Charles Loring Brace Essay Example

Charles Loring Brace Essay Charles Loring Brace Founder, Children’s Aid Society New York City Beth Boersma University of Georgia SOWK 6011 Fall, 2010 Introduction Charles Loring Brace is recognized as one of the founders of child welfare reform in the United States, particularly in the area of foster care and adoption. His work was conducted in the nineteenth century in New York City, in the midst of one of the most prolific eras of change in U. S. history. This paper will describe and summarize Brace’s background and the influences that led to his work, the impact of his work on the society of his time, the legacy of his work, and its influences on child welfare efforts today. Social Background Charles Loring Brace was born June 19, 1826 in Litchfield, Connecticut, described as a small but prosperous village, wholly lacking in urban luxury or vice, but providing its residents with something approaching urban levels of learning and culture. It was the home of the nation’s first law school†¦.. also the home of one of the first secondary schools for girls in the United States, the Litchfield Female Academy, graduates of which included Harriet Beecher Stowe and her sister Catherine Beecher† (O’Connor, 2001, p7). Charles was the second of four children born to John and Lucy Brace and, in the Puritan tradition of the time, he was primarily educated by his father. We will write a custom essay sample on Charles Loring Brace specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Charles Loring Brace specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Charles Loring Brace specifically for you FOR ONLY $16.38 $13.9/page Hire Writer John Brace was a teacher at the Litchfield Female Academy, where he displayed a progressive slant on education by reforming the curriculum typically taught to girls to include more challenging subjects â€Å"including science, higher mathematics, logic and Latina curriculum that at the very least equaled that of most boys’ academies† (O’Connor, p. 8). Young Charles often sat in on his father’s classes and was undoubtedly influenced by the senior Brace’s feminist philosophy that female children should be educated on an equal level as males, in order to â€Å"improve woman’s ‘rank in society, placing her s the rational companion of man, not the slave of his pleasures or the victim of tyranny’† (O’Connor, p. 8). John Brace and his wife also believed strongly in the Calvinist traditions of duty, diligence, sacrifice, fortitude, and self-control and passed these values on to Charles. The Braces valued nature and Charles developed a strong connection between the beauty and grandeur of the outdoors and his related feelings of joy and immense satisfaction of being alive. Perhaps the most enduring value that Charles learned from his family was moral philosophy, or â€Å"the attempt to determine the nature of one’s obligation to one’s fellow man—and to God—and the attempt to discipline one’s character so as to fulfill that obligation to perfection†. (O’Connor, p. 18). Another early influences in Charles’ life was Horace Bushnell, a Congregational minister in Hartford, CT, where Charles and his family lived after John Brace took a position at the Hartford Female Seminary (founded by Catherine Beecher). Bushnell is â€Å"regarded by many as the most important American religious thinker of the nineteenth century† (O’Connor, p 18). Rev. Bushnell promoted the ideals of spiritual development throughout the lifespan, which was in direct opposition to Calvinistic beliefs of the innate depravity of humans from birth. This idea would deeply impact Charles’ later work. Charles entered Yale in 1942 at age sixteen and he proved to be an excellent student. At Yale, Charles became close friends with his roommate, John Olmsted, as well as John’s brother, Frederick Law Olmsted, the future architect and urban designer. During his years at Yale, which also included some time at the Yale Divinity School, Charles demonstrated a strong interest in philosophy and he explored a variety of the world’s religions and spent lots of time debating various issues and ideas with his friends and classmates. This led to Charles’ development of a set of beliefs that would guide his life’s work: First, despite the societal attitude that poverty and criminality were synonymous, Brace believed that a truly just system would see that â€Å"lawbreakers might have motives or other qualities that redeemed them, and that God cared less about human law than about romoting happiness† (O’Connor, p. 30). Second, Brace believed that the family was the primary method of shaping humans, as well as the tangible â€Å"image of God’s relationship to humanity: God was a father who loved His children and only wanted only their happiness† (O’Connor, p. 31). Brace went on to view G od’s father figure as trying to mold or improve the character of His children, a value that justified Brace’s efforts to use Christianity and Protestant values as the guiding principles in his work. After the death of his beloved sister, Emma, in 1850, Charles spent a few years travelling across Europe as a foreign correspondent for American newspapers after college and he also used this time to visit schools and other organizations that served the poor in Germany, Hungary, Ireland and England. One result of this time of exploration, observation and study was that Charles came to understand Protestant Christianity as the most advanced, and therefore most superior, guide to moral behavior. He viewed the improved social standing of women and advances in the care and treatment of children as the direct result of the influence of Christianity. Brace stated that â€Å"of all practical changes which Christianity has encouraged or commenced in the history of the world, this respect and value for children is the most important, as it affects the foundation of all society and government, and influences a far distant future† (Bullard, 2005, p. 31). Social Context Throughout Charles’ life thusfar, cities in America had been experiencing tremendous change. The Panic of 1837 had significant impact on levels of unemployment and homelessness, as well as a loss of faith in the idea that religion could be a primary means of change (Nelson, K, 1995, p. 57-58). Events such as the Astor Place riot (1849) and rampant outbreaks of disease caused citizens to believe that â€Å"the foundations of civilization were crumbling at their feet† (O’Connor, p. 42). Movement toward industrialization and urbanization, as well as the swell of immigration during this time contributed to unprecedented levels of population, crime, violence, and other social concerns such as drunkenness, prostitution and domestic violence. The transition from a primarily agricultural society to an industrial one, while beneficial in many aspects, was producing social problems that needed ways of being addressed. After completing his studies at Yale Charles, believing that he heard a call to the ministry, moved to New York City in 1848 to study at Union Theological Seminary. His friend, Frederick Law Olmsted, was already in New York and had written to Charles about his visions for the work they might do to impact the current circumstances of people in the city: â€Å"Throw your light on the paths in Politics and Social Improvement and encourage me to put my foot down and forwards. There’s a great work wants doing in this our generation, Charley—let’s off jacket and go about it† (O’Connor, 2001, p. 26). Upon arriving in New York City, Charles was shocked to see the levels of poverty in the city. Slums overflowed with immigrants and workers who had flocked to the factories that proliferated with the boom of industrialization. Working-class families lived on the edge of poverty; when they slipped over that line, their children were forced to supplement their parents’ income with what they could earn on the streets. Those from the most destitute families—ravaged by disease, alcoholism and violence—often never returned home. (Eviatar, 2001, p. 25). The prevailing response to the increasing numbers of street children was to place them in orphanages, prisons, asylums or indentured servitude. Members of the privileged Victorian upper classes viewed poor children primarily as future criminals and miscreants. Charles Loring Brace, however, saw these children a little differently: Although he thought there were some things that were truly ‘dangerous’ about this class of children (not only as future rioters and robbers but as voters who might elect presidents out of ignorant rage), Brace was one of the first public activists to recognize their authentic virtues and their tremendous potential for good. He truly liked the children he worked with, but more important, he respected them† (O’Connor, p. 78). Brace admired the self-deprecating humor, energy, independence, resolve, moral code, generosity and resourcefulness of the children of the streets. When Charles Darwin’s The Origin of the Species was published in 1859, Brace read it repeatedly and came to view these children, the survivors of â€Å"the struggle for existence† in the fiercest environments, as potentially the most evolutionarily advanced individuals in the nation. â€Å"The problem, as Brace saw it, was that the very environment that bred these robust and most characteristically American of Americans often led them to employ their natural abilities in the worst possible manner, with respect to both their own well-being and society’s† (O’Connor, p. 80). Contribution to Social Work In her textbook, A New History of Social Welfare, sixth edition, Phyllis Day describes Charles Loring Brace thusly: Brace believed that pauper families should be prevented from getting any kind of relief that would keep them together. His solution was to relocate children with families in the West, where they might learn the benefits of hard work in an untouched environment. For twenty years, haphazardly and without follow-up, often simply â€Å"taking† (kidnapping) children they felt were in need, agents loaded children on trains and shipped them to cities in the West, where they were â€Å"picked over† and chosen by families. Unfortunately, many families just wanted the extra help and badly mistreated the children. Many simply disappeared, either running away, getting lost, or dying (Day, 2009, p. 233). Upon further exploration, however, Brace actually had a much deeper desire to help further and deepen the lives of the street children of New York, and he made developing ways of assisting them the primary focus of his work. Brace worked in several settings in New York City (missions, almshouses, tenements, etc. in the early 1850s and honed his focus: â€Å"The way to save the children of the slums, then, and to allow the nation to benefit from their enormous potential, was to find a way to alter their environment so that their best qualities could thrive and become a boon rather than a curse. All of the early projects of the Children’s Aid Society would be attempts to modify the environment of poor children so as to replace the worst influences exerted on them with more â€Å"Christian† one s (O’Connor, p. 80). In January, 1853, Brace met with a group of concerned individuals to discuss these ideas and issues and they founded the Children’s Aid Society (CAS), with a goal of helping the children of the streets by â€Å"plac(ing) them in an environment where their most basic physical needs could be met and their own most healthy and virtuous impulses would make them want to improve themselves, to become the very best men and women they could be† (O’Connor, p. 82). Brace was selected as the leader of the organization, with responsibility for developing plans for the agency’s work as well as the marketing and advertising strategies that would support it. While Brace’s primary intent for the CAS was to follow his belief that Christian men had â€Å"a responsibility to God† to care for the less fortunate children, he also developed a method of appealing to wealthy New Yorkers, the potential financial backers, by showing the advantages of the CAS’ work in attempting to ensure that future society would be protected from the potential negative impact of leaving these children to their own devices on the streets. The CAS borrowed some ideas from existing social service agencies of the time, such as holding â€Å"Sunday meetings† and opening Industrial schools, which were designed to provide an opportunity for the street children to develop basic reading, writing and arithmetic skills, as well as to develop useful job training and trade skills that were of benefit to society. â€Å"Girls learned the ‘needle trades’ (sewing, and dress- and hat-making) and skills they could use as domestics (housecleaning, cooking, serving). Boys were taught such skills as carpentry and shoe- and box-making† (O’Connor, p. 86). Most of the children served were teenagers and the CAS treated them as competent individuals, capable of deciding on their own whether or not they wanted to participate in CAS services. The CAS did employ strong persuasive and evangelical techniques, in an effort to encourage participation, but did not force anyone to participate against their will. Unlike asylums, orphanages, houses of refuge and prisons, which attempted to reform poor children by submitting them to inflexible routines of training, religion and work, the CAS primarily attempted to shape children’s character through the choices it offered and the ‘unconscious influence’ exerted by its ostensibly virtuous staff. Brace believed, in fact, that the offering of choice itself was character-building because it encouraged autonomy and independence† (O’Connor, p. 87-88). The New York newsboys became the face of the children served by the CAS. Popular books by Charles Dickens and Horatio Alger had put the newsboys in the forefront of societal awareness and Charles Loring Brace viewed the newsboys as the personification of the strengths and qualities that he admired most about the children of the streets. The CAS opened the first Newsboys’ Lodging House in 1854, in order to provide reasonably-priced lodging as an option to sleeping on the streets. Residents of the lodging house were expected to pay six cents for a bed and four cents for a meal, in accordance with Brace’s beliefs in self-sufficiency and independence. The lodging house also provided various opportunities for children to engage in reading the Bible and learning about the Golden Rule and the love of God. However, as time passed, Brace saw the benefits of providing practical information and education to the children, such as financial management and educational skills, haircuts, and basic medical treatment. In the lodging houses children were, as Brace described it, â€Å"shaped to be honest and industrious citizens; here taught economy, good order, cleanliness, and morality; here Religion brings its powerful influences to bear upon them; and they are sent forth to begin courses of honest livelihood† (O’Connor, p. 93). As the railroads expanded West, Brace developed another option for assisting homeless children of the city. Expanding on the seeds planted by Rev. Bushnell in his youth, Brace came to believe that, as the moral and spiritual development of children had the potential to be impacted by all they came in contact with, facilitating the move of the street children to more â€Å"decent and properly Christian† environments would be the best way to preserve and enhance their character. By using his contacts with a railroad executive and patron of the CAS, Brace developed an â€Å"Emigration Plan†, in which children who were orphans or from destitute families could sign up for train transport West, towards placement with a new â€Å"family†. Brace strove to maintain the importance of the child’s independence and did not follow the â€Å"indenture† plan of earlier times, in which children were bound to their new family for a period of time in order to pay off debts related to their inclusion in that household. Under Brace’s plan, the CAS or the child’s family maintained guardianship and the relationship between the child and the placement family could be dissolved at any time if either party was dissatisfied. The child was expected to work as a member of the new family, in order to â€Å"pay† his/her way. The new family was expected to provide room and board, make arrangements for education of younger children, provide opportunities for the child to develop work skills and experiences, and provide them some money upon reaching age 21, at which time the child was expected to assume full independence and responsibility for himself. According to CAS archives, CAS moved an estimated â€Å"105,000 children between 1853 and the early 1930s† (O’Connor, p. 49) to the West. While the â€Å"orphan trains†, as they became known, were a massive undertaking, Brace also maintained focus on the local efforts in New York, opening the first Girls’ Lodging House in 1862 and continuing to work with the CAS until his death in 1890, consistently working to enhance the reputation of the CAS, as well as to provide support for children in need. Criticisms Critics of Brace have identified several issues with his work. Throughout the Orphan Train activity, there were consistent complaints that these efforts were, in fact, a move to proselytize Catholic youths (the majority of the street children) and to send them to Protestant families in the West, where they would lose connection with the faith of their ancestors. After Brace’s death, his sons took over the management of CAS and they actually took steps to focus efforts on Protestant children in order to decrease this criticism. Catholic children in need were the focus of Catholic-specific aid agencies. Another complaint was the lack of consistent record-keeping on the children served, especially those sent West. CAS did not take steps to verify the circumstances of children who showed up to take a train trip and there were many who were critical of the fact that some of the children who were sent away were, in fact, from intact functional families. A third issue for critics was that Brace appeared to be somewhat selective in the information that he made public regarding CAS’ work, apparently choosing to idealize the results and minimize the facts related to those whose cases did not end positively. The vast majority of the children who were sent West did not receive any follow-up; neither was there any screening mechanism to determine if placement families were actually upstanding people, or if they might be taking advantage of, or abusing, the children placed with them. In promotional writings, Brace frequently depicted the orphan train efforts as having very high success rates, but in actuality, â€Å"approximately 20 percent of records made under Brace’s stewardship are so incomplete that it is impossible to get any idea of how a child fared in his or her new home, and most of the remaining files are so fragmentary that conclusions based on them can only be educated guesses at best† (O’Connor, p. 49) Clay Gish (1999) identified another criticism that still affects child welfare efforts today: â€Å"One of Brace’s most enduring—and most problematic—legacies to modern social services is that he made it acceptable policy to intervene in the lives of the poor on the grounds of protecting their children† (Gish, p. 137). Summary Charles Loring Brace made many contributions to child welfare reform in the nineteenth century. As described by Howard Husock (2008), â€Å"the scale of what Brace did is stunnin g, especially for those who believe that only government can undertake large-scale efforts to help the poor. Over its first 27 years, the Children’s Aid Society provided temporary assistance and moral instruction to the 170,000 children who passed through its seven Lodging Houses. It also placed 50,000 orphans and other street children in homes in Michigan, Wisconsin and other points west, in order to bring them under the ‘healthy influence of family life’. And it established ’21 day schools’—vocational schools for older kids—‘and 14 night schools, with an aggregate annual attendance of about 100,000 children† (Husock, p. 4). Husock continued: â€Å"In a manner now familiar, he (Brace) identified and described a social problem: child homelessness and its potential to fuel ‘the dangerous classes’. He established a freestanding organization, not linked, for instance, to any one church; assembled a board; successfully solicited thousands of donors; and brought together volunteers and paid staff† (p. 5). Brace arguably impacted the crime rates in New York City as a result of his work as well. A review of crime records in New York from 1861-1871 (O’Connor, p. 75) shows that, while the city’s population grew consistently, arrest rates for vagrancy and petty larceny (the primary crimes children were arrested for) decreased each year. Brace also positively affected the implementation of truancy laws in the city, through his consistent and vociferous support of compulsory education for all children. As time has passed and Brace’s work has been reviewed, many critiques and p roblems have been identified. However, when viewed in the context of nineteenth-century society, Brace’s work shows a progressive ideal that undoubtedly made a difference. The efforts had decidedly mixed results and certainly did not end in overwhelmingly positive outcomes for every child involved. However, research shows that Brace’s true intent did indeed appear to be to help those in need, in accordance with his personal religious mandate of having an obligation to do so. As a child who was adopted at birth, this writer can appreciate Brace’s efforts to facilitate the movement of children in need to more positive and family-oriented situations. I certainly feel for many of the children and families that were separated, whether as a direct result of Brace’s efforts or by some ther circumstance, as this was surely a heart-wrenching experience to have. Then again, I recognize that I am viewing these situations through a twenty-first century lens, which colors my perspective a bit. In the nineteenth century, children were expected to work and be contributors to the family’s well-being as opposed to current views of children a s â€Å"special† beings primarily in need of love and support in order to grow, develop and become productive and upstanding members of society. Charles Loring Brace lived during the beginnings of the shift in societal views on children and their roles. In review of his work, it appears that he did what he was capable of to make a difference in the lives of those he was called to serve.

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Fulfilment of Obligations for a Contract Jack’s purchase of â€Å"the machine† from Jim of Agricultural Supplies Ltd is one for a specific purpose. The contract with ASDA will no doubt reap substantial reward. The machine is a fundamental part of that agreement, as Jack cannot fulfill his obligations without it. The importance of the machine being able to produce vegetables that comply with the terms of the contract with ASDA was brought to the attention of Jim at the time the contract was entered into. The question of whether Jack can recover anything beyond the price of the machine after it fails to deliver will initially depend upon the interpretation of the exclusion clause. The contract specifically excludes liability for any consequential loss whatsoever. This would include the loss of profit to be suffered by Jack as a result of ASDA summarily terminating their agreement. 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A claimant will not necessarily recover losses that were not unlikely to occur in the usual course of things, if the defendant cannot reasonably be regarded as having assumed responsibility for losses of the particular kind suffered[14]. No longer can it be said that such losses were likely, probable or foreseeable alone, the particular type of loss must have been contemplated by the defendant and he nevertheless accepted the risk in the event of a breach. While this issue of a certain type of loss is not a new phenomenon[15], the combination with the test in Headley v. Baxendale has redressed the scope of recovery in contract cases and particularly the issue of remoteness of damage. Baroness Hale[16] has referred to this extension as â€Å"adding a novel dimension to the way in which the question of remoteness of damage in contract is to be answered†. What this case has done is establi sh a negligence type assessment for causation in contract. While the issue of remoteness, and whether the kind of loss was â€Å"not unlikely† to occur remains a question of fact, the issue of whether it was reasonable to assume the defendant accepted responsibility for that particular type of risk is a question in law[17]. Whether this will assist Jack is not clear. It has been suggested that the effect of The Achilleas upon Sale of Goods Act 1979 claims (as is Jack’s) may have relevance. S. 52(2) of the SGA 1979 states that; â€Å"The measure of damages is the estimated loss directly and naturally resulting, in the ordinary course of events, from the seller’s breach of contract†. If such loss of profit from the agreement with ASDA is to be â€Å"not unlikely† to occur, then Jack may have to establish that Jim assumed responsibility for that particular type of loss. In Chitty on Contracts[18] it is submitted that the House of Lords see their decision as a separate rule when applicable to sale of goods contracts. It should be noted that the facts of The Achilleas related to shipping contracts and the House noted that lack of case law considering this specific issue. While not limited to this area of law, the decision as opposed to other areas i.e. sale of goods, needs to be watched with trepidation. Ultimately there are reasonable prospects for Jack to secure damages beyond the cost of the machine. It can certainly be argued that Jim accepted the risk of the particular type when he was referred to the contract with ASDA. The loss of profit resulting from the termination of that agreement is not the only possible pecuniary disadvantage Jack could suffer i.e. damages claimed by ASDA, returned goods through poor quality etc. This coupled with the uncertainty as to the duration and net value of the contract makes quantum an almost impossible task. It should be noted that such losses have been recovered in Victoria Laundry (Windsor) v. Newman Industries (1949)[19], and more specifically for lost profit arising out of defective equipment under a contract of sale in H Parsons (Livestock) Ltd v. Uttley Ingham Co Ltd (1978)[20]. However the particular circumstances of Jack’s contract are quite unique, and the possible extension of the remoteness rule will not appear to be a help. BIBLIOGRAPHY Chitty on Contracts; Thirteenth Edition 2008, Sweet Maxwell Publishing Peel, E.; â€Å"Remoteness Revisited†, L.Q.R. 2009, 125(Jan), 6-12 Poole, J.; â€Å"Casebook on Contract Law†, Ninth Edition 2008, Oxford University Press McKendrick, E.; â€Å"Contract Law: Text Cases and Materials† Third Edition 2008, Oxford University Press Tamblyn, N; â€Å"Damages Under String Contracts for Sale of Goods†, J.B.L. 2009, 1, 1-14 Rose, F.; â€Å"Blackstone’s Statutes on Contract, Tort Restitution 2008-2009†, Nineteenth Edition 2008, Blackstone Press www.westlaw.co.uk – as accessed on 22nd December 2008 1 Footnotes [1] UCTA 1977 s. 3(1) â€Å"This section applies as between contracting parties where one of them deals†¦on the other’s written standard terms of business†; Chester Grosvenor Hotel Co Ltd v. Alfred McApline Management Ltd [1991] 56 Build LR 115 [2] UCTA 1977 s. 11(1) [3] Watford Electronics Ltd v. Sanderson CFL Ltd [2001] All ER (D) 290 CA [4] This section can be expanded upon to include additional cases on exclusion clauses in any text book. There is also an argument for rectification by mistake i.e. Joscelyne v. Nissen [1970] 2 QB 86 (CA) [5] Golden Strait Corp v. Nippon Yusen Kubishika Kaisha [2007] UKHL 12 [6] Chitty on Contracts: Thirteenth Edition, Volume I, at para 26-002 [7] Tai Hing Cotton Mill Ltd v. Kamsing Knitting Factory [1979] A.C. 91, 106. [8] Ibid fn 6 at para 26-032 [9] [1854] 9 Ex. 341 [10] Ibid fn 6 at para 26-054; see also Koufos v. C. Czarnikow Ltd (The Heron II) [1969] 1 A.C. 350 [11] [2008] UKHL 48 [12] [2007] Lloyd’s Rep 555 [13] Ibid fn 11 at para 36 [14] Ibid fn 6 at para 26-100A [15] Victoria Laundry (Windsor) v. Newman Industries [1949] 2 K.B. 528 [16] Ibid fn 11 at para 93 [17] Ibid at para 22 per Lord Hoffman [18] Ibid fn 6 at para 26-100G [19] Ibid fn 15 [20] [1978] Q.B. 791

Mark Twain a Racist? Absolutely not! Essays -- Literary Analysis

Celebrating its 135th anniversary this year, Mark Twain’s The Adventures of Huckleberry Finn is a classic of American literature and is read by millions across the nation every year. However, many claim that the book promotes and endorses the heinous act of racism. In their attacks on the classic, many of the book’s critics employ evidence such as the use of the n-word 211 times (Powers, 2010) and the novel’s repeated inferior depiction of African-Americans. Many supporters of the novel, though, hail it for being so controversial. They claim that the dialogue started when discussing the book is a great chance for students to broaden their views on many controversial topics. As Harris puts it (2000), "If it isn't a dangerous book, there really is no reason for anybody to read it or teach it". Mark Twain’s The Adventures of Huckleberry Finn unquestionably does not promote racism, and actually serves to question the very idea of racism itself, as shown by T wain’s use of realism, the use of a child narrator, and the author’s deliberate intention to criticize the act of slavery and racism. Throughout Huck Finn, Mark Twain employs realism to accurately portray life along the antebellum Mississippi River. Merriam-Webster defines realism as â€Å"the theory or practice of fidelity in art and literature to nature or to real life and to accurate representation without idealization.† Throughout the novel, Twain uses realism to show readers how life was and how blacks were treated. Many critics of the book criticize the language used in the book. As Powers puts it (2010), â€Å"The controversy exploded in 1957, when the National Association for the Advancement of Colored People condemned its 211 uses of the n-word, the infamous epithet for African ... ...-old boy show them the true path of equality and fairness. Twain’s The Adventures of Huckleberry Finn clearly does not promote racism, and actually defames it, and the universal lessons taught in the book can still be applied today. Works Cited Camfield, G. (2005). Race. Retrieved from http://dig.lib.niu.edu/twain/race.html Harris, E. (2000, September 26). 'huck finn' still pushes buttons, professor says. Retrieved from http://www.freedomforum.org/templates/document.asp?documentID=3637 Powers, M. (2010, May 05). Mark twain’s â€Å"adventures of huckleberry finn†. Retrieved from http://www.america.gov/st/peopleplace-english/2010/May/20100505151725naneerg0.2608759.html Salwen, P. (Unknown). The quotable mark twain . Retrieved from http://salwen.com/mtquotes.html Twain, M. (1986). The adventues of huckleberry finn. New York, NY: Penguin Books Ltd.

Orgnizational structure of two companys Essay

Starbucks Corporation is an American global coffee company and coffeehouse chain. It is based in Seattle. It was founded in Pike Place Market in Seattle, Washington March 30, 1971.It is a public business and consist of 149,000 employers as of 2011. In Starbucks the Managers and subordinates alike are working with communications more efficiently. By having a Flat decentralized structure. Flat in the sense that Starbucks has few layers of management and broad span of control and decentralized meaning mangers and employers are allowed to take charge in the decision making instead of headquarters due to the fact that they have close relationship with the customers. Also, since Starbucks specializes in coffee production and sales it cannot be considered a matrix organization. This is because unlike companies like apple and Microsoft where various projects take place on a daily basis, Starbucks just focuses on mainly coffee marketing and coffee production. Wal-Mart Wal-Mart is an American multinational retail corporation that runs chains of large discount department stores and warehouse stores. The company is the world’s second largest public corporation. The company was founded by Sam Walton in 1962, incorporated on October 31, 1969, and publicly traded on the New York Stock Exchange in 1972. It is headquartered in Bentonville, Arkansas. WalMart is also the largest grocery retailer in the United States. Walmart has a total of 2.2 million employees as of 2013. Wal-Mart’s management structure and management style model is created or molded by Sam Walton’s principles and values. Increasing size and geographical scope of Wal-Mart determined that the corporate executives should remain in touch with customers and store operations on a daily basis. This means that Walmart engages in a Centralized authority. Also, Wal-Mart’s regional vice presidents are responsible for supervising between 10 and 15 district managers. The divisional structure is divided into three categories: product, market, and geographic. This means also that walmart specializes in Departmentalization. Moreover, due to its type of industry (retail) not much projects need to be done. In other words, Wal-Mart is a line organization. To sum things up, the structure of Wal-Mart clearly defines the roles of employees and lines of authority. By following divisional structure approach Wal-Mart has a flat Centralized structure which enables it to have a wide span of control and this plays a major role in decision making . References http://www.starbucks.com/ http://www.latimes.com/business/money/la-fi-mo-starbucks-ceo-howard-schultz-government-shutdown-20131008,0,4717965.story http://smallbusiness.chron.com/starbucks-its-organizational-design-12857.html http://corporate.walmart.com/our-story/leadership/executive-management http://www.walmart.com/ http://news.walmart.com/news-archive/2010/01/28/walmart-announces-organizational-changes

Personal life Essay

Dance; a body of expression, a medium of communication, happiness and love. Dance is my passion. I am a trained Bharata Natyam dancer. I am proud to be an Indian because of its rich culture and heritage. In Bharata Natyam Bha i. e Bhaava (expression), Ra i. e Ragha (rhythm) and Ta i. e Taal (beat) are the basic components of a dance. There are seven different classical dance forms in india – Bharata Natyam, Kuchipudi, Kathakali, Odissi, Mohiniattam, Manipuri and Kathak. I am blessed to be a part of this culture. It is my mother who developed this art in me. I have also learnt other dance forms such as Western and Folk. It is through dance that I find inner peace and true happiness. This art form gave me beautiful opportunities. I have represented my country in Dubai, France and Finland International festivals. Being a part of these festivals made me realize even if we have language barrier the language of dance bridged the gap between us. I’ve explored many cultures, their way of living, their way of life through this art. Dance needs no interpretation. Dance is also one of the strongest medium to pass a message. I believe one must use this art for a good cause. Famous dancers such as Hema Malini, Helen, Vayjantimala, Shri Gopal Krishna, Smt Rukhmani Devi, Shri Birju Maharaj are respected for their contribution. Dance taught me to correct myself. It has developed in me the ability of working towards excellence. I’ve acquired certain skills from this art which I believe are my competencies as a manger such as confidence, self-presentation, and an ability to cope with criticism and learn from it. As a performer I have an open mind and the ability to move beyond boundaries and experiment with different ideas. Every human being has a purpose for his existence. I believe my purpose is to spread love and happiness and do my bit for the society. I wish to make my parents proud. I wish to make this world a better place in my own little way. I wish to stay in your hearts forever!!

13 EssentialJob InterviewTips to Help You Get Hired

13 EssentialJob InterviewTips to Help You Get Hired SAT / ACT Prep Online Guides and Tips Oh, job interviews. Love them or fear them, there’s no getting around interviewsfor most working people. Luckily, interviewing’s a skill like any other, and there are lots of ways you can practice and improve your game. This guide contains the best strategies for getting ready for a job interview and making an excellent impression on the hiring manager. Read on for13 essentialtips on what you should do before, during, and after your interview to land your target job! Before the Interview†¦ There are lots of steps you can take to planfora job interview, from practicing your responses to common interview questions to picking out your outfit the night before. Preparation will not only help you rock your interview, but it will also calm your nerves by reducing all those scary unknowns. Read on for the six most important ways to get readyin the days leading up to your interview. #1: Map Your Route The last thing you want to happen on the day of your job interview is to be late. It would be pretty much the worst to end up running into the building feeling frazzled and out of breath. Getting lost and being late are disorienting and will distract you from doing a good job. To prevent this from happening, you should plan how and when to get to your interview beforehand. Map out the route and get a sense of traffic conditions or train schedule on that day. Then write down a schedule for that morning - when you need to wake up, meal prep, getting dressed - or whatever else you cando to take control of timing. A good rule of thumb is to plan to arrive near the building 25% of your total time early. If the commute takes two hours, try to be there 30 minutes early. If it takes 30 minutes, then give yourself seven to ten minutes of extra leeway. Then you can hang out and enter the building about five minutes before your interview. If you’re late on the day of your interview, you’ll get stressed outand start out on the wrong foot.If you walk in way too early, you'll probably make the other employees feel awkward as you lurkinthe entrance hall. While you’re surely preparing what to say, don’t forget to planfor a smooth, punctual arrival, too! #2: Dress the Part In addition to planning your route to get to your interview, you should also think about what you’re going to wear.Business casual clothes tend to be best, otherwiseknown as "corporate classics." You might also get a sense of what employees tend to wear on a day-to-day basis. If you know anyone that works there, that person could be a great source of intel. Of course, those employees have already been hired, so you should dress a little â€Å"up† from what they’re wearing. In general, it's better to err on the side of slightly more formal, rather than less. Pick out your outfit and do any ironing or dry cleaning in advance. By picking out your clothes, you can make your morning easier, look great, and feel more confident. Lookin' sharp. And also like a groomsman in a wedding. This outfit might err on the side of too dressy. #3: Print Your Materials Besides your fabulous self in your corporate classic outfit, what do you need to bring to the interview? Unless instructed otherwise, it’s a good idea to bring a few copies of your resume. You might print out five or so, especially if you’re interviewing with more thanone person. In addition to the interview, you could bring a list of references with contact information or perhaps recommendation letters themselves. You might also have supplemental materials, likea portfolio of work, your sales record, or even a two-month plan you drew up to show the hiring manager what steps you’d take in the new position. Print everything out a day or two beforehand; printers have a habit of breaking at the worst possible time. Gather everything in a folder or binder so that it’s organized and accessible. You wouldn’t want to go shuffling through your bag, taking out old receipts and gum wrappers, in search of your resume right after you just finished telling the interviewer how organized you are! #4: Do Your Research Before the interview is your time to dig deeply into the organization and job. Learn everything you can about the job description and company, like its mission, workplace values, and overall culture. If applicable, you might considerways thecompany could improveand how you could contribute to those positive changes. During the interview, you want to show that you’re knowledgeable about the organization and enthusiastic to join it. By doing thorough research online or by speaking to current or former employees, you can tailor everythingyou say to the new job and company. You can also use what you learned to inform any questions you have for yourinterviewer. Overall, your goal in the interview is to show that you’re qualified and that you have a clear understanding of the job. By doing your research, you can be strategic about what you say and make sure all your answers match up to the opportunity at hand. Inch your nose a little closer to that grindstone! It's time to do some research. #5: Investigate Your Interviewer Beyond learning about the new job and organization, you can also do some investigating about your interviewer. Thanks to LinkedIn, Twitter, and the internet in general, you may be able to get some intel on your interviewer before meeting her in person. Learning about your interviewercan be one more way to be strategic about your answers during the interview. You might uncover common ground, like you both went to the same college or love to play ultimate frisbee, and work it into the conversation. You might be able to spark a connection that you otherwise wouldn’t have known about. OnLinkedIn, your interviewer will likely see that you visited her page. I spoke with a fewinterviewers who said they'dlook favorably on this LinkedIn research as a sign that you're doing your due diligence. They added that they wouldn't be too pleased if you tried to add them as a connection, though. Connecting on LinkedIn should be saved for people that you know. Finally, doing some research on your interviewer is also one other way to help you feel prepared. You can gain a sense of her professional and educational background. This knowledge can help you feel less nervous than you might walking into an interview with a completely anonymous person. #6: Prepare for Questioning The main part of your interview preparation should be thinking about your responses to common interview questions. Just about any interviewer will have questions on hand to explore your background and qualifications. Your interviewer will likely also ask follow-up questions aimed todig even deeper intowhat you have to say. Some common questions include, "Tell me about yourself," "Why do you want this job?" and "What would you contribute in this role?" The hiring manager might also ask you to share specific experiences of times that you achieved something, failed, managed conflict, or demonstrated leadership. In preparing your responses, you should think of ways that you can show that you possess the core competencies that the interviewer's looking for. Once you comeup with your responses, you might also practice by doingmock interviews with a friend - or a mirror! Practice what you would say, aiming to sound natural rather thanrehearsed. You may not have a word-for-word script, but you should make sure to hit salient points. Now that you have a sense of the main steps to prepare in the weeks and days leading up to the interview, let’s go over a few interview tips that apply during the meeting. What can you do to feel confident and make a great impression? Do mock interviewswith a friend to perfectyour responsesand body language. During the Interview... Now for the main event! The interview's your chance to prove to the hiring manager that she should hire you. It's also an opportunity for you to learn more about the position and organization. There's a lot to juggle during the interview, but below are the most important job interview tips for answering prompts, asking questions, and making sure your body language communicates the right message. #7: Be Clear and Concise A lot of interview questions are open-ended (for instance, tell me about yourself), but that doesn’t mean you should tell your whole life story. You want to avoid going off on tangents, and instead produce concise answers that make an impact. Aim to speak for about one to two minutes in response to most interview questions. Try to structure and conclude your answers in a clear way. Without preparation, it’s all too easy to trail off at the end with a vague, â€Å"So, yeah†¦Ã¢â‚¬  You can practice this before the meeting with mock interview practice. Then, when you actually sit down with your interviewer, you'll be ready to deliver your ideas in a clear and impactful way. For more on what this looks like, check out our sample answers to common interview questions here. #8: Ace Behavioral Questions A lot of interviewers ask behavioral questions that call for specific examples. "Describe a time you demonstrated leadership," is one example. "Could you speak to a time that your behavior impacted your team?" is another. Then there’s the dreaded, "Talk about a time that you failed." These can be some of the hardest questions to answer. If you’re caught off guard, then it’s easy for your mind to go blank. Or you might have a lot of situations pop into your mind, but you’re not sure which one you should choose. Ideally, you can choose a success story that illustrates you possess one of the major qualities the hiring manager is looking for. Similarly, if you’re asked to talk about a failure, don’t mention a time you failed because you lack one of the job’s core competencies. As with all your answers, aim to be strategic. Ideally, everything you say willgo on the hiring manager’s list of reasons to hire you. When it comes to questions that deal with weaknesses or mistakes, make sure to focus on the experience as an opportunity for growth and talk about what you did to overcome your problem. Don’t evade the question, but move on from the error to focus on the positive that came from it. Again, be strategic about the examples you choose. Your stories should show that you’ve taken actions in the past that point to your successin thefuture. You might be asked to talk about a specific time you handled conflict, demonstrated leadership, or dealt with a hot air balloon burner blast valvemalfunction (the last one being most relevant for aspiringhot air balloon pilots). #9: Embrace the Culture Beyond showing that you’re qualified, you also want to show that you’d make a strong cultural fit. Here’s where all the research you did before comes in handy. Learn about the company’s values and show that you share those same commitments in your answers. The interviewer may ask you about your work style, relationships with coworkers, or professional values. These types of questions all relate backto cultural fit. Keep an eye out for these questions and realize that they'reopportunities to show why you’d makea great addition to the team. #10: Ask Questions Don’t be fooled into thinking that an interview’s a one-sided interrogation. You should feel free, even obliged, to ask your interviewer questions throughout your time together.The meeting’s not just a chance for the hiring manager to get to know you, but it’s also an opportunity for you to learn more about the job and organization and pick the brain of someone who works there. In addition to getting you more information, asking questions isone more way to show your enthusiasm and readiness to learn. It demonstrates your active interest in the organization. You should save at least two or three good questions for the end of the interview. Most hiring managers ask, â€Å"Do you have any questions for me?†Your answer should always be yes! You might use the ones you prepared or draw on new ones you thought of throughout your conversation. You might ask about a typical day in the office, the organization’s short-term and long-term goals, or what your teammates would be like. You could also do some research on what CEO’s say are their favorite questions from applicants. CEO of Likable, Dave Kerpen, for instance, loved the question, â€Å"How will the work I’ll be doing contribute to the organization’s mission?† as he thought it showed the applicant really cared abouther work and had an eye on the big picture. You can find a longer list of potential questions to ask your interview in this complete guide. As with all your interview prep, make sure to tailor your questions to the target job and organization. Make sure to ask questions to show yourinterest in the position. Good question 1 + good question 2 + good question 3 = pure enthusiasm, as this equation clearly shows. #: Show Enthusiasm Hiring managers want to invest in someone who’s dedicated to the organization and eager to contribute. Taking on a new hire is a significant investment, so enthusiasm for the job is a major factor when deciding who to choose. You can show your excitement through how prepared you are, how much you know about the job and company, and any specific plans you have for what you’d bring to the role. Avoid saying anythingthat could indicate you’re not veryinterested; for instance, don’t ask about how soon you can move up in the company or suggest that the job’s just a steppingstone for you. Instead, express your enthusiasmand show how you’ll channel that positive energyto bring value to the company. #12: Be Aware of Your Body Language Beyond what you say, your body language also communicates a greatdeal. If you’re nervous, it can feel like your hands and arms are doing their own thing independent of your body. Try to be aware of any physical tension and rein it back in. Slouching, crossing both your arms and legs, or perching on the edge of your seat could indicate discomfort, nervousness, or a sense of being closed off. Try toconsciously face your interviewerwith your whole body to show that yourattention is focused on her and what she has to say. Similarly, facing your interviewer directly can show that you're engaged and actively listening. As you do your mock interviews, consider what your body language is communicating and how you can show that you’re confident in your qualifications for the job. The interview process doesn’t actually end when you say goodbye and leavethe room. There are a few more steps that you should take after the interview if you’re serious about getting the job. Read on to learn what you can do after the meeting to solidify your good impression. This crossed arms stance says, "Go away. I'm too cool to talk to you." The moose head belt buckle, though, might undermine that last claim. After the Interview... Your final handshake on the way out the door shouldn't be your last communication with the hiring manager. Instead, you should follow up with her via a thoughtful note. Read on to see what you can say to make your note stand out from the pack. #13: Send a Thank You Note and Follow Up You may have heard that it’s a best practice to follow up with your interviewer after the meeting. But how exactly should you follow up, and what should you say? In most cases, it’s fine to send an email. Depending on the manager and company, a handwritten note might also add a creative, personalized touch. As for the content of your follow-up, you should make sure to thank the interviewer for her time. You should also restate your interest in the position. Beyond these two essentials, you should consider other ways to personalize your note. For instance, you could touch on something specific the two of you talked about or add some more thoughts in response to an interview question. Perhaps you could send a link to an articlethat came up or even news about an activity or movie you'd both discovered was a sharedfavorite. Adding these kinds of extra details is one more way to make a connection with your interviewer and make sure she remembers you. After your follow-up, you’ll likely wait to hear from the employer about next steps or, ideally, the decision to hire you! If the hiring process involves a second round of interviews, then make sure to keepprepping for the next one. Now that you've taken a look at the 13 essential tips for interview prep, let's go over the key takeaways toremember as you get ready to rock your job interview. Sending a thoughtful follow-up after your interview's a nice touch. Sending a basket of red roses is overkill. Key Takeaways for Job Interview Success Interviews can be daunting, and they become even more nerve-wracking if you don’t what to expect. To reduce the unknowns and feel more confident, you should take plenty of time to plan and prepare. Plan how to get to the interview and what to wear. Prepare what you’ll say during the interview and how you’ll follow up afterward. All of this preparation will helpyou feel more confident, especially if you have trouble thinking on your feet in unfamiliar situations. Other strategies can help you feel more bold, too. Try to get a good night’s sleep so you can be energetic and alert. Proactively reduce stress by exercising and consuming less caffeine and sugar. You might even tryâ€Å"power posing† with your hands on your hipsfor two minutes before going into the interview (ideally, where someone can’t see you). Our minds are parts of our bodies, after all, so prioritizing physical self-care can only help get your head in a good place before interviewing. Ultimately, your best bet for job interview success is to show up deeply informed about the new job and organization. Give thoughtful, tailored responses that show you have the core competencies your interviewer seeks and would excel in the new role. Know your audience. Prepare yourself.Get the job. Easy enough, right? What’s Next? You know that you should prepare your responses to common interview questions, but what exactly are those questions? Check out this comprehensive guide for the top 100 questions asked in a job interview! Are you wondering how to structure your responses? This guide has real sample answers to seven of the most common job interview questions. Are you in the midst of the job hunt? Check out this guide for six free cover letter samples, plus a step-by-step cover letter template to guide you through the writing process. Have friends who also need help with test prep? Share this article! Tweet Rebecca Safier About the Author Rebecca graduated with her Master's in Adolescent Counseling from the Harvard Graduate School of Education. She has years of teaching and college counseling experience and is passionate about helping students achieve their goals and improve their well-being. She graduated magna cum laude from Tufts University and scored in the 99th percentile on the SAT. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Interim Report on Career Management Essay Example | Topics and Well Written Essays - 4000 words

Interim Report on Career Management - Essay Example At this juncture the chief executive officer would like his employees to go for professional certifications and hence the need of the ‘advice and guidance clinic’ where a free and fair discussion can be obtained. I have the charge of running this clinic. Career Management: The concept of career management is very crucial to the individual and as well as to the organization. To the organization this is important because if the employee is not happy with his designated role then the company might face problem like attrition and inefficiency. Also employees have the tendency to add knowledge and increase their market value in job market. Many of the employees feel that they sacrifice a lot for the organization, the important question that arises is do they get back what they give Another important issue which arises is that can the expectation of the employees be compensated by the company. Moreover many organizations expect supreme commitment and performance and attach a performance related pay for their work. But the organization essentially deals with humans and not all of them can be encouraged to give the best with monetary rewards. Also, it is extremely important for the organization to know what an individual feels about his/her career. This evaluation is subjective. The individual thinks whether he is the best person for the job or not. He also tends to compare himself with his fellow colleagues Career management is important to answer these crucial questions. It is important as it helps us to adjust with the fast changes that have taken place over time. Career management tries to bring together the organization’s and individual’s expectations and tries to find a match. It tries to relate historical events to subjective experience The reason why career management is important today is that many people have to stay back in office for long hours as a result they find it difficult to maintain

Leonardo Da Vinci Contribution To Aviation History Research Paper - 2

Leonardo Da Vinci Contribution To Aviation History - Research Paper Example It is evidently clear from the discussion that one of the great achievement made by Leonardo Da Vinci was his most significant contribution to the industry of Aviation. Leonardo Da Vinci was fascinated by the concept of flying human beings and this promoted him to develop thousands of words as well as hundreds of sketches that focused on the subject of aviation. His ideas regarding the aviation have been presented in the form of several codexes and one of the codes that specifically focuses on the aviation industry is recognized as the Codex on the Flight of Birds. His interest in the concept of aviation seems to be guided by the huge amount of in-depth work he has performed on the subject of militia and technology for military purposes. Due to his focus on military based technological advancements, he was able to develop the concept of aerial reconnaissance. He was the one who came up with the idea that there should be a machine that can fly and help in attaining the objective of ae rial reconnaissance. Most of Leonardo Da Vinci’s ideas were based on nature and he applied the same basis to the idea of developing an airplane or an aircraft that can fly with the assistance of flapping wings. This idea led him to design an aircraft which is recognized as ornithopters. While developing this design he did not take into consideration that fact the human beings have limited amount of capacity to move their muscles. But the design of two arms or wings flapping can be said to have provided a direction to aircraft developers in realizing that an aircraft needs wings to fly. A much realistic design and thought provided by Leonardo Da Vinci was on various concepts of aviation in his Codex on the Flight Birds. In Codex on the Flight Birds, he focused on the importance of center of gravity and its use in lifting the weight.