Frances Perkins, First Woman in a Presidential Cabinet

Frances Perkins (April 10, 1880 — May 14, 1965) became  the first woman to serve in a presidents cabinet when she was appointed the Secretary of Labor by  Franklin D. Roosevelt. She played a prominent public role throughout Roosevelts 12-year presidency and was instrumental in shaping New Deal policies and major pieces of legislation such as the Social Security Act. Her commitment to public service was greatly energized in 1911 when she stood on a New York City sidewalk and witnessed the fire at the Triangle Shirtwaist Factory which killed dozens of young working women. The tragedy motivated her to work as a factory inspector and devote herself to promoting the rights of American workers. Fast Facts: Frances Perkins Full Name:  Fannie Coralie PerkinsKnown As:  Frances PerkinsKnown For: First woman in a presidents cabinet; major figure in the  passage of Social Security; trusted and valued adviser to President Franklin D. Roosevelt.Born:  April 10,1880 in  Boston, Massachusetts.Died: May 14,1965 in New York, New YorkSpouses Name: Paul Caldwell WilsonChilds Name: Susana Perkins Wilson Early Life and Education Fannie Coralie Perkins (she would later adopt the first name Frances) was born in Boston, Massachusetts, on April 10, 1880. Her family could trace its roots back to settlers in the 1620s. When she was a child, Perkins father moved the family to Worcester, Massachusetts, where he operated a store that sold stationery. Her parents had little formal education, but her father, in particular, read widely and had educated himself about history and the law. Perkins attended Worcester Classical High School, graduating in 1898. At some point in her teen years, she read How the Other Half Lives by Jacob Riis, the reformer and pioneering photojournalist. Perkins would later cite the book as an inspiration for her lifes work. She was accepted to Mount Holyoke College, though she was fearful of its rigorous standards. She had not considered herself to be very bright, but after working hard to pass a challenging chemistry class, she gained self-confidence. As a senior at Mount Holyoke,  Perkins took a course on American economic history. A field trip to local factories and mills was a requirement of the course. Witnessing firsthand the poor working conditions had a profound effect on Perkins. She realized that workers were being exploited by dangerous conditions, and came to see how injured workers could find themselves forced into a life of poverty. Before leaving college, Perkins helped found a chapter of the National Consumers League. The organization sought to improve working conditions by urging consumers not to purchase products manufactured in unsafe conditions.   Career Beginnings After graduation from Mount Holyoke in 1902, Perkins took teaching jobs in Massachusetts and lived with her family in Worcester. At one point, she rebelled against her familys wishes and traveled to New York City to visit an agency which dealt with helping the poor. She insisted on getting a job interview, but wasnt hired. The director of the organization thought she was naive and presumed that Perkins would be overwhelmed working among the urban poor. After two unhappy years in Massachusetts after college, Perkins applied and was hired for a teaching job at Ferry Academy, a girls boarding school  in Chicago. Once settled in the city, she began visiting Hull House, a settlement house founded and led by noted social reformer Jane Addams. Perkins changed her name from Fannie to Frances and devoted all the time she could to her work at Hull House. After three years in Illinois, Perkins took a job in Philadelphia for an organization that researched social conditions faced by young women and African Americans working in the citys factories. Then, in 1909, Perkins earned a scholarship to attend graduate school at Columbia University in New York City. In 1910, she completed her masters thesis: an investigation of undernourished children attending a school in Hells Kitchen. While completing her thesis, she began working for the New York office of the Consumers League and became active in campaigns to improve working conditions for the citys poor. Political Awakening On March 25, 1911, a Saturday afternoon, Perkins was attending a tea at a friends apartment on Washington Square in New Yorks Greenwich Village. The sounds of a terrible commotion reached the apartment, and Perkins raced a few blocks to the Asch Building on Washington Place. A fire had broken out at the Triangle Shirtwaist Factory, a clothing sweatshop that employed mostly young immigrant women. Doors kept locked to prevent workers from taking a break trapped the victims on the 11th floor, where ladders of the fire department couldnt reach them. Frances Perkins, in the crowd on a nearby sidewalk, witnessed the horrible spectacle of young women falling to their deaths to escape the flames. Unsafe conditions in the factory had cost 145 lives. Most of the victims were young working class and immigrant women. The New York State Factory Investigation Commission was formed within months of the tragedy. Frances Perkins was hired as an investigator for the commission, and she was soon leading inspections of factories and reporting on safety and health conditions. The job was aligned with her career goal, and it brought her into a working relationship with Al Smith, a New York City assemblyman who served as the vice-chair of the commission. Smith would later become governor of New York and eventually the Democratic nominee for president in 1928. Political Focus In 1913, Perkins married Paul Caldwell Wilson, who worked in the office of the mayor of New York City. She kept her last name, partly because she was often giving speeches advocating better conditions for workers and she didnt want to risk that her husband would be drawn into controversy. She had a child that died in 1915, but a year later gave birth to a healthy baby  girl. Perkins assumed she would ease away from her work life and devote herself to being a wife and mother,  perhaps volunteering for various causes. Perkins plan to withdraw from public service changed for two reasons. Firstly, her husband began to suffer bouts of mental illness, and she felt compelled to stay employed. Secondly, Al Smith, who had become a friend, was elected governor of New York in 1918. It seemed apparent to Smith that women would soon get the right to vote, and it was a good time to hire a woman for a substantial role in the state government. Smith appointed Perkins to the industrial commission of the New York State Department of Labor.   While working for Smith, Perkins became friends with Eleanor Roosevelt, and her husband, Franklin D. Roosevelt. As Roosevelt was recuperating after contracting polio, Perkins helped him keep in touch with labor leaders and began to advise him on the issues. Appointed by Roosevelt After Roosevelt was elected governor of New York, he appointed Perkins to head the New York State Department of Labor. Perkins was actually the second woman to be in a New York governors cabinet (in Al Smiths administration, Florence Knapp had served briefly as secretary of state). The New York Times noted that Perkins was being promoted by Roosevelt as he believed she had made a very fine record in her post in the state government. During Roosevelts term as governor, Perkins became nationally known as an authority on laws and regulations governing labor and business. When an economic boom ended and the  Great Depression began in late 1929, less than a year into Roosevelts term as governor, Perkins faced a startling new reality.  She immediately began making plans for the future. She took actions to deal with the impact of the Depression in New York State, and she and Roosevelt essentially prepared for how they could take action on a national stage. After Roosevelt was elected president in 1932, he appointed Perkins to be the nations secretary of labor, and she became the first woman to serve in a presidents cabinet.   Role in The New Deal Roosevelt took office on March 4, 1933, stating Americans had nothing to fear but fear itself. The Roosevelt administration immediately went into action to battle the effects of the Great Depression. Perkins led the effort to institute unemployment insurance. She also pushed for higher wages for workers as a measure to stimulate the economy. One of her first major actions was to oversee the creation of the Civilian Conservation Corps, which became known as the CCC. The organization took young unemployed men and put them to work on conservation projects throughout the nation. Frances Perkins  greatest achievement is generally considered her work devising the plan that became the Social Security Act. There was great opposition in the country to the idea of social insurance, but the act successfully passed  through Congress and was signed into law by Roosevelt in 1935. Decades later, in 1962, Perkins gave a speech titled The Roots of Social Security in which she detailed the struggle: Once you get the ear of a politician, you get something real. The highbrows can talk forever and nothing happens. People smile benignly  on them and let it go. But once the politician gets an idea, he deals in getting things done. In addition to her work shaping  legislation, Perkins was at the center of labor disputes. In an era when the labor movement was approaching its peak of power, and strikes were often in the news, Perkins became extremely active in her role as labor secretary. Impeachment Threat In 1939,  conservative members of Congress,  including Martin Dies, the leader  of the  House Committee on Un-American Activities, launched a crusade against her. She  had prevented the speedy deportation of an Australian-born leader of the West Coast longshoremans union, Harry Bridges. He had been accused of being a communist. By extension, Perkins was accused of communist sympathies. Members of Congress moved to impeach Perkins in January 1939, and hearings were held to decide whether impeachment charges were warranted. Ultimately, Perkins career withstood the challenge, but it was a painful episode. (While the tactic of deporting labor leaders had been used before, evidence against Bridges fell apart during a trial and he remained in the United States.) Outbreak of World War II On December 7, 1941, Perkins was in New York City when she was told to return to Washington immediately. She attended a cabinet meeting that night at which Roosevelt told his administration about the severity of the attack on Pearl Harbor.   At the beginning of World War II, American industry was transitioning from producing consumer goods to the material of war. Perkins continued as secretary of labor, but her role was not as prominent as it had been previously. Some of her major goals, such as a national health insurance program, were abandoned. Roosevelt felt he could no longer spend political capital on domestic programs. Perkins, exhausted by her long tenure in the administration, and feeling that any  further goals were unattainable, planned to leave the administration by 1944. But Roosevelt asked her to stay after the election of 1944. When he won a fourth term, she continued on at the Labor Department. On April 12, 1945, a Sunday afternoon, Perkins was at home  in Washington when she  received an urgent call to go to the White House. Upon arrival, she was informed of President Roosevelts death. She became determined to leave government, but continued in a transition period and stayed in the Truman administration for a few months, until July 1945. Later Career and Legacy President Harry Truman later asked Perkins  to return to government. She took a post as one of three civil service commissioners overseeing the federal workforce. She continued in that job until the end of the Truman administration. Following her long career in government, Perkins remained active. She taught at Cornell University, and often spoke about government and labor topics. In 1946, she published a book, The Roosevelt I Knew, which was a generally positive memoir of working with the late president. However, she never published a full account of her own life. In the spring of 1965, at age  85, her health began to fail. She died on May 14, 1965 in New York City. Notable political figures, including President Lyndon Johnson, issued tributes to her and to her work that helped bring America back from the depths of the Great Depression. Sources Frances Perkins. Encyclopedia of World Biography, 2nd ed., vol. 12, Gale, 2004, pp. 221-222. Gale Virtual Reference Library.Perkins, Frances. Great Depression and the New Deal Reference Library, edited by Allison McNeill, et al., vol. 2: Biographies, UXL, 2003, pp. 156-167. Gale Virtual Reference Library.Perkins, Frances. American Decades, edited by Judith S. Baughman, et al., vol. 5: 1940-1949, Gale, 2001. Gale Virtual Reference Library.Downey, Kirstin. The Woman Behind the New Deal. Doubleday, 2009.

Themes in A Streetcar Named Desire Essay - 877 Words

The play A Streetcar Named Desire revolves around Blanche DuBois; therefore, the main theme of the drama concerns her directly. In Blanche is seen the tragedy of an individual caught between two worlds-the world of the past and the world of the present-unwilling to let go of the past and unable, because of her character, to come to any sort of terms with the present. The final result is her destruction. This process began long before her clash with Stanley Kowalski. It started with the death of her young husband, a weak and perverted boy who committed suicide when she taunted him with her disgust at the discovery of his perversion. In retrospect, she knows that he was the only man she had ever loved, and from this early catastrophe†¦show more content†¦It not only threatens, but also breaks through. Betrayed by love once in her life, she nevertheless seeks it in the effort to fill the lonely void; thus, her promiscuity. But to adhere to her tradition and her sense of herself as a lady, she cannot face this sensual part of herself. She associates it with the animalism of Stanleys lovemaking and terms it â€Å"brutal desire†. She feels guilt and a sense of sin when she does surrender to it, and yet she does, out of intense loneliness. By viewing sensuality as brutal desire she is able to disassociate it from what she feels is her true self, but only at the price of an intense inner conflict. Since she cannot integrate these conflicting elements of desire and gentility, she tries to reject the one, desire, and live solely by the other. Desperately seeking a haven she looks increasingly to fantasy. Taking refuge in tinsel, fine clothes, and rhinestones, and the illusion that a beau is available whenever she wants him, she seeks tenderness and beauty in a world of her own making. Blanche is not really lost in illusions; rather she uses them as camouflage. 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Managing for Portfolio Growth

Question: Discuss about the Managing for Portfolio Growth. Answer: Introduction This case study is taken from Harvard Business Review titled as An Angel Investor with an Agenda (Herzlinger, Muoz-Seca, 2011). This cases study shows the dilemmas faced by leaders in case of real companies as well as offer solutions from experts. In this case, name of the Investor is Victor Serna and Boss named as Gloria Londono. Organization used for the case study is day care center that launches treatment programs especially for disabled seniors as well as patients. Critical analysis on the case study Entire case study revolves around finding the solution whether health care entrepreneur accepts 3 Million Euros from someone for taking all strategic decisions on timely manner (Van Osnabrugge Robinson, 2012). From participants perspectives, there are two participants named as Daniel Hernandez who is the Chief Financial Officer and other is Diana Correa who is Deputy Director. From the perspective of Daniel Hernandez (CFO), he was of the opinion in accepting the investment in an unstable economical context. He pointed out the cash flow problems as well as over expenditure issues present in the business organization (Chemmanur Fulghieri, 2014). From the perspective of Diana Correa (Deputy Director), there are 6 promising candidates and 35 information requests. All understands regarding the demographics aspects with an estimated 9 million people in and over 65 know it in Spain by the year 2020 (Van Osnabrugge, 2013). Market potential is higher and has its own center as well as operation used for negotiation activities. From Expert point of view, T. Forcht Dagi sides with Daniel Hernandez. Main argument pointed out by the expert was a heaven sent opportunity at a recessionary period. It was argued that Gloria is inexperienced in taking decisions (Herzlinger, Muoz-Seca, 2011). On the contrary, Merle D. Griff sides with Diana Correa. Main argument considers other potential investor in an ideal situation. It is believed Victoria has an aggressive personality and conducts comprehensive discussion. While discussing the Individual Reflection, it has been viewed that Merle D Griff and Diana Correa has confidence as well as humanized center after adhering the ideal and original principles for bright prospects. Gloria has growing profitable business as well as growing market that has the potential to improve in the near future. She is in a higher position so even if Victor shows unwillingness for negotiating, the she should refuse the offer (Herzlinger, Muoz-Seca, 2011). Gloria business model aims at helping ordinary people especially in case of Senior citizens. Committees cannot govern her company for accepting short-term investors like Senor Serna. Conclusion At the end of the case study, it is concluded that Gloria should accept angel investment, as it will help in retaining the majority ownership as well as owned locations. In other words, accepting the investment will help solidifying consistency policies. She needs to retain her present position and decide whether organization is privately sold or in case taken under public. Gloria need to evaluate the objectives of her whether it matches with Victor or not. Therefore, Franchisees mainly help in maintaining standards by using incentive structure or penalties in that case. Reference List Chemmanur, T. J., Fulghieri, P. (2014). Entrepreneurial finance and innovation: An introduction and agenda for future research. Review of Financial Studies, 27(1), 1-19. Herzlinger, R. E., Muoz-Seca, B. (2011). An Angel Investor with An Agenda. HARVARD BUSINESS REVIEW, 89(3), 121-125. Van Osnabrugge, M. (2013). A comparison of business angel and venture capitalist investment procedures: an agency theory-based analysis. Venture Capital: An international journal of entrepreneurial finance, 2(2), 91-109. Van Osnabrugge, M., Robinson, R. J. (2012). Angel Investing: Matching Startup Funds with Startup Companies--The Guide for Entrepreneurs and Individual Investors. John Wiley Sons.

Verbatim Process Report Essay Example

Verbatim Process Report Essay I hesitate a little at the question and feel I am trying a bit too hard to make the client more relaxed am still feeling somewhat nervous I maybe I am trying hard to establish a good connection with her to soon 0. Cosec C: um [pause] Ive been feeling quite um upset about um people round me um I kind of feel that some of the girls have been [pause] estranging me [pause] sort of like bullying, Client still seems to be at ease with me although she does hesitate to begin telling me what is bothering her. Her body language is a bit closed, her arms are folded. I dont like bullies so I am quite interested to hear her problem but cautious not to be Judgmental or allow my own bias to Jump In T: Yeah I am trying to be empathetic from early on and want to connect with the client C: sort of bullying feeling She still has her arms crossed. When she says bullying gain I am trying to be neutral in my thoughts although it is quite challenging to put my biases aside 0. Sec T:So the girls around you are feeling like they are coming across as bullying and um [hesitation] I am reflecting what she has told me but I realize I still dont know enough of what has happened so I quickly change the course of the question T: Which girls would these be, which environment? I am trying to understand more of the background of the problem and I ask her to explain the environment. I think a better question would have been, can you tell me more about these girls round you that are making you feel ostracizes or bul lied? :04 C: Theyre, theyre, I can call them, I dont know, we used to be friends I guess um, I kind of want to make that adolescently that thieve Just acquaintances to me now, yup, not really Like friends. But before um, before something happened, I kind of feel Like Oh I can be , we could possibly be um you know true friends who um can talk about, you know have heart to is at ease, unfolded her arms. I sense she is recalling the time when she was close to her friends. I am also feeling more at ease now and interested to hear what she is eying. We will write a custom essay sample on Verbatim Process Report specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Verbatim Process Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Verbatim Process Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Client also seems a lot more relaxed with me now although seems a bit confused how to describe her situation 1:32 T: Yeah I am trying my best to keep being empathetic and keep the connection with the client 1 :33 C: And um really giving to, I can be really giving to them, but now I sort of feel like I cant and whenever um theyre around me or I know that we, Im going to hang out with them, I feel really nervous and I dont feel like I can be myself She is tensing up a little now and I sense she is putting herself in that uncomfortable space she might be in when with these rinds. I am listening very intently to the client and trying to process all that she is telling me, I feel a little sorry for her feeling nervous and not being able to be herself 1:52 T:Yes [softly] So when youre with this group, who you say are not necessarily friends anymore but acquaintances I need to be empathetic, she seems very troubled now. C: Yes She seems focused on what I am saying 1:59 T: You feel like when you trying to be around them, theres this nervousness that comes around and sometimes even a bit of anger that you That I am very captioned at myself at this point; I have brought my own Judgment of her feelings and possibly my feelings of anger against bullies and I regret that I have reflected this to her. Although she might be angry, she didnt say she was angry. I am watching her facial expression closely to see if I have Jeopardized our connection or not. 2:09 C: Not [Sigh] I dont feel that there is anger, Im not, Im not angry at them, but probably I am but I Just cant express it, um and what frustrates me is um my partner knew what happened but he felt like Oh maybe I am Just being too sensitive r um Just get over it , you either um be their friends or Just you know leave the circle. But I cant because um we have common friends and I dont want to break the group dynamic The client shows a very interesting reaction to my anger comments. I am not quite sure how to read her but it doesnt seem negative. She seems somewhat relieved that I said it could be anger as well. I too feel somewhat relieved now that the client suggests that she might actually be angry from her situation. I feel somewhat guilty at being glad at this news as it fits well with my view of bullies UT I need to be careful not to Jump to conclusions again. She now tells me about her partner and I am feeling a sense of frustration now at this new information about her boyfriend as I thought we were heading in a specific direction but I feel the client is connecting with me and is speaking more freely and that feels good. 2:41 T: Hey, so youre partner, your partner, his advice is to, to Just end the relationship but he doesnt understand I am trying to let the client know that I hear her loud and clear and want to give her feedback that I have understood the options her boyfriend has revived her with. I do relate to her boyfriends simple advice to her as this is probably how I would react with my partner but I am making a concerted effort to listen and not Judge. I need to think about this further after the session in terms of not favoring the male position with my clients. 2:48 C: [interjects] End, or 2:49 T: [interjects] or or Just deal with it 2:50 C: [interjects] or deal with it 2:51 T: [interjects] but he doesnt understand that its, that a) its not so easy to leave enthusiasm from the client, she seems to be elated that I am understanding her 2:55 T: [continues on] its your close groups of friends C: [interjects] exactly T: [continues] and B) you dont Just want to deal with it, you want to C: [interjects] I CANT T: you want to understand [ client laughs in agreement] why you feeling like this , and why the relationship has C: [interjects] and why they are doing this to me T: yeah C: Yeah This makes me feel really good now; we are connecting and I feel I am following the problem well. She is showing me very good facial expression and I now feel the relationship is at the best it has been since we started. The client is continuing to give me signs that she feels I understand her. 3:06 T: And if we can think back to, to the beginning of these relationships, are these friends who you grew up with, you met through school, through work I now feel more confident to probe further and see if I can understand the situation better. I want to understand who these friends are and I am not so happy that I ask a somewhat close ended question. 3:15 Theyre Just people that I have met through another friend T: Yeah Not much expression on her face now, maybe a bit bothered by my question, not sure 3:ICC:And um D yeah I now hear [by her pause and choice of words] the client is somewhat stuck at what to say next due to my close ended question. I still feel we have good energy together and I feel I can continue with trying another question. 3:20 T: Yeah, and, and when you say you met through another friend, that other friend, are you still close with that other friend or its all in one sort of group I am trying another question and I want her to explain the friends relationships more clearly to me. :30 C: Jim, the friend actually left the group, I mean she, she was living in Melbourne but she has moved overseas, so shes not hectically close to us T:[interjects]Yes C:um but she is quite, she is still quite close with the other girls C: the girls who I thought you know they were bullying me yes C: um but I dont really um contact, have much contact with um the common friend anymore T: [interjects] yeah She seems a bit bothered to talk about the original friend but seems okay to share with me. I do feel a little frustrated again at this point. There is a lot of information being provided by the client and I am working hard to stay on track and I am responding yes quite a bit to indicate to the client that I am still listening and still with her. I sense she still feels connected 4:00 T: Yeah, So could you, could you perhaps describe a little bit of this bullying that they have done, so I can Just get a better understanding if you like, Just so I could perhaps bring a bit of perspective to it I feel the need to go back to her original remarks about the bullying. I am wary to go on a further tangent due to the time constraints and therefore want to bring it back to her original complaint about her feeling bullied. 4:14 C: Sure, yeah, um The client is reassuring and seems ailing to focus on the bullying. I now feel less frustrated and more confident that we are connecting again. 4:1 5 C: So what happened was, this is over a course of quite you know a few months T: Yeah C: of time and um so one of the girls thought that I was being a um uh a third wheel to, to a persons, to a couples relationship. T: yeah C: When I thought that the couple was actually you know their opportunity ends for a relationship, theyre going to you know have a break up, or whatever, T: yeah She seems lost in her thoughts, her eyes glazing upwards and appears to be reliving the me more information. :ICC: and um some of the friends in, in, in the common group thought that you know, its nasty of me and its nasty of my partner to do this to the girl. So the girl was being played as the victim and I and my partner being played as the bully actually. She seems to be back from reliving the experience, head and eyes back facing me and now seems to be connecting with the feeling of being bullied from her friends. I am not so happy to hear that her friends think she is nasty as she appears to me to be a good person but I know this is my own Judgment and need to stay focused on hearing what she says.

Career Plan Essays

Career Plan Essays Career Plan Essay Career Plan Essay ECPY 2040: Principles of Career and Life Planning Fall 2013 section# 6300 Tues/Thurs 8:45am-10:05am Social Sciences 255 Instructor: Gabrielle Groth Office: Humanities 028 Office Hours: Tues/Thurs 10:15-11:15 or by appt. Email: [emailprotected] edu Office Phone: 518-442-2624 Course Description: Mailbox: outside ED 242 Review of theories of decision-making career development, occupational choice, and job satisfaction. Additional topics include vocational measurement and assessment, evaluation and use of occupational information, and strategies of life-span planning. Course Objectives: Develop a conceptual framework of how careers begin and evolve Develop an understanding of the factors affecting your career development and planning Research, evaluate, and use occupational information from a variety of resources Develop communication skills in order to facilitate self-reflection and enhance the ability to market yourself in a career This course meets the Information Literacy and the Oral Discourse requirement for the University at Albany. Required Books and Materials: 1 . Sukiennik, D. , Raufman, L. , Bendat, W. (2013). The career fitness program: exercising your options (10th ed. ). Boston, MA: Pearson. ISBN: 978-0132762335 2. A $35 materials fee will be due in class for the following assessment materials: Strong Interest Inventory (S) and the Myers-Briggs Type Indicator (MBTI) CASH ONLY! Recommended Texts: 1 . Bolles, R. N. (2012). What color is your parachute? (40th ed. ). Berkeley, CA: Ten Speed Press. 2. American Psychological Association (APA). (2009). Publication manual, 6th edition. washington, DC. ISBN: 978-1433805615 Attendance/Participation: Because this course is intended to benefit your career development, you will be time; thus, regular attendance, punctuality, and participation are essential and will e reflected in your grade. You are responsible for all readings and assignments listed in the syllabus, as well as any extra readings distributed in class, and should come to class prepared for discussions and activities. If you are absent from class: You are responsible for any missed lecture notes or materials. It is not the responsibility of the instructor to inform you of what you missed in class. Some assignments may be made-up at the instructors discretion only if the instructor is made aware of the absence beforehand. Exceptions may be made in extreme cases (e. g. death in the family) at the instructors discretion. Attendance will be taken EVERY class period. A total of 60 points can be earned if you attend class regularly. Each student is allowed three free absences. More than three absences throughout the semester will be reflected in your final grade. For each class missed beyond the three allowed, 10 points will be deducted from your total score. Any exceptions to this policy will be made at the ins tructors discretion and only in extreme situations. Please not that your UAlbany email account is considered an official form of communication. Thus, you will need to check this address regularly to receive class nnouncements and changes in the schedule. Classroom Decorum: Students are expected to arrive to class on time and actively participate in classroom activities. If students arrive late to the class period, it is their responsibility to check in with the instructor at the end of the class period to ensure that they were counted as present. It is expected that students will conduct themselves in a mature and professional manner. This course provides a unique opportunity for growth and self- exploration. Please be respectful of your classmates, remain attentive during class, and keep an open mind to others ideas and views. All electronic devices (e. g. , cell phones) must be turned OFF during class. The use of laptops for anything other than note taking is considered disruptive and not permitted. Disruptive behavior during class time will not be tolerated. If you are having difficulty following expected classroom behavior, you will be asked to leave, an unexcused absence will be recorded, and you will not receive credit for any work completed during class that day. If the disruptive behavior persists, it will be brought to the attention of the Office of Conflict Resolution and Civic Responsibility; and you may be asked to leave the lass permanently. Academic Integrity: A students work for this class should reflect the highest standards of academic integrity. Academic dishonesty will not be tolerated. Examples include, but are not limited to plagiarism, multiple submissions, cheating, and falsification. Submitting work completed by anyone other than yourself or resubmitting your own work from a prior class is unacceptable. Consequences may include failure of the assignment, Responsibility. If you have any questions, consult the instructor or contact the Office of Conflict Resolution and Civic Responsibility, or refer to the Community Rights and Responsibilities Booklet. Writing Requirements: All assignments must be submitted on time via Blackboard. Assignments submitted via disk, email, or paper form will not be accepted unless in an extreme circumstance, which is left to the discretion of the instructor. All assignments are to be typed, proofread, properly formatted in the most current APA style (e. g. 2 point Time New Roman font, double spaced with 1 inch margins). Students are expected to use the writing and referencing guidelines as published in the Publication Manual of the American Psychological Association (6th ed. ), a recommended text. The manual is vailable in the reference section of the University, Science, and Dewey libraries. For additional referencing guides visit: http://owl. english. p urdue. edu/owl/resource/ 560/01/ http://library. albany. edu/usered/cite/apaw-header. pdf Late assignment policy: Assignments are to be submitted online at the beginning of the class period for which they are due. Submissions after the start time of the class are considered late and 5 points will be deducted for each day the assignment is late. Late assignments will not be accepted after 5 days (including non-class days and weekends) and will result in a grade of O for that assignment. Exceptions will only be made at the discretion of the instructor in extreme situations. Accommodations for Students with Disabilities: Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive, learning and psychiatric disabilities. Any student who has a documented disability through the Disability Resource Center (Campus Center 137, 442-5490) and is in need of academic accommodations should notify the instructor of this course. Accommodations are individualized and in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1992. If you believe you have a disability requiring accommodation in this class, please visit the Director of Disabled Student Services. Grading Distribution and Points: Assignment Point Breakdown: Introduction Blackboard Post 15 Inventories 30 (2 x 15 points each) Registration with Career Services Occupational Report Resume and Cover Letter: First Draft and Peer Review Final Draft 5 55 20 Mock Career Interview Informational Interview Career Topic Presentation 50 35 Final Paper Attendance 75 Total Possible Points Grade distribution: A = 465-500 (93-100%) A- = 450-464 (90-92%) + = 434-449 (87-89%) B = 413-433 (83-86%) B- = 400-412 (80-82%) C+ = 385-399 (77-79%) c = 365-384 (73-76%) c- 350-364 (70-72%) = 335-349 (67-69%) D = 315-334 (63-66%) D- = 300-314 (6M2%) E = 0-299 (less than 60%) * Incompletes are only given under extraordinary circumstances, at the discretion of the instructor. Assignments and Exams Introduction Blackboard Post: To facilitate classmates and the instructor in getting to know one another, students will create an introductory post to the Blackboard discussion board started by the instructor. Posts should be 1 3 paragraphs in length nd should address the following things: 1- Tell us a little about yourself (hometown, favorite hobbies, etc. ; 2- What is your status as a student (year in college)? ; 3- What is your intended major? Or, if unsure of major, what is one of your areas of academic interest? ; 4- When you were in elementary school and people asked you what do you want to be when you grow up, what did you tell them? ; 5- What are your career aspirations at this time? In other words, what do you want to be when you grow up? ; 6- What do you hope to get out of this course? If possible, include a photo of yourself ith your discussion board post. Inventories: As part of the course requirements, you must purchase and complete the Strong Interest Inventory (S) and the Myers-Briggs Type Indicator (MBTI). 35 will be collected by the instructor in the beginning of the semester for these exams and will be returned by the specified due date to be sent off for scoring. If the mone y or the inventories are not turned in on their respective due dates, you may lose points or receive a zero for this project. Because the information from the inventories will be used in the final paper, incomplete inventories may also result in additional oss of points on the final paper. Registration with Career Services: You will receive 5 points for registering with IJAlbanys Career Services. The purpose of registering is to become familiar with the resources at the Career Center and have access to future career events, Job fairs, internships, and Job listings. To register go to: albany. edu/career/ index. shtml title page and references) on an occupation. The purpose of this report is to give you the opportunity to explore and write about an occupation that is of interest to you. You will need to use at least TWO outside sources of information other than the equired texts for the course. The paper must be in APA style with proper citations and a reference page. More details will be provided in class. Resume and Cover Letter: You will prepare a professional resume and cover letter. You will receive 20 points for the completion of the first draft and participating in the peer revision during class time. Students that do not bring copies of their first drafts to class on the day of the peer revision will not be able to participate in the peer revision process AND will not receive the 20 points. The final draft of the resume and cover letter you will submit via Blackboard. The final draft is worth a total of 40 points, and will be graded by your instructor. By the completion of this assignment, you should have a resume and cover letter worthy of submitting to potential employers. The content and style should be professional, concise, and comprehensive of your abilities and goals. Midterm: A multiple-choice and/or short answer exam designed to test your knowledge of the course material up to the date of the exam. Materials tested will include readings, lectures, presentation information, and classroom exercises. Makeup exams are based on the discretion of the instructor. Mock Career Interview: Students work in pairs to prepare and present 10-minute mock career interviews in front of the class. Each student will have the opportunity to be both the interviewer and interviewee within the 10-minutes. The mock interview will give you a chance to gain interviewing experience in your field of interest. Students will be expected to dress in interview attire for this presentation. A zero may be given on this assignment if students fail to show up on their assigned presentation day. Interviews will be rescheduled only in extreme circumstances at he discretion of the instructor. Informational Interview: Each student will arrange an interview with someone who is currently working in the field he or she is interested in. Worksheets will be provided to help you formulate questions and evaluate the information you receive. You will then be asked to share some of the information you learned from the interview in class. Additional information will be provided in class. Career Topic Presentation: You will be preparing and conducting a 10-minute presentation on a special topic of your choice related to career development and/or the world of work. For the presentation, you will be informing the class about the contents of an article or book chapter related to your topic that you have read. Students must seek approval of their resources at least 2 weeks prior to their presentation. Additional information will be provided in class. A zero may be given on Presentations will be rescheduled only in extreme circumstances at the discretion of Final Paper: You will submit via Blackboard a 5-7 page (not including title page and references) self-reflective paper that integrates what you have learned in the course with your own ideas about career and life planning. This should include information you learned from your SII and MBTI inventories, as well as what you have learned from the informational and mock interviews. At least 5 sources should be used and referenced in APA style. More details will be provided in class. EXTRA Credit: Two assignments can be completed for a maximum of 20 extra credit points. They are to be completed and turned in before or on the last day of class. Career Services Events Write-up (10 pts each): You can attend one Career Services Event for 10 points or you can attend 2 different events for a total of 20 points that will count as extra credit. For each event attended you must provide a I-page summary of the even and what you have learned from it. In addition, you will need to complete the extra credit even form (attached). The list of events and dates can be found at albany. edu/career. Likewise, once you register with Career Services you will receive email announcements for events. Please ask the instructor for approval if an event is not sponsored by Career Services. Career Article (10 pts): Find an article related to social media and its relevance on career development, networking and write a 1-2 page review of the article. Research Participation (1 Opts): Students will have the opportunity to earn up to 10 points extra credit for participating in research opportunities announced in class. ONLY the opportunities announced in class will count towards your grade. Tentative Class Schedule Date Day Topic Reading Assignment Due Aug. 27 Tuesday Course Overview and Syllabus Aug. 29 Introduction to career theories and development CFP Chapter 1 sept. Values in the Workplace CFP Chapters 2 CFP Chapter 3 sept. 5 Thursday No Class†Rosh Hashanah sept. 10 Career Services Guest Speaker $35 Cash Due (Exact change please! sept. 12 Work Interests and Personality CFP Chapter 4 (Boiles p. 189-229) sept. 17 Aptitudes, Abilities, and Skills CFP Chapter 5 (Boiles p. 230-250) sept. 19 Tour of the University Library: Meet in the Lobby MBTI Due sept. 24 APA Style and Plagiarism sept. 26 CFP Chapter 7 (Boiles p. 252-269) oct. 1 Making Career Decisions CFP Chapter 8 oct. 3 Job Search/Leads CFP Chapter 9 (Bolles Chapter 5) oct. 8 Career Services Resume Workshop oct. 10 Midterm Review oct. 15 Midterm Exam oct. 7 Resume/Cover Letter Peer Feedback Session CFP Chapter 10 1st Draft Cover Letter/Resume Due ct. 22 Presentations oct. 29 Final Draft Resume/Cover Letter Due oct. 31 NOV. 5 NOV. 7 SII MBTI Interpretation NOV. 12 Career Services Guest Speaker (Social Networking) (Bolles Chapter 6) Occupational Research Report Due NOV. 14 Issues in the Working World CFP Chapter 6 NOV. 19 Interviewing for Jobs and Into the World of Work CFP Chapter 11 (Bolles Chapter 8) NOV. 21 Mock Interviews NOV. 26 NOV. 28 No Class†Thanksgiving Dec. 3 Dec. 5 Dec. 10 Last Day of Class/Wrap Up All Extra Credit Assignments Dec. 12 Submit Final Paper via Blackboard Final Paper Due: 5 pm

Gustave Caillebotte essays

Gustave Caillebotte essays Though mostly known for his patronage of well-respected figures like Renoir and Monet, and his generous contribution of his Impressionist collection to the French government, Gustave Caillebotte was also a very sensitive and intense artist. Influenced by the structural and emotional changes of the Industrial Revolution, he observed and communicated; perceived and created. Gustave Caillebotte was born to a respected and wealthy bourgeoisie family in 1848. To fulfill his fathers expectations, he was trained to become and engineer, but his passion for art made him leave that profession and study in the Ecole des Beaux-Arts in Paris. That is where he met the artists Renoir and Monet, and became very involved in the Impressionist movement. Caillebotte became the chief organizer, promoter, and financial supporter of the Impressionist exhibitions for the next six years, and he used his wealth to purchase works by Monet, Renoir, Camille Pissarro, Paul Czanne, Edgar Degas, Alfred Sisley, and Berthe Morisot. When he died, he contributed his collection to the French government. In the midsts of the Industrial Revolution, between 1789 and 1852, European cities were becoming exceedingly crowded with workers who could no longer make a living in rural areas, while business owners were improving their production efficiency to increase their profits. As a result of the sudden increase of population, Baron Georges Haussman changed the structure of the city by destroying old buildings and constructing new buildings, railroads and bridges. The bourgeoisies obsession with lucrative business forced lower-class workers to compete with technology. This state of man versus machine contributed to the increased segregation of society and the further pursuit of social equality through communism. Contemporary events greatly influenced the work of the artists of the time, forcing them to break the order and balanc ...

Effect of Organizations Culture and Diversity Essay - 1

Effect of Organizations Culture and Diversity - Essay Example Morgan said that this perspective gives importance to the â€Å"human nature of organizations and building the organization around people rather than techniques† (Buchanan, 1997, p. 517). Baron and Greenberg (1989) said that initial culture of an organization comes from the founders who inculcate their values and vision to the staff first employed and transmitted to succeeding employees. Schein (1983) also elaborated on the strong formative influence of the founder and early senior managers in creating its culture (Buchanan, 1997). Robbins supported the view that the company’s current top managers are the ‘culture carriers’ and set the standards for acceptable behavior (Buchanan, 1997). Organizational norms are the expected modes of behavior for individuals and groups, based on an organization’s values and beliefs (Buchanan, 1997). Norms, in turn, reinforce shared values and beliefs (Buchanan, 1997). However, the perpetuation of a culture to serve th e purposes of the dominant culture is insensitivity to the diversity issue. Flowers and Richardson (1996) observed that â€Å"existing rules and standards were labeled as manifestly biased by Eurocentrism and white male favoritism† (Stark, 2003, para. 1). This is further bolstered by Harrison (Ben Harrison Associates Inc.) in his observation that the â€Å"white male club control the resources, and probably the most misinformed group† (Challenge, n.d., p. 2). A corporate culture overshadowed by discrimination and inequality would affect communication, teamwork, and decision-making in an organization. Baron and Greenberg (1989) defined communication as the process of transmitting information by one person, group, or organization to another through recognized channels. Reitz (1981, p. 311) argued that communication can be discouraged â€Å"by manipulating the physical and psychological distance.†Ã‚