The Role of Labor in American History Essay -- Labor Historical US Ess

This brief history of more than 100 years of the modern trade union movement in the United States can only touch the high spots of activity and identify the principal trends of a "century of achievement." In such a condensation of history, episodes of importance and of great human drama must necessarily be discussed far too briefly, or in some cases relegated to a mere mention. What is clearly evident, however, is that the working people of America have had to unite in struggle to achieve the gains that they have accumulated during this century. Improvements did not come easily. Organizing unions, winning the right to representation, using the collective bargaining process as the core of their activities, struggling against bias and discrimination, the working men and women of America have built a trade union movement of formidable proportions. Labor in America has correctly been described as a stabilizing force in the national economy and a bulwark of our democratic society. Furthermore, the gains that unions have been able to achieve have brought benefits, direct and indirect, to the public as a whole. It was labor, for example, that spearheaded the drive for public education for every child. The labor movement, indeed, has served as a force for American progress. American Labor's Second Century Now, in the 1980s, as the American trade union movement looks toward its second century, it takes pride in its first "century of achievement" as it recognizes a substantial list of goals yet to be achieved. In this past century, American labor has played a central role in the elevation of the American standard of living. The benefits which unions have negotiated for their members are, in most cases, widespread in the eco... ...en excluded from the legal protections afforded to most workers in industry and commerce. Suffering from low pay, abominable temporary housing, lack of access to decent schools for their children, and often deprived of adequate medical care or safety protection measures, the migrant farm workers have been too often the "forgotten people" of the American economy. In recent years, the Farm Workers union-in the face of great difficulties-has been able to organize some of them, principally in California, and bring them the benefits of collective bargaining. Public response, in the form of consumer boycotts of grapes and lettuce at various times, has helped their cause. The beginnings of legislation, both federal and state, and attention to their plight in the press and on television, have brought some relief to the farm workers. But much remains to be done.

College Admissions Essay: What I Want from College :: College Admissions Essays

What I Want from College    My high school is completely project-based. We've designed restaurants, traveled to Mars, redone the trials of Exxon-Valdez and Bhopal, and had our own Olympics. All of our academic subjects integrate into the projects. In 11th grade, second trimester, the assignment was to build and maintain a utopian society on Mars. As part of the project, I was asked to define the value system of my group's utopia by ranking the importance of ten qualities that make a successful city, including health care, pollution, transportation, education, housing, entertainment, and others. I wondered how I would even begin.    I looked at my classmates, some of whom were talking, sleeping, or simply bored. Suddenly, I realized what my utopia would contain. Of course, my class's lapse in attention was only temporary. But what of those consistently apathetic students and tedious classes? What would happen if every student in the classroom were involved, inquisitive, and motivated?    And so, Edutopia, my utopia, solidified in my mind. Its first and foremost priority was that of an education, and not merely of a high school or undergraduate level. Students of Edutopia would have every opportunity to follow whatever educational pursuits they desired, on Mars. I set out to build a society that respected intellect. And throughout the next trimester, I did.    After my completion of the project, I re-examined my career and life goals. Before I discovered that Edutopia was my idea of paradise, I had never realized that education was so important to me. When I did, though, I decided to pursue a career in education.    Cornell University has all the resources I need to further develop my intellectual interests.

Does the No Child Left Behind Act Meets its Objectives? Essay

Introduction to the Study Signed into law by President George W. Bush last January 8, 2002, the ‘No Child Left Behind Act’ or ‘NCLB act’ has been the latest and is considered as the most momentous and major initiative in the Federal education policy. It is a revision of the former ‘Elementary and Secondary Education Act’ more notably known as the ‘ESEA’ passed on 1965. The law’s enactment is based upon the general purpose of ensuring that every child studying in America’s public schools will be able to reach the standards of learning set upon and common to wherever state the child resides. The primary goals of this act aside from reaching high quality of education is to excel primarily in reading proficiency and mathematical skills by the end of 2013-2014. Specifically, it intends to increase reading comprehension and proficiency of all third grade students by the same year.   It also wishes to improve the proficiency of all limited English speakers. The act also requires that by the year 2005 to 2006, all teachers in the United States Public schools shall be highly qualified. This means that all teachers shall pass the minimum qualifications set by the act which includes, ’a bachelor’s degree, a full state certification and demonstration of subject-matter competency for each subject taught and a report of the teacher’s progress in the annual report cards’ (Paige, 3). This paper intends to dwell into the objectives set by the act and to look deeply on its effectiveness, perceived flaws and possible reforms. In its six year of existence, the law has generated both praise and criticism from the general public. The efficiency of the act has since been debated. Its effectiveness is questioned mainly due to the lack of budget and resources, poor implementation and manipulation of results. The NCLB looks forward in helping the different States in strengthening the reading programs from grades 3 to 8, creating charter schools, establishing before and/or after school programs, developing professional and high quality education through teacher’s preparedness and parental participation. For the states to receive federal funding they are required by the NCLB Act to create ways of assessing the basic skills of students in certain grades. With this regard, the standards of education is not set by the national government or authority, instead, it is based upon individual criteria of each states. Statement of the Problem As of the moment there are several controversies surrounding the effectiveness of the NCLB act even after studies and results of research shows an increase in reading proficiency and mathematical skills of the students in American public schools. The main objective of this research project is to try to understand if the NCLB act is meeting its goals. Background of the problem It is believed that in the six years since the enactment of the NCLB act it has so far produces problems on the issues on education rather than resolves them. The act is a ‘federal effort to support the primary and secondary education in the United States (Paige, 1).’ Fundamentally, it is outlined to accommodate the ‘four-common-sense pillars: accountability for results, an emphasis on doing what works based on scientific research, expanded parental options and expanded local control and accountability (Paige, 1).’ The act is funded upon the participation of the States on the program, this ought to reflect that the standards are set and enforced effectively. It is believed that by so doing, the States would enforce and tighten their standards to achieve the desired goals of the act. Those who cannot comply with the standards would need to undergo a ‘scientifically based research’ that will aim on ‘developing a plan to turn around school (Paige, 2)’. The school that will be consider as ‘in need of improvement’ will have to ‘spend at least ten percent of their Title 1 funds to assist teachers (Paige, 2).’ Since the act provides a system of rewards and punishments for participating schools and states, issues’ regarding test scores manipulation has challenge the validity of practicing and participating in the act in general. To be able to determine the proficiency and skills of the students the States needs to give them a standardized exam. Given that the test is made by each State, there is a possibility that they will lower the standard of their test to be able to meet the standards set by the act. Another important issue that is being voiced by a majority of critics involves the focus in achieving basic and technical skills mainly in Mathematics and English language. This might affect the ability of the child to explore other areas of education. Also, since the test is standardized in States, there is a problem regarding the skills and abilities of local natives. People have different talents. People vary in their ability to adapt and to learn. Forcing a specific education to the majority of the people will logically result to a cut back in other areas of education, skills and abilities. Although, Mathematics and English are very important skills, there are things that are being sacrificed because of the narrowing down of the curriculum. Theoretical Basis for the Study The theoretical basis for this study will be grounded in the law and the learning theory. So far, the federal law has found that the NCLB act, as most statesman claims is not fully funded. As mentioned by the American Federation of Teachers or AFT, ‘the promise to fund NCLB remains unfulfilled. This shortfall has undercut the efforts of states, districts and schools at a time when they are working to meet new, rigorous requirements for students and teachers (www.aft.org).’ Learning theorist such as that of Skinner seems to be the framework that shall be used to follow the NCLB program. Skinner believes that pleasant experiences cause positive behavior while punishments are effective negative reinforces. Nonetheless, this type of learning theory has long been debunk and is not an effective means to teach students. As Roxanne Everhard mentions in a formal paper: Like many K-12 classroom teachers who try to use the constructivism approach to teaching, I do my best to provide an atmosphere where students are able to explore and integrate knowledge into their own prior experiences. Constructivism is a learning theory that is more inclined on a facilitator-based learning. This learning theory tries to show that there are times when test results do not necessarily reflect the capability and achievements of students. In this view, one can asses, that the NCLB may indeed create a narrowing of curriculum, it might even hinder some students from achieving their full potentials. Research Questions What are the objectives of the No Child Left Behind Act? What are the effects and implications of the said act on the overall quality of education in the United States? What are the necessary changes and/or revisions that need to be done? What are the general effects, negative and positive, of the NCLB to the students so far? Limitations Limitations are foreseen upon the national data and statistics that is needed to show that there are indeed a decreasing pattern in the quality education of the American population. However, this will not greatly affect the research since, there are enough internet access and literature on the data of drop outs or push out of students starting 2002 in public schools in order to attain or meet the NCLB standards. Some states might have available data regarding health problems or issues regarding the effects of NCLB on the student, however, some states do not. Research Design/Procedure Descriptive Research: Descriptive research attempts to describe systematically the facts and characteristics of a given population or area of interest, factually and accurately. Descriptive research is used in the literal sense of describing situations or events; its data base is solely descriptive. The researcher makes a systematic analysis and description of the facts and characteristics of a given population or event of interest. The purpose of this form of research is to provide a detailed and accurate picture of the phenomenon as a means of generating hypotheses and pinpointing areas of needed improvements. (Person, 2008) It does not necessarily seek or explain relationships, test hypotheses or make predictions. Population This includes the number of students enrolled in public schools from the year 2002 to 2008. It shall also include the number of drop outs, discharged or push out students. Definition of Terms The No Child Left behind Policy as defined by the U.S. Department of Education is a landmark in education reform designed to improve student achievement and close achievement gaps. Push outs are students who are push out of school and referred to another school in order to achieve the set standards by the NCLB Act. Scientifically based research, is a methodological research base on research which determines what programs are effective and what are not. This is contrary to qualitative research which uses anecdotes, surveys and case studies. Narrow Curriculum means that there are subject areas that are being left behind in favor of a more rigid program that includes only a few subjects. Organization of the Study Chapter two will present a review of related literature which includes the claims and articles in favor and not in favor of the NCLB Act. The next chapter will then specify the methods of research and the appropriate designs and procedures in researching for this study. The fourth chapter is basically presentation of findings from analysis of the given data regarding the methods and deficiency in meeting the objectives of the NCLB Act. The last chapter will give the conclusion and some remarks on the implication of the finding to the effectiveness of the ‘No Child Left Behind Act’. Works Cited American Federation of Teachers. NCLB—Let’s Get  It Right. http://www.aft.org/topics/nclb/index.htm Berliner, D.C. & Biddle, B.J. (2002). What Research Says About Unequal Funding for Schools in America. Education Policy Reports Project. Retrieved November 10, 2006, from ERIC database. Conway, Judith. (1997). Educational Technology’s Effect on Models of Instruction. Retrieved March 3, 2008, from http://copland.udel.edu/~jconway/EDST666.htm Everhard, R. Formal Paper: Do effective learning theories have to be left behind in our quest to satisfy the requirements of NCLB’s technology component? 2003. Flesher, J. Education Secretary Says ‘No Child Left Behind’ Critics are Whiners. From Associated Press, June 3, 2004. Furger, R. NCLB: Law and Evolution. Edutopia Magazine. 2007. Gallagher, J.   J. No Child Left Behind and Gifted Education. Roper Review 26.3 .2004. Retrieved on March 3, 2008, from Questia.com Holzberg, Carol S.No Child Left Behind: A Must Know Web Guide for Administrators. 2003. Technology and Learning, 2, pages 6-8.   Hyde, S. No Child Left Behind: A Review. Feb. 29, 2008. Retrieved on March 3, 2008, from http://curriculalessons.suite101.com/article.cfm/no_child_left_behind_a_review. McCracken, N. Surviving Shock and Awe: NCLB vs. Colleges of Education. From English Education, January 2004, pages 104-118. Mills, M. Educating Language-Minority Students. 2003. Mocilnikar, L. Gifted Children and NCLBNo Child Left Behind, Except the Gifted Ones. 2006. Retrieved on March 3, 2008, from http://parentingagiftedchild.suite101.com/article.cfm/gifted_children_and_nclb National Center for Education Statistics. Dropouts’ rates in the United States: 2000. Retrieved on March 3, 2008. Retrieved from the World Wide Web: http://nces.ed.gov/programs/digest/d07/tables/dt07_103.asp National Clearing House for Bilingual Education. No Child Left Behind Act of 2001, conference report to accompany H.R. 1, report no. 107-334. 2001. National Center for Fair and Open Testing. Reality Teasting-NCLB. Retrieved on March 3, 2008, from http://www.education.com/reference/article/Ref_Reality_Testing_NCLB/. New York State Education Department: Core Curriculum. Retrieved March 3, 2008. Retrieved from the World Wide Web: http://www.emsc.nysed.gov/ciai/cores.htm Nolet, V. and McLaughlin, M. J. Accessing The General Curriculum: Including Students with Disabilities. 2005 NEIRTEC. (n.d.). Technology Briefs for No Child Left Behind Planners. Retrieved November 26, 2003, from http://www.neirtec.org/products/techbriefs/index_html.asp NYSUT News Wire. Rothstein: NCLB is ‘dead’. 2007. Retrieved on March 3, 2008, from http://www.nysut.org/cps/rde/xchg/nysut/hs.xsl/endingthegap_8801.htm. Paige, T. No Child Left Behind: A Tool Kit for Teachers. Diane Publishing. 2004. Person. Lecture Notes. 2008. Peterson, P. No Child Left Behind? : The Politics and Practice of School Accountability. 2003. Robertson, J. Teachers Feeling ‘Extra Pressure’.† The Kansas City Star .2003. Stein, S. The Culture Of Education Policy. 2004. Spring, J. Political Agendas For Education: From The Religious Right To The Green Party. 3rd Ed. Routledge. United State Department of Education. Four Pillars of No Child Left Behind. Retrieved March 3, 2008 from, http://www.ed.gov/nclb/overview/intro/4pillars.html U.S. Commission on Civil Rights. Closing The Achievement Gap: The Impact Of Standards-Based Education Reform on Students. Performance.   Diane Publishing. 2004. U.S. Department of Education, Office of Elementary and Secondary Education, No Child   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Left Behind: A Desktop Reference, Washington, D.C., 2002.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Retrieved March 3, 2008, from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.ed.gov/admins/lead/account/nclbreference/index.html?exp=0 Wilson, M. NCLB: Taylor-Made for De-Skilling Teachers. Retrieved on March 3, 2008. Retrieved from http://www.ncte.org/about/issues/slate/117626.htm. Woods, B. Book Review: Perspectives on the Mistreatment of American Educators: Throwing Water on a Drowning Man  by Norman Dale Norris. Retrieved on March 3, 2008, from http://louisville.edu/journal/workplace/issue6p1/woods.html Wright, P., Wright, P. and Heath, S. Wrightslaw: No Child Left Behind. 2006.   

Dairy Milk Chocolate

delightful combination of milk chocolate and white chocolate. Giving consumers anexciting reason to keep coming back into the fun filled world of Cadbury. Our Journey: Cadbury Dairy Milk has been the market leader in the chocolate category for years. Andhas participated and been a part of every Indian's moments of happiness, joy andcelebration. Today, Cadbury Dairy Milk alone holds 30% value share of the Indianchocolate market. In the early 90's, chocolates were seen as ‘meant for kids', usually a reward or a bribe for  children.In the Mid 90's the category was re-defined by the very popular `Real Taste of  Life' campaign, shifting the focus from `just for kids' to the `kid in all of us'. It appealedto the child in every adult. And Cadbury Dairy Milk became the perfect expression of  Ã¢â‚¬Ëœspontaneity' and ‘shared good feelings'. The ‘Real Taste of Life' campaign had many memorable executions, which people stillfondly remember. However, the one with the †Å"girl dancing on the cricket field† hasremained etched in everyone's memory, as the most spontaneous ; un-inhibitedexpression of happiness.This campaign went on to be awarded ‘The Campaign of the Century', in India at theAbby (Ad Club, Mumbai) awards. In the late 90's, to further expand the category, the focus shifted towards wideningchocolate consumption amongst the masses, through the ‘Khanewalon Ko Khane Ka37 Bahana Chahiye' campaign. This campaign built social acceptance for chocolateconsumption amongst adults, by showcasing collective and shared moments. More recently, the ‘Kuch Meetha Ho Jaaye' campaign associated Cadbury Dairy Milk  with celebratory occasions and the phrase â€Å"Pappu Pass Ho Gaya† became part of streetlanguage.It has been adopted by consumers and today is used extensively to express joyin a moment of achievement / success. The interactive campaign for â€Å"Pappu Pass Ho Gaya† bagged a Bronze Lion at the  prestigio us Cannes Advertising Festival 2006 for ‘Best use of internet and new media'. The idea involved a tie-up with Reliance India Mobile service and allowed students tocheck their exam results using their mobile service and encouraged those who passedtheir examinations to celebrate with Cadbury Dairy Milk.The ‘Pappu Pass Ho Gaya' campaign also went on to win Silver for The Best IntegratedMarketing Campaign and Gold in the Consumer Products category at the EFFIES 2006(global benchmark for effective advertising campaigns) awards. During the 1st World War, Cadbury Dairy Milk supported the war effort. Over 2,000male employees joined the armed forces and Cadbury sent books, warm clothes andchocolates to the front. 38 Cadbury's big Bytes Kuch meetha ho jaye uggests Cadbury India, its brand ambassador Amitabh Bachchansmiling down the hoardings lined along Mumbai's Marine Drive right down to thecompany's corporate head office at Mahalakshmi. While the chocolate major is waitingfor Di wali to see a turnaround in its business after the worm’s controversy, at the momentit's all about driving growth for the category, which has seen a decline since the firstquarter of this year. Being the market leader in chocolates with a 70 per cent share, the company hasattempted to stretch the boundaries within chocolate confectionery.It has also beenadventurous in unleashing a brand new category within chocolate early this year. Introducing the concept of sweet snacking, it launched Cadbury Bytes in the south withthe positioning `Snacking ka meetha funda. ‘ The product is a crunchy wafer pillow with achoco-cream centre and is being rolled out nationally. 39 Explaining the need to introduce this new category, Bharat Puri, Managing Director,Cadbury India, says, â€Å"While we were sure of our core competencies, there was need for  innovation to deliver double-digit growth.What we found was that we were under-represented in the area of snacking on the go and that th ere was a need for a light crunchysnack. † While entry into salted snacks was ruled out, sweet snacks were the obviouschoice, and Bytes is unique to the chocolate major's Indian portfolio. Getting the right product and packaging was a challenge for the company. It has sub-contracted the product to get the volumes and is poised for a national launch.Adds Puri,†After all this was the first category anywhere in the world that Cadbury was entering andwe did not have the expertise. So the best way was to test-market the product and todaywe find that it has already bagged five per cent of the chocolate market. â€Å"The company has no apprehensions of cannibalization of its chocolate brands. It believesthat while its chocolates are more of indulgence products, Bytes is about snacking whenone is hungry and can be treated as a snack in between meals.The aim of this project is to evaluate the marketing strategy of Cadbury's Dairy Milk. To do this, I will need to gather informati on about the product; I will ask a questionnaire which is a primary research method. Then I will also gain some secondary research, this will be achieved by searching the internet for information and from a product information letter from Cadbury. I will investigate all aspects of Dairy milk's marketing mix, these include: product, price, promotion and place.After I have investigated these aspects I will analyse and evaluate my results from the Primary research. History of Dairy Milk and Cadbury Cadbury's started as a one-man business, opened in 1824 by a Quaker, John Cadbury, in Bull Street Birmingham, was to be the foundation of Cadbury Limited, now one of the world's largest chocolate producers. By 1831 the business had changed from a grocery shop and John Cadbury had become a manufacturer of drinking chocolate and cocoa, the start of the Cadbury manufacturing business as it is known today.Dairy Milk is a brand of chocolate bar made by Cadbury's popular in the United Kingdom and around the world. It was introduced in 1905. There are a number of varieties including Fruit ; Nut and Whole Nut. And ‘Fruit' variety was available for a short time but was discontinued. In 2003 Cadbury's made Dairy Milk into superbrand, bringing a number of different products under the Dairy Milk branding. For example Wispa bars were phased out and replaced by â€Å"Dairy Milk with bubbles†. As of 2004, there are ten varieties of Dairy Milk produced in the UK

Interview of a Legal Professional Essay Example | Topics and Well Written Essays - 750 words

Interview of a Legal Professional - Essay Example iates of legal staff will be less†¦few and few rather in the years to come, and there is a glad of attorneys as well, and the laws schools are graduating too many attorneys who find that there are no good employments when they come out of school. The interview reveals that many professionals develop interest in certain occupations during their childhood and dedicate efforts to living their dreams. The interviewee prefer the kind of jobs that give them the opportunity to grow professionally and attain personal or rather professional satisfaction. Attorneys interact with people of different kinds making their work flexible (Fede, 2012). People who want to pursue a career in this profession are required to have a degree in legal studies, attend law school and pass a bar exam in the state they chose to practice law in. Their educational qualification must also be bolstered by professional ethics including ability to act honorably, good faith, as well as work in the best interests of the grantor in any legal case. The American law is extensive, a factor that makes Malilo accentuate the ability to read and communicate effectively for any one intending to be an attorney. An expansive review of literatures from the law field and reviewing of vindicated legal cases acquaints one with information required in arguing for the positive and negative sides of a case. The aptitude and capability to interact and relate with people is also essential to an attorney considering the sheer fact that they incessantly interact with professional and non-professional individuals in the course of their professional duties (Lisnek, 2010). Their duties range from researching laws and case studies the legal service field to preparing and presenting cases to a juge in the court system. Moreover, an attorney has the duty and supposition to observe and preserve the interests of the adversary, client, and legal system. Workers in this field require a law degree and to pass a bar exam to

Describe The Here and Now Essay Example | Topics and Well Written Essays - 500 words - 1

Describe The Here and Now - Essay Example The piece has buoyant rhythms with unpredictable sense of emotions released by the lyrical sentences at the start, as well as at the end of each stanza. The highlighted poem is meditative with emotional moments that give anxiety in the entire poem. It uses heterophony as a way of presenting the message to the intended audience. The sonority and sensibility in unfolding the ideas and concepts in the poem make it interesting and memorable. The lyrics in the piece are metaphysical and touch on things that we cannot touch or even imagine, this makes it elusive and emotional. The here and now shows Theofanidis’ mastery of the orchestra and his strong sense for both drama and melody. The harmonized choral parts allow the lyrics to come out in a clear way. They are made clearer by the shorter sentences adapted by Theofanidis in his poetry piece. The whole piece is viscerally evocative, dramatic, presentational, pretentious as well as intended for meditation. It has been crafted to incorporate neo-romantic qualities similar to that of Shakespeare. The whole piece is quite informative and incorporates all the elements of a comprehensive dramatic poem. With the continuous improvement in the different genres, the poem needs to be all inclusive to accommodate all groups of audience including, the

Impact of Communication and Ethics on Professional Life Assignment

Impact of Communication and Ethics on Professional Life - Assignment Example Therefore, when professional adopt accountability ethics he or she will be able to practices confidentiality that helps a lot in maintaining the privacy of customers and holding confidentiality of information that might be obtained during the professional service (Tavani, 2007).Professional competence has also been seen as ability of being committed in providing the quality service expected always, therefore, out of upholding competence, will introduce inward initiative toward the professionals to possess the knowledge and appropriate skills that will ensure quality services are given out. Competency will ensure there is faithfulness during interpretation if one is competent enough in his or her profession. An aim of developing competency will enhance ongoing professional development, which will incorporate the current knowledge and theoretical thus improving theirs skills and knowledge in their professional careers.Integrity in professional relationships will help in ensuring profes sionals are dealing honestly and fairly toward each and every colleagues or consumers in and out of their professional organizations (Osborne, 2009). While out of upholding integrity, the professional and members relationships will be easily differentiable since members will understand the difference the social interactions via professional thus establishing and maintaining well known boundaries between themselves and the customers they deal with. Also out of honest and fairness will result member acting toward each other.