, S., 2016. Team building and hidden costs of control.Journal of Economic Behavior Organization. Schoemaker, P., Krupp, S. and Howland, S., 2013. Strategic Leadership: The Essential Skills. Harvard Business Review, pp.3-5. Song, L.J., Lu, E.Q., Peng, K.Z., Wong, C.S. and Wu, W., 2013. The Effect of Leader Positive Affectivity on Team Member Turnover Intention and Team Organizational Citizenship Behavior.Frontiers of Business Research in China,7(3), pp.311-332.

The Mermaid Symbolism Essay Example

The Mermaid Symbolism Paper In folklore, Mermaids have female heads and torsos, but are fish-like from the waist down. They are generally regarded as mythical and beautiful creatures with the power over the seas and hold the many mysteries of the deep. Tales of half-human, half-fish creatures are universal, with each country having their own versions and stories. Every culture and county has its own version of the mermaid and some variances exist about the nature of mermaids. However, what is common among them is that these creatures are generally regarded as enchanting, beautiful, and immortal, even as they are mysterious and elusive. (Waugh 76) On the novel `One Tribe, Evelina Galang starts the story with the sudden death of Isabel Manalo’s unborn child. This tragic death turn stirred up much rumors, gossip and speculation in a small Midwestern suburb where Isabel. The nasty rumors continued unabated, which led Isabel to move to Virginia Beach to concentrate on teaching the Filipino Americans youths there about Filipino myth and history. In the book One Tribe, the image of the mermaid has been intimately associated with the main character as she endeavors to lead a life of self-determination and actualization, even as she tries to break free from the roles that society imposes upon her. Isa thought that she would finally find acceptance in Virginia Beach as a teacher of history and mythology to the Filipino-American community. However, Isa soon finds out that, just like the Midwestern suburb she left behind, she is also perceived as an unwanted stranger in Virginia Beach; tolerated yes, but not totally accepted. We will write a custom essay sample on The Mermaid Symbolism specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Mermaid Symbolism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Mermaid Symbolism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Isa finds herself in a right smack in the middle of an unruly community where gang violence and drive-by shootings are common place. Apart from the chaos around her, Isabel is also subject to varying levels of hostility and suspicion from the different groups in her community who continue to harbor some misgivings about her, primarily because of largely mysterious circumstances of her past. At the start of her teaching job, Isa has her first encounter with the mermaid as the symbol of Las Dalagas, a gang of school-age girls who are into hip-hop and slang language. Isabel then uses the Mermaid to symbolize the girls’ freedom, their sexuality and the girls’ vulnerability to the destructive nature of the environment that shapes them. In the case of the girls of Las Dalagas, the mermaid symbolizes their independence and the ability to use their sexuality, beauty and talent in ways that are destructive to the people around them and to themselves as well. On the surface the girls of the Las Dalagas look exactly like any other girl, but on closer look, one will realize the depths of their capacity for misfit and menace, or their general disregard for rules. Just like mermaids, these girls are free to roam the boundless sea. Isabel’s fixations with the mermaid as well as with the girls of Las Dalagas are manifestations of her own longing for freedom. One can vey well see that she years for the qualities that both the mermaid and the Las Dalagas have. One can find such longing for freedom in the following passages of the book One Tribe: She envied that they had friends who shared so much with them. In Virginia, children weren’t islands. They were oceans, bodies of water so large and so full, so tumultuous, that no one, not even the administration could ignore them. (24) The fact that Isabel compares children with water means that she acknowledges that these young people are unlimited and full of possibilities, limited only by their daring to explore and their willingness to go as far as their dreams would take them. Isabel wants to go back to that time, when like a mermaid, she can travel and go where she wants to go and do what she wants to do, without regard for social norms and responsibilities. The freedom as exercised by the girls refers to their disregard for anything that tries to limit or pigeonhole them. However, on the flip side, Isabel recognizes the destructive path that the girls are taking. Isabel realizes that it is a waste to use youth and beauty in ways that are harmful to the self and to others, like the mermaids who use their beauty and voice to lure sailors to the depths where they drown and die. That mermaids chose to use their physical attributes in damaging ways is nothing short of a tragedy. More than freedom, the mermaids are also representative of the girls’ sexuality as well as the destructive nature with which they use their sexuality. Destructive nature is seen in the very participation of these girls in the gang. They use their skills, beauty and personality to break the law. Such dangerous sexuality can be seen in the following lines: This is the craziest thing she’s ever seen her sister do, but there she is, Miss Teenage Sampaguita. A white gown cascades down her body and billows at her feet. She has curled her black hair into tiny ringlets and gathered them up and stuffed them like posies on her ridiculous head. Bel squints into the lens. She focuses on her sister’s sash, a garish white satin banner with harlot-red lettering†¦. The reason why it is important to understand the symbolism of mermaids in the book â€Å"One Tribe†, is because Isabel Manalo attempts to discover her own unique self through the troubled teens while at the same time endorse some ideas of feminism as seen by the ability to troubled girls to effectively participate in a gang. The symbol of the mermaid is key to appreciating Galang’s book One Tribe. Isabel, the main character attempts to discover herself by looking at the lives of these troubled girls and how their struggles parallel her own. By trying coming to understand the reasons behind their destructive behavior, Isabel slowly comes to a place of empathy, forgiveness, and acceptance of her own past. Like mermaids who are half-creatures, not fully human and not fully fish, Isabel feels like a stranger in her own skin. She longs to find her true purpose in life. Mermaids are known to yearn for land and live as humans do. Similarly, Isabel straddles two worlds, and she does not fully belong in the two. While Filipina by ancestry, the fact that Isabel lives and works in the United States makes her American. On the other hand, the color of her skin and her Asian features make her Filipino. This situation makes it difficult for Isabel to find real acceptance in any of the two societies with which she has ties to. She is part of both, but does not fully belong to either of them. The author explores these various attributes of the mermaid and relates this to various aspects of the main character’s life. In some aspects, the mermaid is a destructive force in so far as the Las Dalagas are concerned. Their destructive nature is a function of the labels and stereotypes that is imposed upon them. In the end it might be said that mermaids and the Las Dalagas are products of their environment. They are only acting according to how society expects them to act. On the other hand, mermaids symbolize Isabel’s search for her rightful place, where she will be accepted for her unique contributions as a human being without any regard for her history. One Tribe is one mermaid’s tale to find her place in the vast sea of life. This can be seen at the beginning of the book where Isabel taught the story of creation to her class: The sea rose high and higher, crawling onto its knees and finally standing on its feet, spewing water up into the sky’s scowling, bitter face. The waves ripped the tissues of blue sky into tiny pieces. And then the sky threw paper rocks and cardboard boulders onto the floor. This surprised everyone, especially the sea, which calmed under the weight of the rocks. So the thrashing of water died, leaving the sky to herself. The rocks rooted themselves to the earth, settled their bodies among the seas and formed seven-thousand islands. And the bird rested her wings among the rocks, settled on a hill and found herself a home at last. (12) Isabel’s story is our story. It is a tale of a mermaid who longs to be in another place even as she longs to be accepted in the sea that she has come to know as home. Whatever our life stories and histories may be, we at some point in our lives feel lost and uncertain of where we are going and what we want to be. Like mermaids, we too have been involved in some form of self-destructive behavior. But unlike mermaids, we are not tied to a life of uncertainty. We have the power to live a meaningful and purposeful life. Indeed, after the turbulence and the maelstrom of living, there is a promise of calm seas to those who are willing to take on the many storms of life, and that is what Isabel and the mermaid is trying to tell us. Works Cited Galang, Evelina. One Tribe. New Issues Western Michigan University. 2006. Lewin, Ellen. Symbolism of the Mermaid Cult. Feminist Anthropology: A Reader. Blackwell Publishing. 2006. Waugh, Arthur. The Folklore of the Merfolk. Folklore. Vol. 71, No. 2. 1960.

Aboriginal Issues In Canadian Public Education †English Essay

Aboriginal Issues In Canadian Public Education – English Essay Free Online Research Papers Aboriginal Issues In Canadian Public Education English Essay In Canada, most of us are hardly surprised when we hear how disadvantaged our First Nations peoples are in terms of educational attainment, employment circumstances, health care and other social factors. Today the high school graduation rate amongst Aboriginal youth is about half of what it is amongst other Canadian youths, 40% compared to 70%. Incidences of drug and alcohol abuse, gang involvement and suicide amongst Aboriginal 15-24 year olds are all much higher than they are amongst non-Aboriginal youth. Although there have been substantial improvements that have been implemented through many promising recent initiatives, First Nations youth are still highly over-represented in all of these negative indicators. This paper will focus on some of those problems and what has been, and is being done to ameliorate them. Perhaps the most recent and profound example of how the Canadian government intends to alleviate problems with Aboriginal housing, education and health care was the one proposed by Prime Minister Paul Martin on November 23rd at the First minister’s conference held in Kelowna. It was then that the Prime Minister and his liberal government promised to spend over $4 billion dollars over the next four years to improve Aboriginal housing, health care and education. This amount includes $2 billion in compensation for former First Nations students who suffered physical and sexual abuse when they were forced into residential schools. Over 80,000 former students of the once mandatory system, which was meant to â€Å"Christianize† native children, can apply to get $2560 for each year that they were forced to attend a residential school. These schools were first opened in the late 1800’s and were run as partnerships between various religious organizations and the Canadian government. These partnership agreements ended in 1969 but many residential schools continued to operate under the management of the federal government; the last federally funded residential school closed in 1996 in Saskatchewan. In 1950, over 40% of the instructors at residential schools had no professional training whatsoever and in 1995, Arthur Henry Plint former supervisor of the Alberta Indian residential school 1948-1953 and 1963-1968 plead guilty to 16 counts of indecent assault and was sentenced to 11 years in prison. The curriculum in these schools was nothing like what other Canadian children were learning at the time. Class time consisted of one hour of religious training and 2 hours of instruction in reading, writing and mathematics; non-native schools had 5 hours of instruction in these and other subjects like science and foreign languages. In fact, the majority of the residential school curriculum was devoted to â€Å"civilization training† through which students were taught farming, cooking, sewing and cleaning. Cultural assimilation was the primary mandate of these schools but the effect of taking native children were away from their culture, language and elders was only to sever the intergenerational ties that held Aboriginal families and communities together. The abolishment of the residential school system and the reparations that have been made have and will undoubtedly improve the lives of Aboriginal peoples in Canada but there are still many more hurdles to overcome. One example is the high incidence of gang involvement amongst First Nations youth in rural parts of Alberta and Saskatchewan. In Hobbema, a rural community south of Edmonton, police officers have a caseload that is 3.5 times the national average, which is due in large part to the sizable amount of crime perpetrated by Aboriginal youths affiliated with gangs. According to Mel Buffalo, a spokesperson for the Samson Cree Nation, â€Å"This has gone beyond our control and we need help†. Aboriginal leaders in Hobbema are hoping that a cadet program aimed at youths aged 10-18 years will be the answer. In Saskatchewan, gang affiliation amongst Aboriginal youth dropped significantly after RCMP Corporal Rick Sanderson established a cadet program there. Sanderson attributed much of the program’s success to its leadership programs and mandatory regimens of community service. By providing opportunities for high risk youth to see the negative consequences of their behavior from a position of authority instead of inferiority they begin to empathize with their community leaders. This in turn motivates them to work together with their elders to solve these problems. The community service they perform teaches them different approaches aimed at alleviating problems associated with Aboriginal gangs. Unfortunately, the number of Aboriginal youths involved with cadets in Saskatchewan has dropped from 1,200 to 200 due to a lack of funding. However, Aboriginal leaders from all over Canada, including those Hobbema, have noticed Sanderson’s success and they are calling for his expertise. Buffalo is hopeful that establishing a cadet program in Hobbema could eventually lead to an Aboriginal police force. It is precisely this type involvement and pride in their community that Aboriginal youth will need if they are to resist the temptation of gang affiliation. Aboriginal youth in Hobbema and all over Canada are looking for acceptance from somewhere, and if they’re not getting it from their families or their community they’ll get it somewhere else. Another problem faced by Aboriginal students has been the lack of culturally sensitive curricula and the absence of teachers trained to work with Aboriginal learners and communities. In September of 1974, the education department at UBC-Vancouver responded to this dilemma by creating the Native Indian Teacher Education program (NITEP). This program is only open to qualified education students of Aboriginal ancestry who wish to build upon and strengthen their cultural heritage and identity. The curriculum prepares aspiring First Nations educators by incorporating Aboriginal culture and knowledge with traditional pedagogical training. Enrollment and convocation figures were not available but the program has been successful enough to be recognized by the BC business community. BC Tel currently awards up to $3250 annually for qualified First Nations students enrolled in the NITEP. Alberta Learning, the ministry of education in Alberta, has also made efforts to improve public education for First Nations, Inuit and Mà ©tis learners. In 2003, Alberta Learning, spent $1,750,000 on various programs aimed at providing â€Å"High quality learning opportunities that are responsive, flexible, accessible, and affordable to the learner†. These included offering grade 10, 11 and 12 language courses in Blackfoot and Cree at various high schools across Alberta and the development of grade 10, 11, and 12 curricula in Aboriginal studies (aboriginal social studies). Alberta Learning also made $3,393,000 available for more aboriginal teachers’ salaries, school improvement projects aimed at improving attendance and test scores at aboriginal schools and an Aboriginal teacher education program similar to the one currently offered at UBC. Total expenditures aimed at improving pre and post secondary education for Aboriginal students in Alberta were over $5.6 milli on in 2003. In their paper titled â€Å"Parent Marginalization, Marginalized Parents: Creating a Place for Parents on the School Landscape† Bill Murphy and Debbie Pushor have addressed another problem common to parents of Aboriginal students in Canada. According to the authors, the main reason aboriginal parents are often marginalized and labeled as â€Å"difficult when they are advocates for their children or as apathetic by teachers and administrators when they do not become involved† is because public schools do not â€Å"culturally fit† with their experiences at home and in their communities. And, what makes things worse is that educators seldom ask why aboriginal parents rarely attend school oriented meetings like parent teacher interviews nor do these teachers question what they themselves could do differently to invite aboriginal participation. In â€Å"Parent Marginalization†¦Ã¢â‚¬  Bill Murphy uses an example from his experience as a teacher in Fort Laird, a Dene Community in the Northwest Territories, to show how teachers can get more involved with Aboriginal parents. As part of his job there he was required to visit the homes of each one of his students before the school year began. Murphy spent eight years in Fort Laird and in that time he learned to cherish those home visits because they provided an opportunity for him to â€Å"establish communication with the home and to access [each] parent’s knowledge about their child†. By building these relationships and partnerships with Aboriginal parents he â€Å"facilitated the acknowledgement of parent voice and parent knowledge, which produced extraordinary experiences and significant improvements in his students’ performance†. Murphy’s approach in Fort Laird sounds like it would only be applicable in a small community where everyone knows everyone else but he continued this practice of making home visits in other school communities that were far less rural and geographically larger. He admits that most of the parents he visited in urban areas were initially confused by his presence on their doorsteps but by the third or fourth visit they too were realizing the power of a close home-school relationship. By combining his professional expertise with their unique knowledge of Aboriginal home life and culture Murphy and his students’ parents were able to â€Å"live out an agenda of relationships that worked in reciprocally beneficial ways†. Career and life planning for Aboriginal youth is another feature of First Nations peoples’ education that needs modification. According to Rod McCormick and Norman Amundson, career counseling with First Nations people doesn’t work because â€Å"it is based on a world view that is not shared by most aboriginals† and that â€Å"†¦to be effective, a counselor needs to understand the belief system and worldview of a culture before applying theories and techniques for healing†. They argue that Euro-American counseling approaches do not work with most Aboriginal youth because they are implicitly ethnocentric and do not address the fact that for most Aboriginal youths, â€Å"personal change occurs in the framework of the family and the community†. The career-life planning model proposed by McCormick and Amundson includes five components, each of which plays an integral role in defining career and life roles for Aboriginals. The components include: core beliefs of connectedness, sharing of gifts, roles and responsibilities, balance and values. Connectedness refers to the traditional Aboriginal belief that the Creator intended all inanimate and animate objects in the universe to be equal and related to one another, like members of a large extended family. As such, when a person seeks any form of help, other members of the family are usually involved. This approach lies in sharp contrast to the traditional western method of counseling, which tends to stress the role of the individual. More effective Aboriginal youth counseling must be applied in the context of the Aboriginal community and family. First Nations people generally believe that â€Å"the Creator bestows unique gifts amongst every person and expects that those gifts will be used to their fullest potential so that the family and community are as strong as they can be†. In essence, these gifts can be thought of as callings or vocations which form â€Å"the underlying basis for aptitudes and skill development†. Values and meaning are often overlooked amongst non-Aboriginals when they consider career choices but they are very important to Aboriginals because they form â€Å"collective sources of meaning†. McCormick and Amundson contend that the process of â€Å"forcible assimilation of Aboriginal people [has made it difficult for them] to connect with their traditional family, community and cultural values†. Aboriginal youth counselors must develop career decision making models that include these Aboriginal values. For most Aboriginal youth, it is only through an examination of these values that they can truthfully examine their strengths and limitations in ways that are respectful of themselves, their family and their community. Most First Nations people believe in attaining balance between their mental, physical, spiritual and emotional selves. When balanced, they believe that individuals are healthy, capable and able to make good decisions. McCormick and Amundson recognize that â€Å"mainstream counseling often tends to focus on thinking, feeling, or behavior and tends to leave out the physical and spiritual†. Balance is an important consideration for Aboriginal youth counselors for the reasons listed above and because First Nations elders say that â€Å"living life in an unbalanced way leads to illness†. McCormick and Amundson’s First Nations career-life planning model requires that information on the key components of connectedness, balance, roles, gifts and values be collected and integrated with more traditional counseling methods. Applying this method will ensure that the counseling is consistent with the worldview of Aboriginal youths. Lastly, I would like to consider how and why Aboriginal culture should be integrated into the public school curriculum. Making the public school curriculum comprehensible to Aboriginal learners is crucial if we are to improve school success and dropout rates amongst Aboriginal youth. Earlier, I discussed how UBC-Vancouver and Alberta Learning have been making efforts to bridge the cultural gap between Aboriginal students and non-Aboriginal teachers and administrators. Now I would like to address how the current teaching population feels about integrating Aboriginal culture into their classrooms. In her paper â€Å"Teacher’s Perceptions of the Integration of Aboriginal Culture into the High School Curriculum† Yatta Kanu interviewed two Aboriginal liaison workers to find out what the main incompatibilities between schools and Aboriginal culture are. The three main discrepancies that she discovered were: â€Å"(a) incompatibility between schools’ rigid approach to dealing with time and Aboriginal peoples more flexible view of time; (b) incompatibility between schools large classes and Aboriginal teaching methods such as the talking circle; and (c) incompatibility between the regimentation of the classroom experience and Aboriginal people’s cultural value of noninterference in childrearing (noninterference means refraining from directly criticizing an individual or attempting to control the behavior of others through direct intervention)†. Through her research, Kanu was able to make ten recommendations for guiding the successful integration of Aboriginal culture into the high school curriculum. They include providing opportunities for all teachers, non-Aboriginal and Aboriginal alike, to learn about Aboriginal culture, issues and perspectives. With this in mind, UBC should consider removing the restriction from its NITEP program that stipulates that all NITEP students must have Aboriginal ancestry. Kanu also recommended that â€Å"schools must allocate part of their budgets to providing and sustaining financial support for educational resource persons such as Aboriginal liaison workers†. Progress in this area has been made; in 2001 there were approximately 500 Aboriginal workers employed by the government. However, improvements to the system are still needed since most of those workers still do not have accurate job descriptions. Providing more Aboriginal education opportunities for current and aspiring teachers and hiring more Aboriginal liaison workers will likely reduce some of the incompatibilities mentioned above, viz. the incompatibility between schools large classes and Aboriginal teaching methods such as the talking circle; and the incompatibility between the regimentation of the classroom experience and Aboriginal people’s cultural value of noninterference in childrearing. Kanu addresses the other incompatibility, i.e. the one between schools’ rigid approach to dealing with time and Aboriginal peoples more flexible view of time, in her recommendation that â€Å"Schools need to consider changes to certain existing school structures such as timetabling and course scheduling†. In this paper, I have attempted to address some of the more salient problems in Aboriginal education in Canada and to provide some insights that others have had in how to deal with them. Most of us would agree that the restorative processes currently underway and those that are being proposed are fraught with enormous challenges, but these challenges are not insurmountable if we as educators, administrators and parents work together to facilitate them. References: 1. Monchuck, J. â€Å"We Need Help†, The Canadian Press, August 26, 2005 A3 2. Murphy, B., Pushor, D. â€Å"Parent Marginalization, Marginalized Parents: Creating a Place for Parents on the School Landscape† Alberta Journal of Educational Research Vol. 50 (2004) Issue 3, 221-233 3. McCormick, R, Amundson, N., â€Å"A Career-Life Planning Model for First Nations People† Journal of Employment Counseling Vol. 34 (1997), Issue 4, 171-177 4. Yatta, K. â€Å"Teachers’ Perceptions of the Integration of Aboriginal Culture into the High School Curriculum† Alberta Journal of Educational Research Vol. 51 (2005), Issue 1, 50-65 5. CTV.ca News Staff, â€Å"PM, First Nations Leaders hold Historic Summit† CTV November 24, 2005, Retrieved December 5, 2005 from 6. Alberta Learning (2003) â€Å"First Nations, Mà ©tis and Inuit Education Policy Framework: A Progress Report† Retrieved December 5, 2005 from 7. UBC (2005) â€Å"Welcome to the Native Indian Teacher Education Program† Retrieved on December 5, 2005 from 8. Mostly Salish Consulting Company (2001) â€Å"The Current Position of Aboriginal Support Workers in the BC Education System† Retrieved on December 5, 2005 from