This document summarizes a study examining the perspectives of 101 Chicana women in higher education on feminism and the Chicana movement. It finds that the women expressed tension between cultural nationalism in the Chicano movement, which emphasized racial/ethnic unity, and feminism, which calls for gender equality. While the Chicana movement addressed issues of importance to women, it was often dominated by cultural nationalism. The study explores how these women navigate the tensions between advocating for women's rights while maintaining solidarity with the broader Chicano community.
This document provides a survey of feminism of color through analyzing works by feminist authors of color. It discusses how feminism of color critiques mainstream feminism for failing to acknowledge the intersection of race and gender oppression. It summarizes works by Angela Davis, bell hooks, Gloria Anzaldúa, and others that brought attention to the emergence of Black feminism, Chicana/Hispana feminism, Asian feminism, and other third world feminisms. The document also analyzes novels like The Color Purple and The Woman Warrior to show how authors of color developed distinctive feminist voices and reworked cultural traditions to express feminist perspectives. Overall, the document examines how feminism of color centered the experiences of women
During the Second-Wave Feminist movement, Black women argued that mainstream feminism did not address their unique needs and experiences regarding intersecting oppressions of gender, race, and class. This led to the development of Black feminism, whose leaders included Angela Davis, Alice Walker, and Audre Lorde. Black feminists rejected sexism in the Black liberation movement and racism from white feminists. They highlighted how the movements adopted middle-class assumptions that failed to address issues like abortion, family, and motherhood from the perspective of Black women. Native American feminism also emerged separately, prioritizing tribal sovereignty over personal sovereignty and emphasizing equality within tribal communities rather than by American standards.
The Chicano Civil Rights Movement emerged in the 1960s in response to the discrimination faced by Mexican Americans. It aimed to achieve equal rights and treatment for the Mexican American community through organized protests and legal battles. Some of its key goals included restoring land grants, increasing farmworkers' rights, improving education, and gaining equal voting and political rights. The movement protested the disproportionate number of Mexican American casualties in the Vietnam War and fought discrimination in employment, education, and other areas. It accomplished several important legal victories and helped develop pride and consciousness in Mexican American identity and culture.
Middle-class white women in 19th century America contributed to the development of American identity, politics, and economy in several ways. They helped foster a national identity through their roles in domesticity, education, and social reforms. Politically, they advocated for women's rights through conventions and petitions. Notable figures led movements for temperance, abolition, and women's suffrage. Economically, women gained opportunities through teaching, factory work, and laws allowing property ownership. Their growing involvement outside the home helped shape American society.
The document discusses Frank Romero, an artist who played a key role in the Chicano movement through his murals and other artworks. Romero used his art to express his views and promote Chicano identity. Born in 1941 in Los Angeles, Romero gained fame for his murals but was also skilled in drawing, painting, ceramics, and sculpture. During the height of the Chicano movement in the 1970s, Romero co-founded the artist group "Los Four" to further express political and social messages through their work.
1) The document discusses Black women radicals in the early-to-mid 20th century who practiced a form of "Black internationalism" and advocated for the liberation of Black women globally.
2) Key figures discussed include Audley "Queen Mother" Moore, who gave a speech in 1972 calling for solidarity between Black women facing oppression in different parts of the world.
3) These Black women radicals developed an early form of intersectional Black Left feminism within Communist organizations that centered Black women's experiences of racial, gender, and class oppression.
4) They sought to build transnational political solidarity networks between women of color globally and advance a vision of emancipation that transcended national boundaries in pursuit of universal
This document provides a survey of feminism of color through analyzing works by feminist authors of color. It discusses how feminism of color critiques mainstream feminism for failing to acknowledge the intersection of race and gender oppression. It summarizes works by Angela Davis, bell hooks, Gloria Anzaldúa, and others that brought attention to the emergence of Black feminism, Chicana/Hispana feminism, Asian feminism, and other third world feminisms. The document also analyzes novels like The Color Purple and The Woman Warrior to show how authors of color developed distinctive feminist voices and reworked cultural traditions to express feminist perspectives. Overall, the document examines how feminism of color centered the experiences of women
During the Second-Wave Feminist movement, Black women argued that mainstream feminism did not address their unique needs and experiences regarding intersecting oppressions of gender, race, and class. This led to the development of Black feminism, whose leaders included Angela Davis, Alice Walker, and Audre Lorde. Black feminists rejected sexism in the Black liberation movement and racism from white feminists. They highlighted how the movements adopted middle-class assumptions that failed to address issues like abortion, family, and motherhood from the perspective of Black women. Native American feminism also emerged separately, prioritizing tribal sovereignty over personal sovereignty and emphasizing equality within tribal communities rather than by American standards.
The Chicano Civil Rights Movement emerged in the 1960s in response to the discrimination faced by Mexican Americans. It aimed to achieve equal rights and treatment for the Mexican American community through organized protests and legal battles. Some of its key goals included restoring land grants, increasing farmworkers' rights, improving education, and gaining equal voting and political rights. The movement protested the disproportionate number of Mexican American casualties in the Vietnam War and fought discrimination in employment, education, and other areas. It accomplished several important legal victories and helped develop pride and consciousness in Mexican American identity and culture.
Middle-class white women in 19th century America contributed to the development of American identity, politics, and economy in several ways. They helped foster a national identity through their roles in domesticity, education, and social reforms. Politically, they advocated for women's rights through conventions and petitions. Notable figures led movements for temperance, abolition, and women's suffrage. Economically, women gained opportunities through teaching, factory work, and laws allowing property ownership. Their growing involvement outside the home helped shape American society.
The document discusses Frank Romero, an artist who played a key role in the Chicano movement through his murals and other artworks. Romero used his art to express his views and promote Chicano identity. Born in 1941 in Los Angeles, Romero gained fame for his murals but was also skilled in drawing, painting, ceramics, and sculpture. During the height of the Chicano movement in the 1970s, Romero co-founded the artist group "Los Four" to further express political and social messages through their work.
1) The document discusses Black women radicals in the early-to-mid 20th century who practiced a form of "Black internationalism" and advocated for the liberation of Black women globally.
2) Key figures discussed include Audley "Queen Mother" Moore, who gave a speech in 1972 calling for solidarity between Black women facing oppression in different parts of the world.
3) These Black women radicals developed an early form of intersectional Black Left feminism within Communist organizations that centered Black women's experiences of racial, gender, and class oppression.
4) They sought to build transnational political solidarity networks between women of color globally and advance a vision of emancipation that transcended national boundaries in pursuit of universal
BUS M02C – Managerial Accounting SLO Assessment project .docxhartrobert670
BUS M02C – Managerial Accounting
SLO Assessment project
Randy’s Kayaks, Inc. manufactures and sells one-person fiberglass kayaks. Randy’s balance sheet at the end
of 2011 was as follows:
RANDY’S KAYAKS, INC.
Balance Sheet
December 31, 2011
ASSETS LIABILITIES
Cash $ 52,000 Accounts payable $ 131,000
Accounts receivable 1,200,000
Raw materials inventory* 120,000 STOCKHOLDERS’EQUITY
Finished goods inventory** 287,500 Common Stock 1,600,000
Plant assets, net of accumulated Retained Earnings 2,063,500
Depreciation 2,135,000
Total Assets $ 3,794,500 Total Liabilities & SE $ 3,794,500
*40,000 pounds
**1,000 kayaks
The following additional data is available for use in preparing the budget for 2012:
Cash collections (all sales are on account):
Collected in the quarter of sale 40%
Collected in the quarter after sale 60%
(Bad debts are negligible and can be ignored)
Cash disbursements for raw materials (all purchases are on account):
Cash paid in the quarter of purchase 70%
Cash paid in the quarter after purchase 30%
Desired quarterly ending Raw materials inventory 40% of next quarter’s production needs
Desired quarterly ending Finished goods inventory 10% of next quarter’s sales
Budgeted sales:
1
st
quarter 2012 10,000 kayaks
2
nd
quarter 2012 15,000 kayaks
3
rd
quarter 2012 16,000 kayaks
4
th
quarter 2012 14,000 kayaks
1
st
quarter 2013 10,000 kayaks
2
nd
quarter 2013 12,000 kayaks
Anticipated equipment purchases:
1
st
quarter 2012 $30,000
2
nd
quarter 2012 $0
3
rd
quarter 2012 $0
4
th
quarter 2012 $150,000
Quarterly dividends to be paid each quarter in 2012 $4,000
Expected sales price per unit $400
Standard cost data:
Direct materials 10 pounds per kayak @ $3 per pound
Direct labor 10 hours per kayak @ $20 per hour
Variable manufacturing overhead $5 per direct labor hour
Fixed manufacturing overhead (includes $9,000 depreciation) $103,125 per quarter
Variable selling expenses $25 per kayak
Fixed selling and administrative expenses:
Insurance $45,000 per quarter
Sales salaries $30,000 per quarter
Depreciation $6,000 per quarter
Income tax rate 30%
Estimated income tax payments planned in 2012:
1
st
quarter $0
2
nd
quarter $50,000
3
rd
quarter $400,000
4
th
quarter $500,000
Randy’s desires to have a minimum cash balance at the end of each quarter of $50,000. In order to maintain
this minimum balance, Randy’s may borrow from its bank in $10,000 increments with an interest rate of 6%.
Money is borrowed at the beginning of the quarter in which a shortage is expected. Repayments of all or a
portion of the principle (plus accrued interest on the amount being repaid) are made at the end of any quarter
in which the cash balance exceeds the required minimum.
Requirements:
1. Use the above information to prepare the following components of th ...
BUS 409 – Student Notes(Prerequisite BUS 310)COURSE DESCR.docxhartrobert670
BUS 409 – Student Notes
(Prerequisite: BUS 310)
COURSE DESCRIPTION
Introduces and analyzes the basic concepts of compensation administration in organizations. Provides an intensive study of the wage system, methods of job evaluation, wage and salary structures, and the legal constraints on compensation programs.
INSTRUCTIONAL MATERIALS
Required Resources
Martocchio, J. J. (2013). Strategic compensation:A human resource management approach (7th ed.). Upper Saddle River, NJ: Prentice Hall / Pearson.
Supplemental Resources
Andersen, S. (2012). The keys to effective strategic account planning. Velocity, 14(1), 23-26.
Burkhauser, R. V., Schmeiser, M. D., & Weathers II, R. R. (2012). The importance of anti-discrimination and workers’ compensation laws on the provision of workplace accommodations following the onset of a disability. Industrial & Labor Relations Review, 65(1), 161-180.
Employee compensation: 12 trends for 2012. (2012). HR Specialist, 10(2), 1-2.
Survey of the Month: Companies Focus On Updating Compensation in 2012. (2011). Report on Salary Surveys, 18(12), 1-5.
The Society of Human Resources Management (2012). General format. Retrieved fromhttp://www.shrm.org
WorldatWork. (n.d.). General format. Retrieved fromhttp://www.worldatwork.org
COURSE LEARNING OUTCOMES
1. Analyze how compensation practice can be applied to positively impact an organization and its stakeholders.
2. Examine the ways in which laws, labor unions, and market factors impact companies’ compensation practices.
3. Evaluate the effectiveness of traditional bases for pay (seniority and merit) against incentive-based and person-focused compensation approaches.
4. Compare and contrast internally consistent and market-competitive compensation systems.
5. Analyze the fundamental principles of pay structure design.
6. Evaluate the role of benefits in strategic compensation.
7. Suggest viable options to current practices regarding executive compensation.
8. Make recommendations for leveraging flexible and contingent workers for any given organization.
9. Determine the best possible approach for the compensation of expatriates.
10. Analyze differences between compensation, benefits, and legal and regulatory influences in the United States and the rest of the world.
11. Use technology and information resources to research issues in compensation management.
12. Write clearly and concisely about compensation management using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Strategic Compensation
· Chapter 1, Case: Competitive Strategy at Sportsman Shoes
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 2: Contextual Influe ...
BUS LAW2HRM Management Discussion boardDis.docxhartrobert670
BUS LAW 2
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to expand into other countries. Do you think it would be beneficial if the company that is expanding is already affiliated with an international union? How would it affect the challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human resource management (4thed.). Chicago, IL: McGraw-Hill.
HRM Management Discussion board
Discuss what challenges an HR department may
face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with
?
R
eferences
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011).
Fundamentals of human
resource management
(4
th
ed.). Chicago, IL: McGraw
-
Hill.
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human
resource management (4
th
ed.). Chicago, IL: McGraw-Hill.
BILTRITE PRACTICE CASE
Module XV of the Biltrite audit practice case contains an audit report exercise.
This exercise may be completed at this time.
Module XV: Audit Report
The Denise Vaughan audit team completed its audit field work on February 15,
2010. A conference was held on that date involving members of the audit
firm and Biltrite management. Participants in the conference were Denise
Vaughan, partner in charge of the Biltrite engagement; Carolyn Volmar,
audit manager; Richard Derick, in-charge auditor; Trevor Lawton, Biltrite’s
CEO; Gerald Groth, Biltrite’s controller; and Marlene McAfee, Biltrite’s trea-
surer. The Biltrite representatives agreed to all of the audit adjustments and
reclassifications proposed by the audit team, and they agreed to reflect them
in the December 31, 2009, financial statements. They also agreed to modify
and/or add footnote disclosures as recommended by the audit team.
At the conclusion of the conference, the audit team obtained a client repre-
sentation letter from Biltrite management and presented management with a
copy of the “significant deficiencies” letter outlining discovered internal control
deficiencies. The original of this letter was sent to Biltrite’s audit committee.
The legal action initiated against Biltrite by Rollfast, a competitor, for
alleged patent infringement, was not yet settled as of February 15. Because the
letter obtained by Derick from Biltrite’s outside legal couns ...
BUS 571 Compensation and BenefitsCompensation Strategy Project.docxhartrobert670
Techtron Corporation is developing a compensation strategy for 140 hourly production technicians, 3 production supervisors, 2 manufacturing engineers, and 1 computer technician at its new manufacturing facility. As the HR compensation strategist, you must propose compensation bandwidths, benefits plans, and an employee evaluation process for determining compensation adjustments for each of the four job classifications. The proposal should be data-driven, grounded in theory/literature, and consider environmental factors like union status and benefits legislation in the state.
BUS 210 Exam Instructions.Please read the exam carefully and a.docxhartrobert670
BUS 210 Exam Instructions.
Please read the exam carefully and answer all of the questions.
When considering the legal issues, structure your answers as follows:
1. State the relevant issue;
2. Make the arguments of the parties involved;
3. State the applicable rule of law;
4. State your conclusion and the reasons therefore.
You may consult the text to answer the exam questions. However, your answers MUST be your own work and you may not consult with anyone in or outside of the class.
BUS 210
Be specific in your answers and state the applicable law used to reach your conclusions.
Question #1
Mike is a homeowner. Jill runs a snowplowing business. Mike asks Jill to provide an estimate for how much she would charge to snowplow Mike’s driveway. After Jill inspects Mike’s driveway, the parties have the following conversation on September 1, 2011:
Jill: “$50 each time I snowplow your driveway.”
Mike: “OK, sounds good. Please do so.”
Jill regularly snowplows Joe’s driveway during the 2011-12 season. In May 2012, Jill sends a bill to Mike for all visits she made in the 2011-12 season, and Mike promptly pays that bill in full without any other communication taking place between Jill and Mike.
• Jill regularly snowplows Mike’s driveway during the 2012-13 season and sends a bill for those visits in March 2013. What are the rights and responsibilities of the parties under contract law?
• Instead, assume that Jill does not come during the first major snowfall in 2012. Does Mike have any contractual rights against JILL? Explain fully.
• Ignore the previous bullets. Instead, assume Mike promptly pays the 2011-12 bill in full without any other communication. On September 1, 2012, Jill raises her prices 20% for all of her customers, and she notifies Mike of this fact. He does not respond. Jill regularly snowplows Mike’s driveway during the 2012-13 season and in March 2013 sends Mike a bill for those visits reflecting her increased prices. What are the right and responsibilities of the parties under contract law.
Question #2:
At the wedding of Tom and Mary, Tom’s father, Frank, told them that he wanted to live with them and to have them care for him for the rest of his life. He said, “If you agree to do this, I will deliver to you, within two years, a deed to my home.” Tom and Mary told Frank they accepted his offer and promised to look after Frank with loving care in Frank’s home. They immediately moved in with him.
Soon after moving into Frank’s home, Tom and Mary used their own money to add a new wing to the house, pay the outstanding property taxes, and pay off an existing mortgage of $25,000.
One year after Tom and Mary moved into the home, Tom reminded Frank of his promise to convey the property to them. Frank became angry, and refused to execute the deed and ordered Tom and Mary to leave the premises.
Answer the following questions by arguing both sides of the issues and applying ...
BUS 137S Special Topics in Marketing (Services Marketing)Miwa Y..docxhartrobert670
BUS 137S Special Topics in Marketing (Services Marketing)
Miwa Y. Merz, Ph.D.
Service Journal Entry Form
Your Name:
Name of Firm: T-Mobile
Type of Service (industry): Phone Company
Date of Encounter: September 27, 2015
Time of Encounter: 4PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
My girlfriend bought a new phone and she wanted to put a screen protector
3. Exactly what did the firm/employee say or do?
The employee directly showed us the different type of screen protector. He also explained in detailed about the advantage and disadvantage for each of the screen protector.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
I was so surprised that the employee still remembered my girlfriend and I. A week ago we went to the T-Mobile to ask about the IPhone 6s.
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
Nothing because I am completely satisfied with their service
7. What improvements need to be made to this service system?
I don’t think they need to improve anything because the employees always ask the customer if they need help or not as soon as they saw the customers.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Very Likely
Please provide the reason(s). I will definitely go back because the employees are so kind, patient and really helpful.
Service Journal Entry Form
Your Name:
Name of Firm: 99 Chickens
Type of Service (industry): Restaurant
Date of Encounter: September 19, 2015
Time of Encounter: 5 PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
We wanted to eat the chicken
3. Exactly what did the firm/employee say or do?
They didn’t say a single word. They just took our order and then directly leave.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
Because the employee did not talk at all
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
They should treat the customer better. The service is seriously so bad. I feel that they are actually really rude.
7. What improvements need to be made to this service system?
Actually the service system is not bad because it is a self-service restaurant. But I think the company should tell the employees to have more interaction with the customers to make a good and friendly impression.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Ver ...
BUS 313 – Student NotesCOURSE DESCRIPTIONThis course intro.docxhartrobert670
BUS 313 – Student Notes
COURSE DESCRIPTION
This course introduces the students to the key components of entrepreneurship. Topics covered include identifying new venture opportunities, getting started in a new venture, creating a business plan, financing and marketing ideas, and organizing and managing a small business.
INSTRUCTIONAL MATERIALS
Required Resources
Kaplan, J. M., & Warren, A. C. (2013). Patterns of entrepreneurship management (4th ed.). Danvers, MA: John Wiley & Sons.
Supplemental Resources
Fast Company. (2013). General format. Retrieved from www.fastcompany.com
Hess, E. D. (2012). Grow to greatness: Smart growth for entrepreneurial businesses. Stanford, CA: Stanford University Press.
Inc. Magazine. (2013).General format. Retrieved from www.inc.com
Schweikart, L. & Pierson, D. L. (2010). American entrepreneur: The fascinating stories of the people who
defined business in the United States. New York, NY: American Management Association.
Stanford Graduate School of Business. (2013). Center for Entrepreneurial Studies. Retrieved from http://www.gsb.stanford.edu/ces/resources/links.html
COURSE LEARNING OUTCOMES
1. Examine entrepreneurship and different types of entrepreneurs.
2. Analyze the stages in the entrepreneurial process.
3. Examine the process of innovating and developing ideas and business opportunities.
4. Analyze different innovative business models to determine the best model for a specific venture.
5. Analyze the market, customers, and competition of entrepreneurs.
6. Examine the process of developing a business plan and setting up the company.
7. Analyze money sources for finding and managing funds.
8. Compare the different forms of intellectual property and how they differ.
9. Analyze the management of a successful innovative company.
10. Determine the most effective communication process to present the business to investors.
11. Analyze methods for exiting the venture.
12. Use technology and information resources to research issues in entrepreneurship.
13. Write clearly and concisely about entrepreneurship using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Getting Started as an Entrepreneur
· Chapter 2: The Art of Innovation
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 3: Designing Business Models
· e-Activities
· Go to Minority Business Entrepreneur (MBE) Website and explore the organization’s offerings, located at http://www.mbemag.com/. Then, go to the MBE Business Resource Directory, located at http://www.mbemag.com/index.php/resources/mwbe-resource-directory, and consider two to three businesses that would be good partners for one another. Be ...
BUS 1 Mini Exam – Chapters 05 – 10 40 Points S.docxhartrobert670
BUS 1
Mini Exam – Chapters 05 – 10
40 Points
Short Answer – Mind your time
Answer four questions from #1 - #6. Must answer #3 and #6. Answer
the XC question for extra credit. Question point count weighted equally.
It is all about business, so make sure to demonstrate / synthesize the bigger picture of business in each and
every answer.
Like all essays, specifying an exacting target word count is rather problematic. I am thinking each answer
would be about 250 - 300 words each, depending upon writing style. If you tend to be descriptive and whatnot,
that number could be 350 - 450 words.
Sidebar: Gauge your knowledge level in this way. This exam should take about 90 – 120 minutes to complete.
Students taking much longer may want to work with me to assess / discuss ways to help master this material in
a future conference session.
1. Although most new firms start out as sole proprietorships, few large firms are organized this way. Why
is the sole proprietorship such a popular form of ownership for new firms? What features of the sole
proprietorship make it unattractive to growing firms?
2. List and discuss at least three causes of small business failure. Workarounds, fixes, or methods to avoid
failure should be discussed.
3. Describe three different leadership styles and give an example of a situation in which each style could be
most used effectively.
4. Discuss Max Weber's views on organization theory. Is there a few principles that particularly resonate
in business today?
5. How has the emphasis of quality control changed in recent years? Describe some of the modern quality
control techniques that illustrate this change in emphasis.
6. Explain how managers could motivate employees by using the principles outlined in expectancy
theory? Create a story/example of expectancy theory at work, incorporating the three questions that
according to expectancy theory employees will ask.
7. XC – What is selective perception? Can you describe a business-centric scenario where selective
perception may hinder a businessperson’s ability to respond to a customer need?
I
Fireworks, Manifesto, 1974.
The Architectural Paradox
1. Most people concerned with architecture feel some sort
of disillusion and dismay. None of the early utopian ideals
of the twentieth century has materialized! none of its social
aims has succeeded. Blurred by reality! the ideals have turned
into redevelopment nightmares and the aims into bureau
cratic policies. The split between social reality and utopian
dream has been total! the gap between economic constraints
and the illusion of all-solving technique absolute. Pointed
Space
out by critics who knew the limits of architectural remedies,
this historical split has now been bypassed by attempts to
reformulate the concepts of architecture. In the process, a
new split appears. More complex, it is not the symptom of
prof ...
BullyingIntroductionBullying is defined as any for.docxhartrobert670
Bullying
IntroductionBullying is defined as any form of severe physical or psychological consequences.Bullying has been identified as a social issue in schools, homes and communities.Bullying can lead to both short term and long negative side effects.
Bullying is defined as any form of severe physical or pervasive act that includes communication in writing, electronically that is aimed at a student, or a group of student and it could have the following effects on the target. Bullying has been identified as a social issue in schools, homes and communities. Bullying can lead to both short term and long negative side effects. Many people tend to develop psychological problems as a result of engaging in bullying activities. Adopting effective measures to prevent bullying would also help to deal with the problem once and for all.
*
Forms of BullyingMere teasing.Talking trash about other peopleTrading insults.Physical harassment
The following actions have been identified as physical conduct forms that demonstrate forms of bullying. They include; Mere teasing.
Talking trash about other people. This shows an example of bullying that is practiced by people. Trading insults has also been widely recognised as a form of bullying. Physical harassment
*
Effects of BullyingBullying can lead to both long term and short term side effects.Bullying can change personalities, psychological wellbeing and even lead to physical injuries.Negatively affecting the students’ mental or physical health
Bullying has serious negative consequences for the people who do practice it. Bullying can lead to both long term and short term side effects.
Bullying can change personalities, psychological wellbeing and even lead to physical injuries. People who have been bullied tend to development long term problems such as depression. Development of stress tends to happen once people have engaged in actions that lead to bullying. This is because the actions against bullying tend to overpower the minds and also brings in psychological problems,.
*
A graphic showing No to Bullying
All forms of bullying are not acceptable in the society.
*
How to Prevent BullyingTaking immediate action.Dealing with bullies physically.Criminalizing actions against bullying.
In order to deal with bullying effectively, several measures should be enacted to prevent any form of bullying. Measures such as taking immediate action upon any case of bullying would help to deter the action from ever arising again. The other solutions entail taking immediate forms of action would also help to prevent the act from ever occurring. Dealing with bullies physically and also criminalizing actions against bullying helps to prevent it at all costs. Social and emotional learning is a bullying prevention mechanism aimed at ensuring that students do not fall victim to bullying by equipping them with social and emotional skills. This technique is aimed at ensuring that students are equipp ...
BUS1001 - Integrated Business PerspectivesCourse SyllabusSch.docxhartrobert670
This syllabus outlines the course objectives, assignments, schedule, and policies for BUS1001 - Integrated Business Perspectives. The course introduces students to the role of business in society and explores career opportunities through team projects, case studies, quizzes, and discussions. Student evaluation is based on participation, assignments, and a final project to demonstrate understanding of business perspectives and principles.
BUMP implementation in Java.docxThe project is to implemen.docxhartrobert670
BUMP implementation in Java.docx
The project is to implement the BUMP client in java, with window size 1. Here is an overview of the three WUMP protocols (BUMP, HUMP, and CHUMP). Here are the files wumppkt.java, containing the packet format classes, and wclient.java, which contains an outline of the actual program. Only the latter file should be modified; you should not have to make changes to wumppkt.java.
What you are to do is the following, by modifying and extending the wclient.java outline file:
· Implement the basic transfer
· Add all appropriate packet sanity checks: timeouts, host/port, size, opcode, and block number
· Generate output. The transferred file is to be written to System.out. A status message about every packet (listing size and block number) is to be written to System.err. Do not confuse these!
· Terminate after a packet of size less than 512 is received
· Implement an appropriate "dallying" strategy
· send an ERROR packet if it receives a packet from the wrong port. The appropriate ERRCODE in this case is EBADPORT.
An outline of the program main loop is attached
recommended that you implement this in phases, as follows.
1. Latch on to the new port: save the port number from Data[1], and make sure all ACKs get sent to this port. This will mean that the transfer completes. You should also make sure the client stops when a packet with less than 512 bytes of data is received. Unless you properly record the source port for Data[1], you have no place to which to send ACK[1]!
2. For each data packet received, write the data to System.out. All status messages should go to System.err, so the two data streams are separate if stdout is redirected. To write to System.out, use System.out.write:
System.out.write(byte[] buf, int offset, int length);
For your program, offset will be 0, buf will typically be dpacket.data(), where dpacket is of type DATA (wumppkt.DATA). The length will be dpacket.size() - wumppkt.DHEADERSIZE (or, equivalently, dg.getLength() - wumppkt.DHEADERSIZE, where dg is a DatagramPacket object).
3. Add sanity checks, for (in order) host/port, packet size, opcode, and block number.
4. Handle timeouts, by retransmitting the most recently sent packet when the elapsed time exceeds a certain amount (4 seconds?). One way to do this is to keep a DatagramPacket variable LastSent, which can either be reqDG or ackDG, and just resend LastSent. Note that the response to an InterruptedIOException, a "true" timeout, will simply be to continue the loop again.
5. Add support for an dallying and error packets. After the client has received the file, dallying means to wait 2.0 - 3.0 timeout intervals (or more) to see if the final data packet is retransmitted. If it is, it means that the final ACK was lost. The dally period gives the client an opportunity to resend the final ACK. Error packets are to be sent to any sender of an apparent data packet that comes from the wrong port.
vanilla Normal transfer
lose Lose ever ...
BUS 303 Graduate School and Further Education PlanningRead and w.docxhartrobert670
BUS 303 Graduate School and Further Education Planning
Read and watch pieces on Planning for Graduate School. Answer related questions and write an essay.
· Read about earning a Master’s Degree.
· https://www.gradschools.com/masters/business
· Choose and read about two Master’s degree programs from the left hand column of Subject Selection options (image below) found on the webpage https://www.gradschools.com/masters/business
1-Report - List two subject that you selected to read/research:
One: ____________________
Two: _____________________
2-Discover:
Conduct research on two Master’s degree programs related to your undergraduate major that are offered by Virginia, DC, or Maryland Universities. Choose programs at two separate universities. If you are interested in other universities outside of this area, please feel free to research them as alternatives.
Discover information such as: What are the application processes, preferred GPA, required entrance exams, or prerequisites. What are the options for study (full time study, part time study, face-to-face classes or online classes)? What is the typical timeframe for completing the graduate program? What are the typical career opportunities for graduates from the Master’s program?
Section One- First - University and Graduate Program:
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
(Enter information here)
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
Section Two: Second - University and Graduate Program
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
3-Write:
Questions to answer in an essay with at least 400 words. The expectation is that the essay in made up of flowing sentences that are organized in to paragraphs. WORD formatted document is required.
· What did you learn about Master’s degree programs and earning a Master’s degree? If you have researched graduate programs in the past, what are the most important aspects of information that you learned about graduate education opportunities?
(At least one paragraph)
· List and discu ...
Bulletin Board Submission 10 Points. Due by Monday at 900 a.m..docxhartrobert670
Bulletin Board Submission: 10 Points. Due by Monday at 9:00 a.m.
As you've learned, it is important to be able to determine the elements of a crime and there are several places to turn for assistance in doing so.
First - Look at the statute for the crime. For example, in New York, the statute for Petit Larceny is Penal Law 155.25.
Second - Check to see if any of the terms in the statute are defined in another statute. For example, in New York, Larceny is defined in Penal Law 155.05
Third - If the elements are not clear from the statute, you may want to research case law to see if the courts have established the elements for the crime.
Fourth - Always remember to check the Jury Instructions.
They are an excellent source for identifying the elements, as this is how the court explains the crime to the jury.
Many states are now posting their Jury Instructions on the internet.
Section One –
Keeping the above in mind, please provide the statute under which a Defendant in your state would be charged with Rape (1st Degree if your state breaks it down in that manner) In addition, provide any relevant statutory definitions and an overview of the Jury Instructions. Then, provide cases addressing at least one of the elements of the statute.
Section Two –
Discuss whether or not a woman can be charged with Rape in your state. If not, what could she be charged with?
...
BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docxhartrobert670
BUS 371
Fall 2014
Final Exam – Essay
65 points
Due: Monday, December 9 at 11:59 p.m. EST (Blackboard submission)
Directions:
Part One (this part) of your final exam is to be just that – yours! I expect you will work independently of your classmates to complete the exam.
As always in BUS 371, your grade will be affected by the quality of your writing – clarity, spelling, grammar, syntax, etc.
1. How has this course changed your view and/or understanding of management and its role in contemporary organizations? In your answer, compare your understanding/perception of management at the beginning of the class with your current understanding/perception. Be specific and honest. (10 points)
2. Would you describe your experience with your class team in BUS 371 as better than most of your experiences with previous class teams, about the same as most of your experiences with previous class teams, or worse than most of your experiences with previous class teams? Be specific and explain what happened with your team for you to form your impression. (10 points)
Depending on your answer to question 2, you will answer EITHER question 3 or question 4.
3. If your experience with your class team was better than most of your experiences with previous class teams, what do you think contributed to the positive experience? From what you’ve learned in BUS 371 this semester, what can you do, as an individual student, in future class (and workplace) teams to contribute to their success? Be specific in your answer. (If your experience with your class team in BUS 371 this semester was about the same or worse than your previous experiences with class teams, skip this question and answer question 4.) Be specific in your answer, referring to course material as appropriate. (10 points)
4. If your experience with your class team was about the same or worse than your experiences with previous class teams, what can you do, as an individual student, in future class (and workplace) teams to increase their success? Be specific in your answer, referring to course material as appropriate. (10 points)
5. What do you consider to be your most important “take aways” from this course? In other words, what concepts and/or ideas have you found most interesting? What elements of the course do think will be most likely to be useful to you when you become a manager?
NOTE: Be sure to include both what you’ve found most interesting and most likely to be useful from the course. (10 points)
6. Define, compare and contrast content, process and reinforcement theories of motivation, giving and explaining an example of each. How could a manager apply each of the theories in the workplace? Your answer should be specific and clearly demonstrate your understanding of these motivation theories and their application. (25 points)
feedback for group work:
Business 371 - Fall 2014
Individual Assignment Five
Peer Assessment – Round Two
Due: Friday, December 5 (submitted i ...
Burn with Us Sacrificing Childhood in The Hunger GamesSus.docxhartrobert670
This document provides a summary and analysis of the novel The Hunger Games by Suzanne Collins. It discusses how the novel depicts the sacrificing of childhood through the Hunger Games, where children are forced to fight to the death for entertainment. It explores themes of childhood, desire, identity formation, and how entering adulthood involves both recognition of culturally defined childhood as well as its loss. A key part of the analysis focuses on how the protagonist Katniss Everdeen develops a sense of self and is able to articulate her identity and desires through her experiences in the Hunger Games arena.
BUS 305 SOLUTIONS TOPRACTICE PROBLEMS EXAM 21) B2) B3.docxhartrobert670
BUS 305: SOLUTIONS TO
PRACTICE PROBLEMS EXAM 2
1) B
2) B
3) No, fan pattern (heteroscedasticity)
4) No, nonlinear relationship between X and Y
5) The black line is the regression line because it get closest to the sample points (minimizes error between the points and the line). The red line has a larger error; that is, larger total distance from points to the line.
6) Because it is reasonable to suppose that costs are dependent on production volume (since units are produced, directly resulting in costs), then regression is more appropriate for this data since regression is appropriate when an cause-and-effect relationship is assumed.
7) C
8) a) r = 0.8;
b) T = 1.31;
c) p = 0.117
d) There is no evidence of a significant correlation between X and Y in the population because we did not reject the null of H0: = 0.
9) Note: the following are not complete answers to Question 11; they are just enough for you to know whether your short answer addressed the correct things.
a) 1 = population slope, b1 = sample slope. On exam, would also want to address what you know (or don’t know) about each of these and how each is found.
b) An outlier can “drag” the regression line toward it. On the exam, also think about how this would affect the quality of your regression model and the predictions.
10) Yes, there appears to be a straight line relationship between the variables. Linear regression appears to be appropriate. The regression output is:
11) a) T = -0.09, p = 0.929, do not reject Ho, conclude there is no evidence of a relationship
b) R2 = 0.002 = 0.2%, No because value is very close to zero
c) Correlation = r = -0.0421. No, there is not a strong relationship between these variables. The correlation is nearly 0.
d) Regression line is Y^ = 1.26 – 0.035X.
Y^ = 1.26 – 0.035(100) = 1.26 – 3.5 = -2.24. No this does not make sense because you cannot have a negative number of near misses. It is not wise to predict with this model. The R-squared value is extremely low (essentially 0%), which means that there is no relationship at all between near misses and flights in this data. Therefore, predicting misses from flights is meaningless.
e) b1 = -0.035. As Number of flights increases by 1, we expect number of near misses to go down by 0.035. Or, put another way, as flights increases by 1000, we expect number of near misses to go down by 35. No, this does not make sense. We would assume that as flights increase, so would near misses.
12) a. Multiple regression is a direct extension of simple regression, except that now we have more than one independent (X) variable.
b. Note: the following is not a complete answer; it is just enough for you to know whether your short answer addressed the correct things: Multicollinearity is when the independent variables are highly correlated with one another. On the exam, also indicate how this affects the model, how one can identify if it is present, and what can be done to correct it.
c. Dummy variables are us ...
Burgerville- Motivation Goals.
Peer-reviewed articles.
Here are some articles I found:
1) Employees Motivation in Organizations: An integrative literature
Review:
http://www.ipedr.com/vol10/106-
S10089.pdf
2) Impact of Employees Motivation on Organizational
Effectiveness:
http://iiste.org/Journals/index.php/EJBM/article/viewFile/265/150
3) Shareholders win when employees are motivated:
http://www.forbes.com/2009/08/23/employee-motivation-stocks-intelligent-investing-returns.html
1. THE THEORY OF PURPOSEFUL- WORK BEHAVIOR: THE ROLE OF PERSONALITY, HIGHER-ORDER GOALS, AND JOB CHARACTERISTICS
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=14&hid=4209
0. Relative Importance and Utilityof Positive Worker States: A Reviewand Empirical Examination
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=27&hid=4209
Cam Sommer
1. http://psycnet.apa.org/journals/apl/72/4/658/
Comparative analysis of goal setting theories across cultures
0. http://amj.aom.org/content/29/2/305.short
Effects of Team building and goal setting on productivity: A field Experiment
The first employee’s interview
Mr. Kay Nguyen is working at Burgerville for over 2 years. He said that working at Burgerville is only temporary while attending school. The hour he works is outside of his school time, so it helps pay for tuition. The work is very busy during high traffic hours, especially at the drive-through during dinnertime. His main responsibility is handling cashier, but he often help others where needed. He starts pay at minimum wages.
His supervisor encourages employees from time to time, but the wage is very low for employee to stay. He explains that turnover at Burgerville is below average compare to other place he has worked before.
Goal Setting:
What did you learn from this job? How does it impact your future? I encounter customers every day, I learn a lot about customer service in person. He dealt with all type of customers. He learned about servicing and created a friendly environment for customers
While studying and working, his self-motivation can encourage his learning and success, whatever be the scenario. He won’t stop staying here as a cashier. He will keep pushing himself to reach his goal setting
What are your obstacles? How do you deal with it? The most frustrate situation he endures during his tenure at Burgerville is the irresponsibility of other employees. They sometime either do not show up for work or call in. This creates a lot of pressure at work, as he has to cover for their shift. He usually has to stay extra hours to clean up and cover for other shifts.
Does BurgerVille create rewards or something to motivate its employee? Does it make you feel happy or comfortable when working there? Mr. Nguyen’s supervisor usually awards his employees with movie tickets for their performances. Also, they are a ...
Bullying Bullying in Schools PaperName.docxhartrobert670
Bullying
Bullying in Schools Paper
Name
Class
Date
Professor
Bullying in Schools Paper
Bullying is mean spirited and unwanted intimidation by another student. Bullying can come in many different forms but the result is an imbalance of power where one student suffers physical and verbal attacks as well as social exclusion. The bully repeatedly focuses in on their victims and subjects them to continued harassment and false rumors. Bullying causes the victims extreme emotional damage and lifelong pain but occurs most commonly in the school setting. In order to ensure that bullying is prevented the educational system will need to become more proactive and create programs and services designed to educate, reduce, deter and punish bullying.
Types and Extent of Bullying
The three types of bullying experienced by the youthful victim in the school setting consist of verbal and physical assaults as well as social exclusions. The types of verbal threats the victims of bullying suffer are name calling, false gossip, lewd sexual comments, taunts, and threats to cause harm. Physical assaults include hitting, kicking, pushing, tripping, pinching, and spitting on the victim. Social exclusions includes the bully taking steps to isolate the victim from peers by leaving them out of social events or gatherings and talking rudely about them to other peers. Other students will fear the bully and go along with their mean spirited actions. The victim will be isolated and the bully will take steps to embarrass the student in front of other peers. The bully will spread malicious rumors and make rude comments to the victim.
Adolescents are extremely sensitive to rejection and the opinions of peers, both of which can serve as catalysts for revenge (Booth, 2011). The result is the bullying becomes escalated and the victim takes revenge on the bully or physical altercations occur. Bullying is a major problem in society. While bullying occurs most in the school setting there are other places where bullying occurs. Bullies target victims using social networks and will bully them at social events. Victims of bullies are harassed and attacked on school buses and on school playgrounds as well as in the victim’s neighborhood. While bullying can happen anywhere it is most prevalent in schools making it the responsibility of educational systems to take steps to see it stopped.
In 2001 in a report conducted by the Bureau of Juvenile Justice Statistics it was discovered that 20% of all students will be bullied while in high school while the number creeps up to almost 30% when dealing with school children from second to sixth grade (DeVoe, 2009). This comes to one in seven students from kindergarten to twelfth grade being victims of bullying. Over half of the students surveyed have been witness to bullying in the school setting and over 70% find bullying is a real issue in their school as well as the report found girls where far more ...
Building Design and Construction FIRE 1102 – Principle.docxhartrobert670
The document discusses building design and construction for fire safety. It outlines five objectives of fire-safe design: life safety, property protection, continuity of operations, environmental protection, and historical preservation. It also describes different types of building construction including non-combustible (Type I-II) and combustible (Type III-V) structures. Testing and ratings of construction materials are discussed in relation to flame spread, smoke development, and fire resistance.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
BUS M02C – Managerial Accounting SLO Assessment project .docxhartrobert670
BUS M02C – Managerial Accounting
SLO Assessment project
Randy’s Kayaks, Inc. manufactures and sells one-person fiberglass kayaks. Randy’s balance sheet at the end
of 2011 was as follows:
RANDY’S KAYAKS, INC.
Balance Sheet
December 31, 2011
ASSETS LIABILITIES
Cash $ 52,000 Accounts payable $ 131,000
Accounts receivable 1,200,000
Raw materials inventory* 120,000 STOCKHOLDERS’EQUITY
Finished goods inventory** 287,500 Common Stock 1,600,000
Plant assets, net of accumulated Retained Earnings 2,063,500
Depreciation 2,135,000
Total Assets $ 3,794,500 Total Liabilities & SE $ 3,794,500
*40,000 pounds
**1,000 kayaks
The following additional data is available for use in preparing the budget for 2012:
Cash collections (all sales are on account):
Collected in the quarter of sale 40%
Collected in the quarter after sale 60%
(Bad debts are negligible and can be ignored)
Cash disbursements for raw materials (all purchases are on account):
Cash paid in the quarter of purchase 70%
Cash paid in the quarter after purchase 30%
Desired quarterly ending Raw materials inventory 40% of next quarter’s production needs
Desired quarterly ending Finished goods inventory 10% of next quarter’s sales
Budgeted sales:
1
st
quarter 2012 10,000 kayaks
2
nd
quarter 2012 15,000 kayaks
3
rd
quarter 2012 16,000 kayaks
4
th
quarter 2012 14,000 kayaks
1
st
quarter 2013 10,000 kayaks
2
nd
quarter 2013 12,000 kayaks
Anticipated equipment purchases:
1
st
quarter 2012 $30,000
2
nd
quarter 2012 $0
3
rd
quarter 2012 $0
4
th
quarter 2012 $150,000
Quarterly dividends to be paid each quarter in 2012 $4,000
Expected sales price per unit $400
Standard cost data:
Direct materials 10 pounds per kayak @ $3 per pound
Direct labor 10 hours per kayak @ $20 per hour
Variable manufacturing overhead $5 per direct labor hour
Fixed manufacturing overhead (includes $9,000 depreciation) $103,125 per quarter
Variable selling expenses $25 per kayak
Fixed selling and administrative expenses:
Insurance $45,000 per quarter
Sales salaries $30,000 per quarter
Depreciation $6,000 per quarter
Income tax rate 30%
Estimated income tax payments planned in 2012:
1
st
quarter $0
2
nd
quarter $50,000
3
rd
quarter $400,000
4
th
quarter $500,000
Randy’s desires to have a minimum cash balance at the end of each quarter of $50,000. In order to maintain
this minimum balance, Randy’s may borrow from its bank in $10,000 increments with an interest rate of 6%.
Money is borrowed at the beginning of the quarter in which a shortage is expected. Repayments of all or a
portion of the principle (plus accrued interest on the amount being repaid) are made at the end of any quarter
in which the cash balance exceeds the required minimum.
Requirements:
1. Use the above information to prepare the following components of th ...
BUS 409 – Student Notes(Prerequisite BUS 310)COURSE DESCR.docxhartrobert670
BUS 409 – Student Notes
(Prerequisite: BUS 310)
COURSE DESCRIPTION
Introduces and analyzes the basic concepts of compensation administration in organizations. Provides an intensive study of the wage system, methods of job evaluation, wage and salary structures, and the legal constraints on compensation programs.
INSTRUCTIONAL MATERIALS
Required Resources
Martocchio, J. J. (2013). Strategic compensation:A human resource management approach (7th ed.). Upper Saddle River, NJ: Prentice Hall / Pearson.
Supplemental Resources
Andersen, S. (2012). The keys to effective strategic account planning. Velocity, 14(1), 23-26.
Burkhauser, R. V., Schmeiser, M. D., & Weathers II, R. R. (2012). The importance of anti-discrimination and workers’ compensation laws on the provision of workplace accommodations following the onset of a disability. Industrial & Labor Relations Review, 65(1), 161-180.
Employee compensation: 12 trends for 2012. (2012). HR Specialist, 10(2), 1-2.
Survey of the Month: Companies Focus On Updating Compensation in 2012. (2011). Report on Salary Surveys, 18(12), 1-5.
The Society of Human Resources Management (2012). General format. Retrieved fromhttp://www.shrm.org
WorldatWork. (n.d.). General format. Retrieved fromhttp://www.worldatwork.org
COURSE LEARNING OUTCOMES
1. Analyze how compensation practice can be applied to positively impact an organization and its stakeholders.
2. Examine the ways in which laws, labor unions, and market factors impact companies’ compensation practices.
3. Evaluate the effectiveness of traditional bases for pay (seniority and merit) against incentive-based and person-focused compensation approaches.
4. Compare and contrast internally consistent and market-competitive compensation systems.
5. Analyze the fundamental principles of pay structure design.
6. Evaluate the role of benefits in strategic compensation.
7. Suggest viable options to current practices regarding executive compensation.
8. Make recommendations for leveraging flexible and contingent workers for any given organization.
9. Determine the best possible approach for the compensation of expatriates.
10. Analyze differences between compensation, benefits, and legal and regulatory influences in the United States and the rest of the world.
11. Use technology and information resources to research issues in compensation management.
12. Write clearly and concisely about compensation management using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Strategic Compensation
· Chapter 1, Case: Competitive Strategy at Sportsman Shoes
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 2: Contextual Influe ...
BUS LAW2HRM Management Discussion boardDis.docxhartrobert670
BUS LAW 2
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to expand into other countries. Do you think it would be beneficial if the company that is expanding is already affiliated with an international union? How would it affect the challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human resource management (4thed.). Chicago, IL: McGraw-Hill.
HRM Management Discussion board
Discuss what challenges an HR department may
face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with
?
R
eferences
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011).
Fundamentals of human
resource management
(4
th
ed.). Chicago, IL: McGraw
-
Hill.
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human
resource management (4
th
ed.). Chicago, IL: McGraw-Hill.
BILTRITE PRACTICE CASE
Module XV of the Biltrite audit practice case contains an audit report exercise.
This exercise may be completed at this time.
Module XV: Audit Report
The Denise Vaughan audit team completed its audit field work on February 15,
2010. A conference was held on that date involving members of the audit
firm and Biltrite management. Participants in the conference were Denise
Vaughan, partner in charge of the Biltrite engagement; Carolyn Volmar,
audit manager; Richard Derick, in-charge auditor; Trevor Lawton, Biltrite’s
CEO; Gerald Groth, Biltrite’s controller; and Marlene McAfee, Biltrite’s trea-
surer. The Biltrite representatives agreed to all of the audit adjustments and
reclassifications proposed by the audit team, and they agreed to reflect them
in the December 31, 2009, financial statements. They also agreed to modify
and/or add footnote disclosures as recommended by the audit team.
At the conclusion of the conference, the audit team obtained a client repre-
sentation letter from Biltrite management and presented management with a
copy of the “significant deficiencies” letter outlining discovered internal control
deficiencies. The original of this letter was sent to Biltrite’s audit committee.
The legal action initiated against Biltrite by Rollfast, a competitor, for
alleged patent infringement, was not yet settled as of February 15. Because the
letter obtained by Derick from Biltrite’s outside legal couns ...
BUS 571 Compensation and BenefitsCompensation Strategy Project.docxhartrobert670
Techtron Corporation is developing a compensation strategy for 140 hourly production technicians, 3 production supervisors, 2 manufacturing engineers, and 1 computer technician at its new manufacturing facility. As the HR compensation strategist, you must propose compensation bandwidths, benefits plans, and an employee evaluation process for determining compensation adjustments for each of the four job classifications. The proposal should be data-driven, grounded in theory/literature, and consider environmental factors like union status and benefits legislation in the state.
BUS 210 Exam Instructions.Please read the exam carefully and a.docxhartrobert670
BUS 210 Exam Instructions.
Please read the exam carefully and answer all of the questions.
When considering the legal issues, structure your answers as follows:
1. State the relevant issue;
2. Make the arguments of the parties involved;
3. State the applicable rule of law;
4. State your conclusion and the reasons therefore.
You may consult the text to answer the exam questions. However, your answers MUST be your own work and you may not consult with anyone in or outside of the class.
BUS 210
Be specific in your answers and state the applicable law used to reach your conclusions.
Question #1
Mike is a homeowner. Jill runs a snowplowing business. Mike asks Jill to provide an estimate for how much she would charge to snowplow Mike’s driveway. After Jill inspects Mike’s driveway, the parties have the following conversation on September 1, 2011:
Jill: “$50 each time I snowplow your driveway.”
Mike: “OK, sounds good. Please do so.”
Jill regularly snowplows Joe’s driveway during the 2011-12 season. In May 2012, Jill sends a bill to Mike for all visits she made in the 2011-12 season, and Mike promptly pays that bill in full without any other communication taking place between Jill and Mike.
• Jill regularly snowplows Mike’s driveway during the 2012-13 season and sends a bill for those visits in March 2013. What are the rights and responsibilities of the parties under contract law?
• Instead, assume that Jill does not come during the first major snowfall in 2012. Does Mike have any contractual rights against JILL? Explain fully.
• Ignore the previous bullets. Instead, assume Mike promptly pays the 2011-12 bill in full without any other communication. On September 1, 2012, Jill raises her prices 20% for all of her customers, and she notifies Mike of this fact. He does not respond. Jill regularly snowplows Mike’s driveway during the 2012-13 season and in March 2013 sends Mike a bill for those visits reflecting her increased prices. What are the right and responsibilities of the parties under contract law.
Question #2:
At the wedding of Tom and Mary, Tom’s father, Frank, told them that he wanted to live with them and to have them care for him for the rest of his life. He said, “If you agree to do this, I will deliver to you, within two years, a deed to my home.” Tom and Mary told Frank they accepted his offer and promised to look after Frank with loving care in Frank’s home. They immediately moved in with him.
Soon after moving into Frank’s home, Tom and Mary used their own money to add a new wing to the house, pay the outstanding property taxes, and pay off an existing mortgage of $25,000.
One year after Tom and Mary moved into the home, Tom reminded Frank of his promise to convey the property to them. Frank became angry, and refused to execute the deed and ordered Tom and Mary to leave the premises.
Answer the following questions by arguing both sides of the issues and applying ...
BUS 137S Special Topics in Marketing (Services Marketing)Miwa Y..docxhartrobert670
BUS 137S Special Topics in Marketing (Services Marketing)
Miwa Y. Merz, Ph.D.
Service Journal Entry Form
Your Name:
Name of Firm: T-Mobile
Type of Service (industry): Phone Company
Date of Encounter: September 27, 2015
Time of Encounter: 4PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
My girlfriend bought a new phone and she wanted to put a screen protector
3. Exactly what did the firm/employee say or do?
The employee directly showed us the different type of screen protector. He also explained in detailed about the advantage and disadvantage for each of the screen protector.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
I was so surprised that the employee still remembered my girlfriend and I. A week ago we went to the T-Mobile to ask about the IPhone 6s.
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
Nothing because I am completely satisfied with their service
7. What improvements need to be made to this service system?
I don’t think they need to improve anything because the employees always ask the customer if they need help or not as soon as they saw the customers.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Very Likely
Please provide the reason(s). I will definitely go back because the employees are so kind, patient and really helpful.
Service Journal Entry Form
Your Name:
Name of Firm: 99 Chickens
Type of Service (industry): Restaurant
Date of Encounter: September 19, 2015
Time of Encounter: 5 PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
We wanted to eat the chicken
3. Exactly what did the firm/employee say or do?
They didn’t say a single word. They just took our order and then directly leave.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
Because the employee did not talk at all
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
They should treat the customer better. The service is seriously so bad. I feel that they are actually really rude.
7. What improvements need to be made to this service system?
Actually the service system is not bad because it is a self-service restaurant. But I think the company should tell the employees to have more interaction with the customers to make a good and friendly impression.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Ver ...
BUS 313 – Student NotesCOURSE DESCRIPTIONThis course intro.docxhartrobert670
BUS 313 – Student Notes
COURSE DESCRIPTION
This course introduces the students to the key components of entrepreneurship. Topics covered include identifying new venture opportunities, getting started in a new venture, creating a business plan, financing and marketing ideas, and organizing and managing a small business.
INSTRUCTIONAL MATERIALS
Required Resources
Kaplan, J. M., & Warren, A. C. (2013). Patterns of entrepreneurship management (4th ed.). Danvers, MA: John Wiley & Sons.
Supplemental Resources
Fast Company. (2013). General format. Retrieved from www.fastcompany.com
Hess, E. D. (2012). Grow to greatness: Smart growth for entrepreneurial businesses. Stanford, CA: Stanford University Press.
Inc. Magazine. (2013).General format. Retrieved from www.inc.com
Schweikart, L. & Pierson, D. L. (2010). American entrepreneur: The fascinating stories of the people who
defined business in the United States. New York, NY: American Management Association.
Stanford Graduate School of Business. (2013). Center for Entrepreneurial Studies. Retrieved from http://www.gsb.stanford.edu/ces/resources/links.html
COURSE LEARNING OUTCOMES
1. Examine entrepreneurship and different types of entrepreneurs.
2. Analyze the stages in the entrepreneurial process.
3. Examine the process of innovating and developing ideas and business opportunities.
4. Analyze different innovative business models to determine the best model for a specific venture.
5. Analyze the market, customers, and competition of entrepreneurs.
6. Examine the process of developing a business plan and setting up the company.
7. Analyze money sources for finding and managing funds.
8. Compare the different forms of intellectual property and how they differ.
9. Analyze the management of a successful innovative company.
10. Determine the most effective communication process to present the business to investors.
11. Analyze methods for exiting the venture.
12. Use technology and information resources to research issues in entrepreneurship.
13. Write clearly and concisely about entrepreneurship using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Getting Started as an Entrepreneur
· Chapter 2: The Art of Innovation
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 3: Designing Business Models
· e-Activities
· Go to Minority Business Entrepreneur (MBE) Website and explore the organization’s offerings, located at http://www.mbemag.com/. Then, go to the MBE Business Resource Directory, located at http://www.mbemag.com/index.php/resources/mwbe-resource-directory, and consider two to three businesses that would be good partners for one another. Be ...
BUS 1 Mini Exam – Chapters 05 – 10 40 Points S.docxhartrobert670
BUS 1
Mini Exam – Chapters 05 – 10
40 Points
Short Answer – Mind your time
Answer four questions from #1 - #6. Must answer #3 and #6. Answer
the XC question for extra credit. Question point count weighted equally.
It is all about business, so make sure to demonstrate / synthesize the bigger picture of business in each and
every answer.
Like all essays, specifying an exacting target word count is rather problematic. I am thinking each answer
would be about 250 - 300 words each, depending upon writing style. If you tend to be descriptive and whatnot,
that number could be 350 - 450 words.
Sidebar: Gauge your knowledge level in this way. This exam should take about 90 – 120 minutes to complete.
Students taking much longer may want to work with me to assess / discuss ways to help master this material in
a future conference session.
1. Although most new firms start out as sole proprietorships, few large firms are organized this way. Why
is the sole proprietorship such a popular form of ownership for new firms? What features of the sole
proprietorship make it unattractive to growing firms?
2. List and discuss at least three causes of small business failure. Workarounds, fixes, or methods to avoid
failure should be discussed.
3. Describe three different leadership styles and give an example of a situation in which each style could be
most used effectively.
4. Discuss Max Weber's views on organization theory. Is there a few principles that particularly resonate
in business today?
5. How has the emphasis of quality control changed in recent years? Describe some of the modern quality
control techniques that illustrate this change in emphasis.
6. Explain how managers could motivate employees by using the principles outlined in expectancy
theory? Create a story/example of expectancy theory at work, incorporating the three questions that
according to expectancy theory employees will ask.
7. XC – What is selective perception? Can you describe a business-centric scenario where selective
perception may hinder a businessperson’s ability to respond to a customer need?
I
Fireworks, Manifesto, 1974.
The Architectural Paradox
1. Most people concerned with architecture feel some sort
of disillusion and dismay. None of the early utopian ideals
of the twentieth century has materialized! none of its social
aims has succeeded. Blurred by reality! the ideals have turned
into redevelopment nightmares and the aims into bureau
cratic policies. The split between social reality and utopian
dream has been total! the gap between economic constraints
and the illusion of all-solving technique absolute. Pointed
Space
out by critics who knew the limits of architectural remedies,
this historical split has now been bypassed by attempts to
reformulate the concepts of architecture. In the process, a
new split appears. More complex, it is not the symptom of
prof ...
BullyingIntroductionBullying is defined as any for.docxhartrobert670
Bullying
IntroductionBullying is defined as any form of severe physical or psychological consequences.Bullying has been identified as a social issue in schools, homes and communities.Bullying can lead to both short term and long negative side effects.
Bullying is defined as any form of severe physical or pervasive act that includes communication in writing, electronically that is aimed at a student, or a group of student and it could have the following effects on the target. Bullying has been identified as a social issue in schools, homes and communities. Bullying can lead to both short term and long negative side effects. Many people tend to develop psychological problems as a result of engaging in bullying activities. Adopting effective measures to prevent bullying would also help to deal with the problem once and for all.
*
Forms of BullyingMere teasing.Talking trash about other peopleTrading insults.Physical harassment
The following actions have been identified as physical conduct forms that demonstrate forms of bullying. They include; Mere teasing.
Talking trash about other people. This shows an example of bullying that is practiced by people. Trading insults has also been widely recognised as a form of bullying. Physical harassment
*
Effects of BullyingBullying can lead to both long term and short term side effects.Bullying can change personalities, psychological wellbeing and even lead to physical injuries.Negatively affecting the students’ mental or physical health
Bullying has serious negative consequences for the people who do practice it. Bullying can lead to both long term and short term side effects.
Bullying can change personalities, psychological wellbeing and even lead to physical injuries. People who have been bullied tend to development long term problems such as depression. Development of stress tends to happen once people have engaged in actions that lead to bullying. This is because the actions against bullying tend to overpower the minds and also brings in psychological problems,.
*
A graphic showing No to Bullying
All forms of bullying are not acceptable in the society.
*
How to Prevent BullyingTaking immediate action.Dealing with bullies physically.Criminalizing actions against bullying.
In order to deal with bullying effectively, several measures should be enacted to prevent any form of bullying. Measures such as taking immediate action upon any case of bullying would help to deter the action from ever arising again. The other solutions entail taking immediate forms of action would also help to prevent the act from ever occurring. Dealing with bullies physically and also criminalizing actions against bullying helps to prevent it at all costs. Social and emotional learning is a bullying prevention mechanism aimed at ensuring that students do not fall victim to bullying by equipping them with social and emotional skills. This technique is aimed at ensuring that students are equipp ...
BUS1001 - Integrated Business PerspectivesCourse SyllabusSch.docxhartrobert670
This syllabus outlines the course objectives, assignments, schedule, and policies for BUS1001 - Integrated Business Perspectives. The course introduces students to the role of business in society and explores career opportunities through team projects, case studies, quizzes, and discussions. Student evaluation is based on participation, assignments, and a final project to demonstrate understanding of business perspectives and principles.
BUMP implementation in Java.docxThe project is to implemen.docxhartrobert670
BUMP implementation in Java.docx
The project is to implement the BUMP client in java, with window size 1. Here is an overview of the three WUMP protocols (BUMP, HUMP, and CHUMP). Here are the files wumppkt.java, containing the packet format classes, and wclient.java, which contains an outline of the actual program. Only the latter file should be modified; you should not have to make changes to wumppkt.java.
What you are to do is the following, by modifying and extending the wclient.java outline file:
· Implement the basic transfer
· Add all appropriate packet sanity checks: timeouts, host/port, size, opcode, and block number
· Generate output. The transferred file is to be written to System.out. A status message about every packet (listing size and block number) is to be written to System.err. Do not confuse these!
· Terminate after a packet of size less than 512 is received
· Implement an appropriate "dallying" strategy
· send an ERROR packet if it receives a packet from the wrong port. The appropriate ERRCODE in this case is EBADPORT.
An outline of the program main loop is attached
recommended that you implement this in phases, as follows.
1. Latch on to the new port: save the port number from Data[1], and make sure all ACKs get sent to this port. This will mean that the transfer completes. You should also make sure the client stops when a packet with less than 512 bytes of data is received. Unless you properly record the source port for Data[1], you have no place to which to send ACK[1]!
2. For each data packet received, write the data to System.out. All status messages should go to System.err, so the two data streams are separate if stdout is redirected. To write to System.out, use System.out.write:
System.out.write(byte[] buf, int offset, int length);
For your program, offset will be 0, buf will typically be dpacket.data(), where dpacket is of type DATA (wumppkt.DATA). The length will be dpacket.size() - wumppkt.DHEADERSIZE (or, equivalently, dg.getLength() - wumppkt.DHEADERSIZE, where dg is a DatagramPacket object).
3. Add sanity checks, for (in order) host/port, packet size, opcode, and block number.
4. Handle timeouts, by retransmitting the most recently sent packet when the elapsed time exceeds a certain amount (4 seconds?). One way to do this is to keep a DatagramPacket variable LastSent, which can either be reqDG or ackDG, and just resend LastSent. Note that the response to an InterruptedIOException, a "true" timeout, will simply be to continue the loop again.
5. Add support for an dallying and error packets. After the client has received the file, dallying means to wait 2.0 - 3.0 timeout intervals (or more) to see if the final data packet is retransmitted. If it is, it means that the final ACK was lost. The dally period gives the client an opportunity to resend the final ACK. Error packets are to be sent to any sender of an apparent data packet that comes from the wrong port.
vanilla Normal transfer
lose Lose ever ...
BUS 303 Graduate School and Further Education PlanningRead and w.docxhartrobert670
BUS 303 Graduate School and Further Education Planning
Read and watch pieces on Planning for Graduate School. Answer related questions and write an essay.
· Read about earning a Master’s Degree.
· https://www.gradschools.com/masters/business
· Choose and read about two Master’s degree programs from the left hand column of Subject Selection options (image below) found on the webpage https://www.gradschools.com/masters/business
1-Report - List two subject that you selected to read/research:
One: ____________________
Two: _____________________
2-Discover:
Conduct research on two Master’s degree programs related to your undergraduate major that are offered by Virginia, DC, or Maryland Universities. Choose programs at two separate universities. If you are interested in other universities outside of this area, please feel free to research them as alternatives.
Discover information such as: What are the application processes, preferred GPA, required entrance exams, or prerequisites. What are the options for study (full time study, part time study, face-to-face classes or online classes)? What is the typical timeframe for completing the graduate program? What are the typical career opportunities for graduates from the Master’s program?
Section One- First - University and Graduate Program:
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
(Enter information here)
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
Section Two: Second - University and Graduate Program
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
3-Write:
Questions to answer in an essay with at least 400 words. The expectation is that the essay in made up of flowing sentences that are organized in to paragraphs. WORD formatted document is required.
· What did you learn about Master’s degree programs and earning a Master’s degree? If you have researched graduate programs in the past, what are the most important aspects of information that you learned about graduate education opportunities?
(At least one paragraph)
· List and discu ...
Bulletin Board Submission 10 Points. Due by Monday at 900 a.m..docxhartrobert670
Bulletin Board Submission: 10 Points. Due by Monday at 9:00 a.m.
As you've learned, it is important to be able to determine the elements of a crime and there are several places to turn for assistance in doing so.
First - Look at the statute for the crime. For example, in New York, the statute for Petit Larceny is Penal Law 155.25.
Second - Check to see if any of the terms in the statute are defined in another statute. For example, in New York, Larceny is defined in Penal Law 155.05
Third - If the elements are not clear from the statute, you may want to research case law to see if the courts have established the elements for the crime.
Fourth - Always remember to check the Jury Instructions.
They are an excellent source for identifying the elements, as this is how the court explains the crime to the jury.
Many states are now posting their Jury Instructions on the internet.
Section One –
Keeping the above in mind, please provide the statute under which a Defendant in your state would be charged with Rape (1st Degree if your state breaks it down in that manner) In addition, provide any relevant statutory definitions and an overview of the Jury Instructions. Then, provide cases addressing at least one of the elements of the statute.
Section Two –
Discuss whether or not a woman can be charged with Rape in your state. If not, what could she be charged with?
...
BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docxhartrobert670
BUS 371
Fall 2014
Final Exam – Essay
65 points
Due: Monday, December 9 at 11:59 p.m. EST (Blackboard submission)
Directions:
Part One (this part) of your final exam is to be just that – yours! I expect you will work independently of your classmates to complete the exam.
As always in BUS 371, your grade will be affected by the quality of your writing – clarity, spelling, grammar, syntax, etc.
1. How has this course changed your view and/or understanding of management and its role in contemporary organizations? In your answer, compare your understanding/perception of management at the beginning of the class with your current understanding/perception. Be specific and honest. (10 points)
2. Would you describe your experience with your class team in BUS 371 as better than most of your experiences with previous class teams, about the same as most of your experiences with previous class teams, or worse than most of your experiences with previous class teams? Be specific and explain what happened with your team for you to form your impression. (10 points)
Depending on your answer to question 2, you will answer EITHER question 3 or question 4.
3. If your experience with your class team was better than most of your experiences with previous class teams, what do you think contributed to the positive experience? From what you’ve learned in BUS 371 this semester, what can you do, as an individual student, in future class (and workplace) teams to contribute to their success? Be specific in your answer. (If your experience with your class team in BUS 371 this semester was about the same or worse than your previous experiences with class teams, skip this question and answer question 4.) Be specific in your answer, referring to course material as appropriate. (10 points)
4. If your experience with your class team was about the same or worse than your experiences with previous class teams, what can you do, as an individual student, in future class (and workplace) teams to increase their success? Be specific in your answer, referring to course material as appropriate. (10 points)
5. What do you consider to be your most important “take aways” from this course? In other words, what concepts and/or ideas have you found most interesting? What elements of the course do think will be most likely to be useful to you when you become a manager?
NOTE: Be sure to include both what you’ve found most interesting and most likely to be useful from the course. (10 points)
6. Define, compare and contrast content, process and reinforcement theories of motivation, giving and explaining an example of each. How could a manager apply each of the theories in the workplace? Your answer should be specific and clearly demonstrate your understanding of these motivation theories and their application. (25 points)
feedback for group work:
Business 371 - Fall 2014
Individual Assignment Five
Peer Assessment – Round Two
Due: Friday, December 5 (submitted i ...
Burn with Us Sacrificing Childhood in The Hunger GamesSus.docxhartrobert670
This document provides a summary and analysis of the novel The Hunger Games by Suzanne Collins. It discusses how the novel depicts the sacrificing of childhood through the Hunger Games, where children are forced to fight to the death for entertainment. It explores themes of childhood, desire, identity formation, and how entering adulthood involves both recognition of culturally defined childhood as well as its loss. A key part of the analysis focuses on how the protagonist Katniss Everdeen develops a sense of self and is able to articulate her identity and desires through her experiences in the Hunger Games arena.
BUS 305 SOLUTIONS TOPRACTICE PROBLEMS EXAM 21) B2) B3.docxhartrobert670
BUS 305: SOLUTIONS TO
PRACTICE PROBLEMS EXAM 2
1) B
2) B
3) No, fan pattern (heteroscedasticity)
4) No, nonlinear relationship between X and Y
5) The black line is the regression line because it get closest to the sample points (minimizes error between the points and the line). The red line has a larger error; that is, larger total distance from points to the line.
6) Because it is reasonable to suppose that costs are dependent on production volume (since units are produced, directly resulting in costs), then regression is more appropriate for this data since regression is appropriate when an cause-and-effect relationship is assumed.
7) C
8) a) r = 0.8;
b) T = 1.31;
c) p = 0.117
d) There is no evidence of a significant correlation between X and Y in the population because we did not reject the null of H0: = 0.
9) Note: the following are not complete answers to Question 11; they are just enough for you to know whether your short answer addressed the correct things.
a) 1 = population slope, b1 = sample slope. On exam, would also want to address what you know (or don’t know) about each of these and how each is found.
b) An outlier can “drag” the regression line toward it. On the exam, also think about how this would affect the quality of your regression model and the predictions.
10) Yes, there appears to be a straight line relationship between the variables. Linear regression appears to be appropriate. The regression output is:
11) a) T = -0.09, p = 0.929, do not reject Ho, conclude there is no evidence of a relationship
b) R2 = 0.002 = 0.2%, No because value is very close to zero
c) Correlation = r = -0.0421. No, there is not a strong relationship between these variables. The correlation is nearly 0.
d) Regression line is Y^ = 1.26 – 0.035X.
Y^ = 1.26 – 0.035(100) = 1.26 – 3.5 = -2.24. No this does not make sense because you cannot have a negative number of near misses. It is not wise to predict with this model. The R-squared value is extremely low (essentially 0%), which means that there is no relationship at all between near misses and flights in this data. Therefore, predicting misses from flights is meaningless.
e) b1 = -0.035. As Number of flights increases by 1, we expect number of near misses to go down by 0.035. Or, put another way, as flights increases by 1000, we expect number of near misses to go down by 35. No, this does not make sense. We would assume that as flights increase, so would near misses.
12) a. Multiple regression is a direct extension of simple regression, except that now we have more than one independent (X) variable.
b. Note: the following is not a complete answer; it is just enough for you to know whether your short answer addressed the correct things: Multicollinearity is when the independent variables are highly correlated with one another. On the exam, also indicate how this affects the model, how one can identify if it is present, and what can be done to correct it.
c. Dummy variables are us ...
Burgerville- Motivation Goals.
Peer-reviewed articles.
Here are some articles I found:
1) Employees Motivation in Organizations: An integrative literature
Review:
http://www.ipedr.com/vol10/106-
S10089.pdf
2) Impact of Employees Motivation on Organizational
Effectiveness:
http://iiste.org/Journals/index.php/EJBM/article/viewFile/265/150
3) Shareholders win when employees are motivated:
http://www.forbes.com/2009/08/23/employee-motivation-stocks-intelligent-investing-returns.html
1. THE THEORY OF PURPOSEFUL- WORK BEHAVIOR: THE ROLE OF PERSONALITY, HIGHER-ORDER GOALS, AND JOB CHARACTERISTICS
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=14&hid=4209
0. Relative Importance and Utilityof Positive Worker States: A Reviewand Empirical Examination
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=27&hid=4209
Cam Sommer
1. http://psycnet.apa.org/journals/apl/72/4/658/
Comparative analysis of goal setting theories across cultures
0. http://amj.aom.org/content/29/2/305.short
Effects of Team building and goal setting on productivity: A field Experiment
The first employee’s interview
Mr. Kay Nguyen is working at Burgerville for over 2 years. He said that working at Burgerville is only temporary while attending school. The hour he works is outside of his school time, so it helps pay for tuition. The work is very busy during high traffic hours, especially at the drive-through during dinnertime. His main responsibility is handling cashier, but he often help others where needed. He starts pay at minimum wages.
His supervisor encourages employees from time to time, but the wage is very low for employee to stay. He explains that turnover at Burgerville is below average compare to other place he has worked before.
Goal Setting:
What did you learn from this job? How does it impact your future? I encounter customers every day, I learn a lot about customer service in person. He dealt with all type of customers. He learned about servicing and created a friendly environment for customers
While studying and working, his self-motivation can encourage his learning and success, whatever be the scenario. He won’t stop staying here as a cashier. He will keep pushing himself to reach his goal setting
What are your obstacles? How do you deal with it? The most frustrate situation he endures during his tenure at Burgerville is the irresponsibility of other employees. They sometime either do not show up for work or call in. This creates a lot of pressure at work, as he has to cover for their shift. He usually has to stay extra hours to clean up and cover for other shifts.
Does BurgerVille create rewards or something to motivate its employee? Does it make you feel happy or comfortable when working there? Mr. Nguyen’s supervisor usually awards his employees with movie tickets for their performances. Also, they are a ...
Bullying Bullying in Schools PaperName.docxhartrobert670
Bullying
Bullying in Schools Paper
Name
Class
Date
Professor
Bullying in Schools Paper
Bullying is mean spirited and unwanted intimidation by another student. Bullying can come in many different forms but the result is an imbalance of power where one student suffers physical and verbal attacks as well as social exclusion. The bully repeatedly focuses in on their victims and subjects them to continued harassment and false rumors. Bullying causes the victims extreme emotional damage and lifelong pain but occurs most commonly in the school setting. In order to ensure that bullying is prevented the educational system will need to become more proactive and create programs and services designed to educate, reduce, deter and punish bullying.
Types and Extent of Bullying
The three types of bullying experienced by the youthful victim in the school setting consist of verbal and physical assaults as well as social exclusions. The types of verbal threats the victims of bullying suffer are name calling, false gossip, lewd sexual comments, taunts, and threats to cause harm. Physical assaults include hitting, kicking, pushing, tripping, pinching, and spitting on the victim. Social exclusions includes the bully taking steps to isolate the victim from peers by leaving them out of social events or gatherings and talking rudely about them to other peers. Other students will fear the bully and go along with their mean spirited actions. The victim will be isolated and the bully will take steps to embarrass the student in front of other peers. The bully will spread malicious rumors and make rude comments to the victim.
Adolescents are extremely sensitive to rejection and the opinions of peers, both of which can serve as catalysts for revenge (Booth, 2011). The result is the bullying becomes escalated and the victim takes revenge on the bully or physical altercations occur. Bullying is a major problem in society. While bullying occurs most in the school setting there are other places where bullying occurs. Bullies target victims using social networks and will bully them at social events. Victims of bullies are harassed and attacked on school buses and on school playgrounds as well as in the victim’s neighborhood. While bullying can happen anywhere it is most prevalent in schools making it the responsibility of educational systems to take steps to see it stopped.
In 2001 in a report conducted by the Bureau of Juvenile Justice Statistics it was discovered that 20% of all students will be bullied while in high school while the number creeps up to almost 30% when dealing with school children from second to sixth grade (DeVoe, 2009). This comes to one in seven students from kindergarten to twelfth grade being victims of bullying. Over half of the students surveyed have been witness to bullying in the school setting and over 70% find bullying is a real issue in their school as well as the report found girls where far more ...
Building Design and Construction FIRE 1102 – Principle.docxhartrobert670
The document discusses building design and construction for fire safety. It outlines five objectives of fire-safe design: life safety, property protection, continuity of operations, environmental protection, and historical preservation. It also describes different types of building construction including non-combustible (Type I-II) and combustible (Type III-V) structures. Testing and ratings of construction materials are discussed in relation to flame spread, smoke development, and fire resistance.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Beyond Indifference and Antipathy The Chicana Movement .docx
1. Beyond Indifference and Antipathy:
The Chicana Movement
and Chicana Feminist Discourse
Deiiise A. Segura aiid Beatriz M . Pesquera*
Chic,in,i fenainlsni means working toward the liberation ot
C hicamis from the indifference uf the Women’s Movemrnt,
ttic antipathy among Chicanos’Latinos, and the fulfillment
of their o w n dreanis and capacities.
Faculty memher, agc 49
Feminism as an ideology and a movement has developed in
response to women’s need to overturn their historical sub-
ordination to men. By and large, the public discourse on
feminism has been demarcated by white feminist scholars.
Increasingly, women of Color,’ both heterosexual and lesbian,
are challenging the relevance of American feminism and the
American Women’s Movement of the 1960s and 1970s for evad-
ing varying, often competing interests among women.* They
posit instead a unique feminism grounded in their experiences
as women and as members of oppressed minority groups and
classes.
In this article we explore the form and content of feminist dis-
course among a selected group of Chicanas3 in higher educa-
tion. We argue that their articulations of feminism reveals
tension between Chicano cultural nationalism and American
feminism. The ideology of Chicano cultural nationalism advo-
cates racialiethnic unity against Anglo American domination
2. and idealizes traditional MexicadChicano culture.* Feminism,
* A u t h o r s n a m e s are listed r c > n d o n > l y . W e t h
a n k Linda Facio, Sarah Fenstermaker,
Adaljiya Sosa-Riddell, l u d i t l i Stacey, a n d t h e a n o n y
m o u s reviewers o f Aztltiii
for their helpful c o m m e n t s on earlicr d r a f t s of this
article. We a r e responsiblc for
a n y errors o r inconsistencies.
j ’ 1992 by Denise A. Segura a n d fleatri/ M . I’tvxpera
VOLUME 19, NO. 2 69
in the broadest sense, calls for female unity against patriarchy
(a system of male domination and female subordination)
in traditional cultural patterns. Each perspective is skewed in
favor of racelethnicity or gender. Neither addresses the unique
situation of Chicanas whose life chances mirror the intersec-
tion of class, racelethnicity, and gender. Chicana feminism
reverberates with the dialectical tension between their lives and
the ideological configurations that dichotomize their experi-
ences and exploit their political loyalties.
We begin our analysis by examining Chicanas’ perspectives
of the American Women’s Movement and the Chicano Move-
ment of the late 1960s and early 1970s. This sets the stage for
our analysis of the rise of the Chicana Movement and contem-
porary Chicana feminist discourse among a selected group
of 101 Chicanas in higher education. This study elucidates
the social context of Chicana feminism while contributing
new evidence on the diverse expressions of feminism in the
3. United States.
The American Women‘s Movement and Chicanas
The contemporary American Women’s Movement emerged
during the 1960s and evolved into two major branches-the
”women’s rights” branch and the “women’s liberation” or
“left” b r a n ~ h . ~ The women’s rights branch concentrated
on
programs that would integrate women into the mainstream of
American society.6 The women’s liberation branch, in contrast,
called for a radical restructuring of society that would eliminate
patriarchy, the system of male control and domination of
w ~ m e n . ~ Although both branches of the Women’s
Movement
advocated on behalf of women, the issues of women of Color
were often overlooked.8
The Chicana Movement developed during the late 1960s.
Organizationally, it shared some of the characteristics of the
”left” or women’s liberation branch of the Women’s Move-
ment. Chicanas formed caucuses within Chicano Movement
organizations, started various groups to advocate a feminist
agenda, began consciousness-raising groups, and organized
70 AZTLAN
conferences on la inujer [women]. Within the Women’s Move-
ment these activities often led to a separatist politic. When
Chicanas engaged in these activities, however, they did not
always articulate a separatist ideology or organizational
strategy. When women formed Chicana organizations, they
justified their actions under the rubric of the Chicano Move-
ment. They insisted they were not ”separate” but simply
more focused on issues of la mujer thereby strengthening the
4. Movement.
This stance makes sense if we consider that Chicanas’ polit-
ical consciousness is grounded in a fundamentally different
reality than that of white feminists. Conquered in 1848, eco-
nomically and culturally subordinated to Anglo American
domination, Chicanas and Chicanos share a collective identity.
Because of the historical racialiethnic antagonisms between
Anglos and Chicanos, Chicanas often feel a closer affinity to
their Chicano brothers than their feminist sisters. At the same
time, Chicanas share a physical, cultural, and material vulner-
ability to the dicta of men.
While Chicana activists recognized their gender-based
oppression, they usually rejected the ideology of separatism
and tried to find ways of integrating their concerns within
Chicano Movement organization^.^ These attempts were usu-
ally resisted by Chicano male activists, and to a lesser degree
by some women. Therefore, Chicana activists committed to
integrating gender into the raceiclass politic organized separate
groups that responded to their needs as women and as mem-
bers of an historically exploited racialiethnic group and class.
Caught between the ideological pull of racelclass unity and
their subordination within the male-dominated Chicano left,
Chicana activists articulated the seemingly contradictory posi-
tion of advocating unity while forming separate organizations.
Ideologically Chicanas adopted a ”united front” stance. Ade-
laida del Castillo, editor of E n c u m f r o Femenil, a Chicana
feminist
journal, voiced this perspective in 1974:
We‘re not a separatist movement, that would be sui-
cidal. We as Chicanas and Chicanos are oppressed. We’re
VOLUME 19, NO. 2 71
5. not going to ally ourselves to white feminists who are
part of the oppressor. I mean, that would be a contradic-
tion. It also hurts when Chicano men don't recognize the
need for this specialization which is called "Chicana
Feminism ."lo
Del Castillo rejected the politics of advancement advocated
by the Women's Movement as a reform that would not change
the social reproduction of inequality based on raceiethnicity,
class, and gender. This perspective predominated among
Chicanas of the late 1960s and early 1970s."
Cultural Nationalism and Chicanas
Chicanas' critique of American feminism and the Women's
Movement took shape during the heyday of Chicano cultural
nationalism.12 Ideologically, this perspective identified the
primary source of Chicano oppression in the colonial domina-
tion of Mexican Americans following the annexation of North-
ern Mexico by the United States after the U.S.-Mexico War of
1846-48.13 As part of the process of colonial domination, Chi-
canos had limited access to education, employment, and polit-
ical participation. Thus, raceiethnicity rather than individual
merit defined the life chances of Mexican Americans. Cultural
differences between Anglos and Mexicans became the ideolog-
ical basis that legitimized the unequal treatment and status
of Mexicans in the United States.14 In the Anglo American
ideology, Mexicans were viewed as intellectually and cultur-
ally inferior.
Cultural nationalist ideology countered this pejorative per-
spective by celebrating the cuItural heritage of Mexico in par-
ticular, indigenous roots, la fanzilia, and political insurgency.I5
Politically, cultural nationalism called for self-determination
6. including the maintenance of Mexican cultural patterns, cul-
turally relevant education, and community control of social
institutions.16 The term "Chicano" arose as the symbolic
representation of self-determination." I t conveys a commit-
ment to struggle politically for the betterment of the Chicano
community. Cultural nationalism became modified during the
72 AZTLAN
1970s to incorporate a class analysis.1s A n analysis of gender
as a base of oppression was and continues to be subsumed in
the "larger" struggle against race or class-based d ~ m i n a t i o
n . ' ~
Cultural nationalism idealized certain patterns associated
with Mexican culture (e.g., Spanish-English bilingualism, com-
munalism, familism). Chicano Movement groups often orga-
nized around the ideal of la fainilia. Any critique of unequal
gender relations within the structure of the family was dis-
couraged. Chicanas who deviated from a nationalist political
stance were subjected to many negative sanctions including
being labeled vendidas (sell-outs), or uyabuchadas (white
identi-
fied). Once labeled thus, they became subject to marginaliza-
tion within Chicano Movement organizations. Martha Cotera
points out that even the label "feminista" was a social control
mechanism:
We didn't say we were feminists. It was the men who said
that. They said, "Aha! Ferninista!" a n d that was a good
reason for not listening to some of the most active women
in the community.20
The severity of these sanctions rendered feminism an anathema
7. to be avoided at almost any cost.
The ideological hegemony of cultural nationalism was exem-
plified in the first official position taken by the Chicana Cau-
cus at the 1969 National Chicano Youth Conference in Denver,
Colorado: "the Chicana woman does not want to be liber-
ated."*l This official statement belies the heated debate on
gender oppression voiced by Chicana feminists that day.22
While this debate was dropped from the official record, it acted
as a catalyst to spur women to militant action to challenge the
hegemonic sway of cultural nationalism.
Chicana writings and organizational activities of this period
resounded with frustration over patriarchy in the Chicano
Movement. Chicanas formed such groups as Hijas de Cuauh-
temoc and founded alternative publications including Eiicrrcizt
ru
Feiizenil and Rcgcizeracidiz. For their organizations and
publica-
tions, Chicanas adopted names rooted in Mexican revolution-
ary heritage. Hijas d e Cuauhtemoc, a feminist organization
VOLUME 19, NO. 2 73
founded in 1910 in Mexico City, opposed the dictatorship of
Porfirio D i a ~ . * ~ Xegeneracidn was the official journal of
the Par-
tido Liberal Mexicano, a progressive Mexican political party.24
These quintessential images of revolutionary struggle provided
Chicanas with a means to frame their local agendas within a
larger critique of race, class, and gender domination.
Chicanas sought various ways to reconcile their critique of
male domination within the Chicano community to the Chi-
8. cano Movement agenda. Numerous conferences o n la nzujer
reverberated with tension between cultural nationalism and
feminism-and whether or not a union between these ideolo-
gies was possible.
At the 1971 Conferencia de Mujeres por la Raza, in Houston,
Texas, an ideological debate on “Chicana liberation” split par-
ticipants into two opposing camps: ”loyalists” and ”femin-
ists.” Loyalists viewed Chicanas who called themselves
feminists as allies of a middle-class Women’s Movement who
advocated individualistic upward mobility rather than strug-
gle against racelclass domination. Feminists, in contrast,
argued that the struggle against male domination was central
to the overall Chicanalo Movement for l i b e r a t i ~ n . ~ ~
Anna Nieto-
Gomez, a prolific Chicana feminist writer of the late 1960s and
early 1970s, articulates this position:
What is a Chicana feminist? I am a Chicana feminist. I
make that statement very proudly, although there is a lot
of intimidation in our community and in the society in
general against people who define themselves as Chicana
feminists. It sounds like a contradictory statement, a
Malinche statement-if you are a Chicana you’re on one
side, if you’re a feminist, you must be on the other side.
They say you can’t stand on both sides-which is a bunch
of
At the Houston conference, participants engaged in a hostile
debate on reproductive rights. Loyalists argued that reproduc-
tive rights including birth control and abortions threatened la
familia. They accused women who failed to support this posi-
tion of betraying Chicano culture and heritage. Feminists, in
74 AZTLAN
9. turn, declared: ”Our Culture Hell!” and sought to demystify
the romanticization of Chicano culture which justified Chi-
canas’ subordinate position by advocating a feminist agenda.27
Alma Garcia argues that the loyalist position continues to
influence Chicanas’ political consciousness.28 It organizes
oppression hierarchically, she claims, assigning primacy to the
struggle against race, ethnicity and class domination. Within
this formulation, feminism is nonrelevant and divisive to the
”greater” Chicano struggle.
Early Chicana feminism viewed oppression as the simul-
taneous product of race, class, and gender subordination.
Chicana feminists expressed a high level of frustration with
both the Chicano Movement and the Women’s Movement.
They argued that freedom from raceiclass oppression would
not eliminate sexual oppression. Similarly, freedom from sex-
ual oppression would not eliminate oppression on the basis of
racelethnicity and class.
The extent to which Chicana feminists have adhered to
American feminist ideologies is uncertain.29 To gain insight
into
this issue we explore the views of a group of Chicanas in higher
education. Based on their written responses to a mail survey,
we discuss how the historical concerns of the Chicana/o com-
munity and feminism inform contemporary Chicana feminist
discourse among these women. Specifically, we analyze the
relationships among the Chicano Movement, the American
Women’s Movement, and the emergence of Chicana femin-
ism. We end with a typology of the emergence of Chicana
feminism.
The Women of MALCS
In 1988 we mailed a questionnaire to women on the mailing list
10. of MALCS (Mujeres Activas en Letras y Cambio Social), an
organization of ChicanaiLatina women in higher education.
The organization’s charter and activities demonstrate familiar-
ity with Chicana concerns, a feminist orientation, and sensi-
tivity to cultural concerns.
VOLUME 19, NO. 2 75
MALCS was founded in 1983 by Chicana faculty and gradu-
ate students as a support and advocacy group and a forum for
sharing research interests. The founding declaration of MALCS
states:
We are the daughters of Chicano working class families
involved in higher education. We were raised in labor
camps a n d urban barrios, where sharing our resources
was the basis of survival. . . . O u r history is the story
of w o r k i n g people-their s t r u g g l e s , c o m m i t m e n
t s ,
strengths, a n d the problems they faced. . . . We are par-
ticularly concerned with the conditions women face at
work, in a n d out of the home. We continue our mothers’
struggle for social a n d economic justice.3o
Drawing upon a tradition of struggle, MALCS members docu-
ment, analyze, and interpret the ChicanaiLatina experience in
the United States.
A total of 178 questionnaires were mailed; 101 were com-
pleted and returned for a response rate of 57 percent. The ques-
tionnaire asked women to discuss their perceptions of the
major features of the contemporary American Women’s Move-
ment, the major concerns of Chicanas today, and the extent to
which the Women‘s Movement and feminist theory have
11. addressed the needs of Chicana women. The questionnaire
also contained a series of closed-ended questions about the
respondents’ familiarity with writings on the Women’s Move-
ment, their involvement with ”feminist” and ”women’s”
activities, and their socioeconomic status.
Nearly all who replied were associated with institutions of
higher learning as faculty members (38.6 percent), graduate
students (25.7 percent), undergraduate students (8.9 percent),
or professional staff (8.9 percent). Eleven women were em-
ployed outside a university setting, and seven provided no
information on their employment or education.
The women’s ages ranged from 22 to 65 years, with a median
age of 35 years and a mean age o f 38.1 years, This age dis-
tribution means that a majority of the women were college-
76 AZTLAN
age (17-22) during the height of the Women's Movement
(1967-76). Moreover, most of the women had activist back-
grounds. Over three-fourths (78.2 percent) of the informants
either belonged to or had previously been involved in women's
organizations. Women overwhelmingly (83.2 percent) self-
identified as "Chicana feminist."
Nearly three-fourths of the women said they were either
uery familiar or somezulzat f m i i l i a r with literature on the
Ameri-
can Women's Movement. Over half also indicated they were
either v e r y familiar or snmrzcihaf familiar with feminist
theoreti-
cal writings.31
12. This group of Chicanas does not represent all women of
Mexican descent in the United States. They are academicians
or highly educated women who inform the public discourse on
feminism and women's issues. Moreover, as educated Chica-
nas they constitute one end of the continuum that forms the
Chicana experience. Their perceptions, therefore, offer an
excellent way to build knowledge on Chicanas and American
feminism.
The Chicana Movement
Slightly over one-half of the women posit the existence of
a Chicana Movement that is qualitatively distinct from the
American Women's Movement and the Chicano Movement
through a praxis based on the multifaceted dimension of
Chicanas' experiences. That is, the Chicana Movement exposes
class, raceiethnic and cultural contradictions that distinguish
the Chicana Movement from the Women's Movement. For
example:
The Chicana Movement was a separatist movement
which emerged out of the contradictions Chicanas found
in white women's organizations a n d groups in practice
and theory. It added the dimension of race and class. This
movement was also largely working-class inspired while
the WM /Women's Movement] was largely middle class.
Graduate student, age 30
VOLUME 19, NO. 2 77
This perception, widely held among the informants and
grounded in the relevant literature, argues that Women’s
Movement activists are predominantly middle-class white
women who do not appreciate the nature of working-class and
13. racialiethnic oppression.
Some of the women emphasized that the Chicana Movement
emerged in response to racism within the American Women’s
Movement:
It has become clear that racism which has inhibited white
women from sharing power with women of color has led
to a distinct Chicana movement, however, weak.
Graduate student, no age given
Chicanas also described the Chicana Movement as grounded
in the unique cultural heritage of the ChicanoiMexicano peo-
ple. They argued, moreover, that Chicanas are members of a
colonized minority group with a cultural standard distinct
from that of the white majority. Proponents of this viewpoint
charged that white feminists are largely insensitive to Chicano
culture and thereby exclude Chicana concerns from the
Women’s Movement.
When asked to describe the Chicana Movement vis-a-vis the
Chicano Movement, women overwhelmingly proclaimed the
Chicana Movement parted company with the Chicano Move-
ment by challenging patriarchy. They attribute the political dis-
sent that led to the development of a distinct Chicana feminist
movement to the patriarchal relations within the Chicano
Movement, the Chicano community, and the family:
The contemporary Chicana movement has its origins in
the Chicano Movement and arose as a collective response
to the riiachisrtio which surfaced among our compaiieros
to make menudo [tripe soup] while men talked strategy.
In fact, I believe that one of the factors which precipitated
the decline of the Chicano Movement was machismo.
14. Faculty member, age 33
Despite Chicanas’ antagonism toward male domination within
78 AZTLAN
the Chicano Movement they still identify with the collective
Chicano struggle:
Chicanos y [and] Chicanas share many of the same
dreams and I feel that the Chicana movement has a
greater affinity with the Chicano movement than with
the Women’s Movement.
Faculty member, age 33
Tension between Chicanas’ need for racialiethnic solidarity
and their struggle for gender equality reverberates throughout
the responses. Women who advocate a feminist agenda report
being asked to prove their loyalty to la cuusa [the cause] by
agreeing to defer the struggle against gender oppression until
raciallethnic domination is abolished. This “loyalty test” stems
from the nationalist character of the Chicano Movement which
identified racelethnicity as the ”primary contradiction” thereby
producing an antagonistic climate for Chicana feminists. Within
the Chicano Movement, labels were often used as mechanisms
of social control to discredit Chicanas who articulated a
feminist
political agenda:
Overall the Chicano movement was great! But too many
men (Chicano) became uptight when Chicanas began
asking for and later demanding equality within the move-
ment. Many of us were labeled as agabachadas [white-
15. identified] or worse. Chicanas were seen more as a hin-
drance or decoration than as equal participants.
Faculty member, age 44
While all informants deplored sexism in the Chicano Move-
ment, some acquiesced to a “we need to stay within the fold”
perspective to maintain unity within the Movement:
It [Chicana Movement] has been distinct from the Chi-
cano Movement because they did not deal with women’s
issues or even family issues. We could not split the move-
ment-we had to sacrifice ourselves for the movement.
Graduate student, no age given
VOLUME 19, NO. 2 79
The informants explained the development of a Chicana Move-
ment as irrevocably bound to Chicano cultural nationalism.
This sentiment harkens back to the politic of the late 1960s and
early 1970s wherein gender concerns were subsumed under the
”larger struggle” against raceiclass oppression.
The perception of the MALCS survey respondents regard-
ing the unique quality of the Chicana Movement in relation
to the American Women’s Movement and the Chicano Move-
ment mirrors the sentiments of Chicana activists of the late
1960s and early 1970s. Like Chicana feminists of that period,
MALCS survey informants reaffirmed that class, raceiethnic-
ity and cultural differences distinguish the Chicana Move-
ment from the American Women’s Movement. The women
argue that patriarchal relations within the Chicano Movement
served as the primary catalyst for the emergence of a Chicana
16. Movement.
Forty women who responded to the survey did not believe
that a unique Chicana Movement exists. They indicated that
although Chicanas shared social and political interests separate
from other women and Chicano men, they had not coalesced
on these issues either ideologically or organizationally. Instead,
they claim Chicanas’ struggle for equality is waged within
small, dispersed groups.
Chicana Feminism
Nearly all of the informants ( 8 3 . 2 percent) self-identified as
Chicana feminists while seventeen eschew this label. Sixty-four
discussed the meaning of Chicana feminism.32
Based on content analysis of the responses, three internally
coherent and distinct voices emerged which depict different
facets of Chicana feminism. To create a typology of Chicana
feminism, we established three categories: Chicana Liberal
Fcm-
iiiisrii (n = 28), Chicana I r z s u r p z t Feriziizisriz ( n = 23),
and Cultural
Nafiorzalist Fenziizisrn ( n = 13). Each category expresses a
collec-
tivist orientation and is grounded in the material condition of
the Chicanaio people. Women in each category articulate a
commitment to improve the socioeconomic condition of Chi-
80 AZTLAN
canas. Key differences emerge, however, with respect to the
interpretation of social inequality and the preferred strategies
to resist and redress Chicana subordination. Our typology cap-
tures a sense of the tension among liberal reformist, revolution-
17. ary, and nationalistic ideological positions.
Chicana liberal feminism centers on women’s desire to
enhance the well-being of the Chicano community, with a spe-
cial emphasis on improving the status of women. Undergradu-
ate students and staff were the most likely to articulate these
views (80 percent). Almost one-third of Chicana faculty and
graduate students also favored a liberal-reformist tradition
(28.6 percent and 30 percent, respectively). Chicana empow-
erment-economic, social, and cultural-is a key theme in this
category.
Chicana [feminism means] living my personal a n d pro-
fessional life in line with certain principles: equality,
shared power, mutually reinforcing a n d empowering
relationships among women and with men (when that is
possible).
Faculty member, age 37
Women described several strategies to empower Chicanas
ranging from a personal approach (e.g., “support” other Chi-
canas) to a social reformist stance (e.g., ”develop policy to meet
Chicanas’ needs”).
Only when we are able to improve our socio-economic
level will we be able to determine policy in this country
and gain access to the upper echelons of decision-making
processes. We can’t wait for THEM [her emphasis] (males
or white females) to liberate us-no o n e will adequately
address our issues except u s .
Faculty member, age 51
In general, respondents argued that Chicanas’ lack of power
emanates from at least two systems of stratification (raceieth-
18. nicity and gender) which are intertwined and which must be
addressed simultaneously. They believe, however, that Chi-
cana subordination can be redressed through institutional
VOLUME 19, N O . 2 81
reforms that improve Chicanas’ access to education, employ-
ment, and opportunity. They emphasize bringing Chicanas
into the political and social mainstream.
[The] term ”Chicana” in itself represents a certain degree
of feminism. She strives to understand the political,
social, and economic state her people are in and actively
seeks to make changes that will advance her raza [people].
Graduate student, age 26
Women in this category advocate change within a liberal
tradition similar to that of the women’s rights branch of the
American Women’s Movement. This perspective reaffirms
Chicanas’ desires to develop a personal awareness of women’s
needs within the context of the social and economic situation
of the Chicano community-at-large. Although critical of the low
socioeconomic conditions of the Chicano people, the Chicana
Liberal Feminist perspective adopts a political strategy that
falls
short of the more radical critique articulated by Chicanas who
form the category identified as Insurgent Feminism.
Chicana Insurgent Feminism draws on a tradition of radical
thought and political insurgency. Slightly over half of the
graduate students (52.2 percent) and 42.9 percent of Chicana
faculty expressed views consistent with these traditions.
Women in this category were also slightly younger (33.1 years)
19. than the average.
Chicana Insurgent Feminism emphasizes how Chicana
inequality results from three interrelated forms of stratification
-race/ethnicity, class, and gender:
Chicana feminism means the struggle to obtain self-deter-
mination for all Chicanas, in particular that Chicanas can
choose their own life course without contending with the
pressure of racism, sexism and poverty. It means work-
ing to overcome oppression, institutional and individual.
Chicana feminism is much more than the slogan: ”the
personal is political”; i t represents a collective effort
for dignity and respect.
Faculty member, age 33
82 AZTLAN
This perspective locates the source of Chicana oppression
within the cultural expressions and social institutions of a hier-
archically stratified society. Reminiscent of Chicano cultural
nationalism, the informant cited above calls for Chicana self-
determination which encompasses a struggle against both per-
sonal and institutional manifestations of racial discrimination,
patriarchy, and class exploitation. She expands the “personal
is political” position of the American Women’s Movement
beyond the individual woman to embrace the community of
Chicana women, and the Chicano community-at-large. This
informant did not call for revolutionary change, but it is
implicit
within her formulation of Chicana self-determination.
The intensity of Chicanas’ articulations of insurgent feminism
20. varies. Some call for revolutionary change to end all forms of
oppression:
I believe that the impact of sexism, racism and elitism,
when combined result in more intensely exploitive,
oppressive and controlling situations than when these
conditions exist independently of one another. The status
and quality of life of the Chicano community as a whole
can only improveichange when that of women within
that community changesiimproves. Any revolutionary
change must include a change in relationships between
men and women.
Faculty member, age 50
This woman argues that the cumulative effects of oppression
are particularly pronounced for Chicanas. Like the previous
informant, she connects the liberation of Chicanas to the overall
struggle of the Chicano community. Her words, however,
impart a more strident and uncompromising exposition of
feminism which ties the liberation of the Chicano community
to the struggle against patriarchy. Politically, she espouses a
radical praxis advocating revolutionary change.
Other respondents extend insurgent feminism to include a
critique of homophobia and solidarity with other oppressed
peoples:
VOLUME 19, NO. 2 83
It means that I am active and critical with respect to polit-
ical, social and cultural manifestations of sexism, racism,
Hispanophobia, heterosexism, and class oppression,
and committed to working with others to create a more
21. just society. It also means that I am moved by a sense
of ethnic solidarity with Chicano, Mexican a n d other
Latino people.
Faculty member, age 40
This woman views political activism as a critical component of
Chicana feminism. Like the other informants, she deplores the
social subordination of Chicanas by race, class and gender. She
and a small but vocal group of women call for the recognition
of oppression on the basis of sexual orientation within Chicana
feminism. This is one dimension of the Chicana experience has
not been systematically incorporated into the agenda for Chi-
cana liberation.
Chicana Insurgent Feminism advances what one woman
referred to as ”oppositional discourse” which challenges ana-
lytic frameworks that dichotomize the multiple sources of
Chicana oppression while positing alternative frameworks
grounded in their concrete experiences. Those in this category
argue for theoretical-intellectual work that is not reactive but
created from a Chicana-centered position taking into account
the multiple sources of Chicana subjectivity. This includes an
internal critique of ChicanoiMexicano culture to revitalize and
empower the community. The more strident voices within
Chicana Insurgent Feminism may reflect, in part, greater in-
volvement with the feminist groups and higher levels of polit-
ical activism within these groups vis-a-vis Chicana Liberal
feminists or Chicana Nationalist feminists. For example, three-
fourths of Chicanas in this category report either past or present
membership in feminist groups compared with 61 percent of
Liberal feminists and 54 percent of Nationalist feminists. When
we presented respondents with six types of political activities
(march, demonstration, sit-in, letter writing campaign, confer-
ence, and other), those women in the Chicana lnsurgent
Feminism category reported the highest levels of participation
22. in the various activities (2.4 on the average).??
84 AZTLAN
In general, Chicana Insurgent Feminism engages in a critique
that calls for the radical restructuring of society. Chicanas voice
commitment to developing alternative theories, empowerment
through political insurgency, and social action to realize
Chicana self-determination.
Finally, Cultural Nationalist Feminism includes a small group
of women who identify as feminists but who are committed to
a cultural nationalist ideology that emphasizes maintaining
traditional cultural values. According to this view, a Chicana
feminist politic must uphold ChicanoiMexicano culture:
I want for myself a n d for other women the opportunities
to grow and develop in any area I choose. I want to d o this
while upholding the values (cultural, moral) that come
from my being a part of the great family of Chicanos.
Graduate student, age 41
Reminiscent of the notion popularized within the Chicano
Movement (that all Chicanos are members of the same family-
la gran fainilia de la ruzu), Chicana Cultural Nationalist
Feminism
articulates a feminist vision within the ideological rubric of
la furniliu and advocates struggle for justice and gender equal-
ity while adhering to Chicano cultural traditions, forms and
ideologies:
It involves the recognition that we must continue the
struggle for women’s rights a n d responsibilities within
23. a cultural context.
Faculty member, age 43
Chicana Cultural Nationalist Feminism overlooks the possi-
bility that ChicanoiMexicano cultural traditions often uphold
patriarchy. Caught between the need to reverse the historical
subordination of Chicanas without challenging the patriarchal
underpinnings of a cultural nationalist politic, Chicana nation-
alist feminists rarely articulate concrete strategies to realize
their dual goals. Instead, they offer brief philosophical state-
ments that reaffirm cultural values. This speaks to the diffi-
culty of reconciling a critique of gender relations within the
VOLUME 19, NO. 2 85
Chicano community while calling for the preservation of Chi-
cano culture.
Conclusion
The Chicana Movement and Chicana feminist discourse
emerged from the dialectical relationship between the ideology
and politics of the Chicano Movement and the American
Women‘s Movement of the late 1960s and early 1970s. They
developed from Chicanas’ desires to move beyond what they
perceived as indifference to their raciallethnic, cultural and
class interests on the part of the American Women’s Movement
and the feminisms it advocated. They also felt compelled to
counter the antipathy of the Chicano Movement toward a cri-
tique of gender relations and patriarchy in the Chicano com-
munity. Chicanas argued for an alternative discourse-one that
would integrate the eradication of patriarchy in the Chicano
community within a struggle against racelclass domination.
24. Despite their criticism of American feminism, study infor-
mants overwhelmingly self-identified as Chicana feminists.
However, the fact that more women identified as Chicana fem-
inists ( n = 84) than affirmed the existence of a distinct
Chicana
Movement (n = 54) suggests that the two phenomena are re-
lated to one another but are not mutually dependent. Infor-
mants may not be aware of sustained organizational activities
that embrace a Chicana feminist political agenda. Or, women
may interpret the meaning of a distinct Chicana movement in
different ways. That is, women recognize the existence of small
dispersed groups that advocate for Chicana rights but d o not
believe this constitutes a distinct Chicana Movement. Con-
versely, other women interpret Chicana feminist activities as
comprising a distinct Chicana Movement.
Based on informants‘ descriptions of Chicana feminism we
developed the following typology: Chicana Liberal Feminism,
Chicana Insurgent Feminism, and Chicana Cultural Nationalist
Feminism. Chicana Liberal Feminism centers on the conviction
that Chicanas’ life chances can be improved by modifying the
86 AZTLAN
existing structures of opportunity through both personal and
political efforts. Chicana Insurgent Feminism vociferously cri-
tiques inequality by racelethnicity, class, gender and sexual
orientation and calls for a sustained political struggle to restruc-
ture society. Cultural Nationalist Feminism conveys the sen-
timent that women’s interests must be expressed within a
cultural maintenance framework.
Our discussion of the various perspectives of Chicana femi-
nist voices poses critical questions for the future of Chicana
25. feminism. While a concern with redressing the historical con-
dition of Chicanas cuts across all three categories, the groups
vary with respect to the centrality of gender oppression, the cri-
tique of Chicano culture, and the preferred political form of
struggle. One question that comes to mind is whether or not
differences among the perspectives portend a prominent role
for ideological struggles in the future development of Chicana
feminism. The relatively small number of Chicanas adopting
a cultural nationalist ideology attests to its general decline in
the Chicanalo community. The inherent contradictions within
Chicana Nationalist Feminism and the lack of coherent politi-
cal strategies make it unlikely that the sentiments articulated
within this perspective will play a major role in the future of
Chicana feminism.
O n the other hand, future political agendas and preferred
strategies may divide along liberal-reformist and more revolu-
tionary lines. Women in both categories espoused distinct per-
spectives and strategies to realize Chicana liberation. Chicana
Liberal Feminism accepts the premise that the life chances of
Chicanas can be enhanced through programs aimed at incor-
porating them into all facets of existing social institutions while
fostering changes through established political processes.
Although women in this category advocate gender and race
equality, they are not as likely to emphasize the struggle against
all forms of patriarchy as women in the Chicana Insurgent
Feminism category. Chicana Insurgent Feminism provides the
most sweeping analysis of domination based on class, race/
ethnicity, and sexlgender. Those who fall into this category
VOLUME 19, NO. 2 87
question the value of social integration by offering a vision of
society that requires a revolutionary transformation, placing
26. gender liberation a s a prerequisite to human liberation.
Another possibility is unity based on a commitment to
Chicana liberation within the context of the overall liberation
of the Chicanaio people. This goal could attenuate political
differences and lead to a common praxis to redress class, race1
ethnic, and gender oppression. Our analysis points to the via-
bility of this scenario inasmuch a s Chicana feminist discourse
across all three categories affirms the significance of the
Chicana
struggle to the social and political struggles of the Chicanoi
Mexican0 population.
University of California, Santa Barbara
University of California, Davis
88 AZTLAN
1. Several ethnic labels are used in this article. First, people of
Color refers to
ChicanosiMexican Americans, Puerto liicans, Native
Americans, Asian Americans,
and African Americans, all of whom are native or colonized
minorities (see A. Hur-
tado, ”Relating to Privilege: Seduction and Rejection in the
Subordination of White
Women and Women of Color,” SiCyris: /orirrial of Worricvr i r
i Cirltirw r ~ r i i f Soc.ic?~/ 14,
4 (1989):833. We find Hurtado’s capitalization of the word,
“Color,” appropriate
27. since it refers to specific raciallethnic minority groups. Second,
”women” of Color
refers to women within each raciallethnic minority group.
2. B. Thornton Dill, “IZace, Class, and Gender: Prospects for a
n All-Inclusive
Sisterhood,” Fcwiiriisf Strrifics 9 (1983): 131- 150; M. Raca
Zinn, L. Weber Cannon,
E . Higginbotham, a n d B . Thornton Dill, “The Costs of
Exclusionary Practices in
Women’s Studies,” Si,prs: Ioirriial of W O J I I P I I i r i
Clrlfiire m i d Stnirt!j 11 (1986):29O-
303; Gloria Hull, Patricia Bell Scott, a n d Barbara Smith, All
Mni Arc Black, All Worricri
Arc Wliite, h i t S O ~ J I P of U s A r e B ~ L ~ Z J P (Old
Westbury: Feminist Press, 1982); N. Alar-
cdn, ”Chicanas‘ Feminist Literature: A Revision Through
Malintzinior Malintzin:
Putting Flesh Back o n the Object,” in Cherrie Moraga and
Gloria Anzaldua, e d s . ,
7 h i s Bridge Callcd My Back: Writirigs 1y Rnrlicnl W O J J
W I I of Color (Watertown: Perse-
phone, 1981); A. E. Quintana, “Chicana Motifs: Challenge and
Counter-Chal-
lenge,” in Iriti~rsc~ct~~rris: S h r r f i r s iri EtJrriicity,
Grwfcr, nrrrf Irriv~i~allity, (Pullman:
Washington State University Press, 1988), 197-217.
3. In social science literature, “Chicana” and “Chicano”
typically refer respec-
28. tively to women and men of Mexican descent residing in the
United States. See
M. Tienda, “The Mexican American Population,” in A.H.
Hawley and S.M. Marie,
eds., Nori-Mr,tro~x,/itnri Arrrt~ritn ~ J I Trnrr~Itiori, (Chapel
Hill: University of North Caro-
lina Press, 1981), 502-548. “Chicano” is also a broad term that
includes both males
a n d females who claim Mexican hcritage (e.g., the Chicano
community). These
labels offer an alternative to the more common ethnic identifiers
“Mexican“ and
“Mexican American,” see J . A. Garcia ” ‘Yo Soy Mexicano . .
.’: Self-Identity And
Socio-Demographic Correlate S o ~ i n l Sc&ric-c~ Q u i i r t i
~ l ! / 62 (March 1981):88-98.
These labels were popularized during the Chicano Movement t o
afiix a political
orientation that affirmed the need t o struggle ‘igainst the
historical oppression of
people of Mexican descent in the United States to an ethnic
identifier. See Rodolfo
Acuna, Ocixpictl A~iic’ri~n: A History of Chic-nrios, 2d e d . ,
(New York: Harper and
R o w , 1981) and A. G u t i 6 n w and H. klirsch, “The
Militant Challenge to the Ameri-
can Ethos: ’Chicanos’ and ‘Mexican Americans,’ “ S o c i i I
29. Sii~ric-i. Qirnrk~rl,t/ 53 (March
1973):830-845. See also F. I’enalosa, ”Toward an Operational
Definition of the Mcx-
ican American,” Aztldri: C/iic.nrro /oirrrid o f f l r c Soc%d
Scicric-cs i i r i d tl7c Arts 1 (1970): I -
12. In recent years (post-1980s). the political dimension within
the terms “Chicana”
VOLUME 19, NO. 2 89
and ”Chicano” has declined even as usage of the label
”Hispanic” has grown.
To maintain the integrity of the political and ethnic
identification of this study’s
informants, we refer to the original political meaning of both
“Chicana” and
“Chicano.”
4 . Acutia, Occupied America; C. Mutioz, and M. Barrera, “La
Raza Unida Party
and the Chicano Student Movement in California,” Social
Scirrrce ]orrriia/ 19 (April
1982):101-119.
5. This section summarizes the emergence of the “second wave”
of the Ameri-
can Women’s Movement that relates to our analysis of the
emergence of the
Chicana Movement and Chicana feminist discourse. For a more
30. complete treat-
ment of the Women’s Movement, see Judith Hole and Ellen
Levine, eds., Rebirth
o f Fe~rriiiisiri (New York: Quadrangle Books, 1971) and J .
Freeman, ”The Women’s
Liberation Movement: Its Origins, Structure, Activities, and
Ideas,” in Jo Freeman,
ed., Worrrcn, a Ferriiiirst P e r s p e c t i w , 3d e d . (Palo
Alto: Mayfield Publishing Co.,
1984) : 543-556.
6 . Freeman, Wonreri; Alison M. Jagger, Fe~rri~iisf Politics
arid H ~ r r ~ ~ a r r Naturc,
(Totowa, N.J.: Rowman and Allanheld, 1983).
arid Getirfer 2d e d . (New York: Macmillan Co., 1988);
Jagger, Ferniriist Politrcs.
7. Margaret L. Andersen, Tliirikiii~ About Wori~err, S o c i r ~
l o ~ r c a l Perspectizm o n Sex
8. Angela Y . Davis, Wornen, Racrar?d Class (New York:
Vintage Books, 1981); Bell
Hooks, Ferrririist T/reor,~/: From Margin to Ccritcv (Boston:
South End Press, 1984)
and Bell Hooks, Ain’t I a Womarr: BIuck Worncrr r ~ r d F ~ ~
r i r i r r i s ~ r ~ (Boston: South End
Press, 1981); Gloria Hull, Bell Scott, and Smith, All Mepi A r e
Black; Moraga and
Anzaldua, This Bridge Called My B a c k .
9. C. Nieto, “Chicanas and the Women’s Rights Movements,”
Civil RiXhts Digest
4 (Spring):38-42; A. Nieto-G6mez, “La Feminista,” Eircwritro
Feriieriil 1(1974):34-
31. 47. A. Sosa-Riddell, “Chicanas and El Movimiento,” Aztldri:
Chicario ]uirriial of t h e
Social Scicnccs aiid the A r t s , 5 (Spring/Fall):155-165.
10. Adelaida del Castillo, “La Visi6n Chicana.” Eiicircritro
Ferrierril 2(1974):
46-48, esp. 46.
11, Del Castillo, “La Visidn Chicana”; Nieto-Gdmez, ”La
Feminista”; E. Martf
1-1637, ”La Chicana,” in Tliirrf World W ~ ~ i r r ~ ~ r r , (San
Francisco: Third World Commu-
nications, 1972):130-132; Francisca Flores, “Equality,”
Regeiierucitiri 2 (1973):4-5.
12. This section, which reviews key facets of the Chicano
Movement and
Chicano cultural nationalism to contextualize the growth of
Chicana feminism, is
intended t o be useful both to Chicano studies scholars a s well
a s to readers wish-
ing to gain more understanding of the topic.
13. Acutia, Occupied America; T . Almaguer, “Toward the
Study of Chicano
Cok)nialism,” Aztluii: Chicailo ]ourriu/ o f t h e Social
Scicr~ces a n d the A r t s 2 (1971):
7-22; M. Barrera, C. mu no^, and C. Ornelas, ”The Barrio as an
Internal Colony,”
90 AZTLAN
in People atid Politics in Urban Suciefy, Urban Affairs Annual
32. Review, vol. 6, edited by
Harlan H . Hahn (Beverly Hills, CA: Sage Publications,
1972):465-499; Robert
Blamer, Racial Oppression i n America, (New York: Harper
and Row, 1972).
14. Blamer, Racial Oppression; Ronald T. Takaki, Zron Cages:
Race and Culture in
Ni,ieteentii-Centii~/ America (New York: Albert A. Knopf,
1979); David Montejano,
Anglos arid Mexicans it7 the Makin‘y of Texas, 7836-1986
(Austin: University of Texas
Press, 1987).
15. Alfredo Mirande, T h e Chicano Experience: A n
Alternative Perspective (Notre
Dame: University of Notre Dame Press, 1985); J. R. Macias,
“Nuestros Antepa-
sados y el Movimiento,” Aztlun: Cliicano ]ournal oftlie Social
Sciences and the A r k 5
(SpringiFaIl 1974):143-153.
16. A. Navarro, “The Evolution of Chicano Politics” Aztlun:
Chicano lournal of
t h e Social Sciences and t h e Arts 5 (SpringiFaD 1974):57-
84; Barrera, Muiioz, and
Ornelas, ”The Barrio”; R. Santillan, “The Politics of Cultural
Nationalism: El Par-
tido De La Raza Unida in Southern California, 1969-1978”
(Ph.D. diss., Claremont
College, 1978).
17. Chicano Coordinating Committee on Higher Education, El
Plan de Santa Bar-
33. bara: A Chicano Plan for Higher Education (Santa Barbara, CA:
La Causa Publications,
1969); R. Alvarez, “The Unique Psychohistorical Experience of
the Mexican Ameri-
can,’’ S ~ c i a l Science Quarterly 52 (1971):15-29.
18. T. Almaguer, “Historical Notes on Chicano Oppression: The
Dialectics of
Racial and Class Domination in North America,” Aztldn:
Chicano lournal uf the Social
Sciences and t h e A r t s 5 (Spring/Fall1974):27-56; and
Almaguer, “Class, Race and
Chicano Oppression,” Socialist Re~rolution 5 (1975); Mario
Barrera, Race and Class
ir7 the Southztlest: A T/7eoq of Racial Inequalit!! (Notre Dame:
University of Notre Dame
Press, 1979).
19. M. Baca Zinn, “Mexican-American Women in the Social
Sciences,” Sip7s:
lournal of Wornen in Culture and Society 8 (1982):259-272; D.
A. Segura, ”Chicanas
and Triple Oppression in the Labor Force,” in Teresa Cordova
et al., eds., CIiicana
Voices: Intersections of Class, Race and Gender (Austin: Center
for Mexican American
Studies, The University of Texas at Austin, 1986), 47-76; A. M.
Garcia, “The
Development of Chicana Feminist Discourse, 1970-1980,”
Gender and Society
3 (June 1989):217-238.
20. Martha P. Cotera, T h e Chirana Feininisf (Austin:
Information Systems
Development, 1977). 31.
34. 21. E. Longeaux y Vasquez, “The Mexican-American Woman,”
in Robin Mor-
gan, e d . , Sisterhood Is Po7cwrfid (New York: Vintage,
1970), 379.
22. M. Vidal, Wornen: Nezu Voice r ~ f La Raza (New York:
Pathfinder Press, 1971).
23. Anna Macias, Against All Odds (Westport: Greenwood
Press, 1982).
24. Macias, Against All O d d s .
VOLUME 19, NO. 2 91
25. Nieto-Gcimez, ”La Visicin Chicana.”
26. Nieto-Gomez, ”La Visicin Chicana,” 34-47, esp. 39.
27. F. Flores, “Conference of Mexican Women: Un Remolino,”
Xegeiieracidn 1
28. Garcia, ”The Development of Chicana Feminist Discourse.”
29. Garcia, “The Development of Chicana Feminist Discourse.”
30. Adeljiza Sosa Riddell, ed., Muleres Activas eti Letras
(1971):1-4.
Caiiibio Social, N o t i r i m
de M . A . L . C . S . (Davis: University of California, Davis,
Chicano Studies Program,
1983).
35. 31. While both of these answers cannot be standardized (e.g.,
one woman‘s
sense of being “very familiar” with literature on the American
Women’s Move-
ment may differ substantially from that of another woman), we
are confident that
informants gave fairly accurate self-assessments. We base this
evaluation on a con-
tent analysis of the different ways women describe the major
agendas of the Ameri-
can Women‘s Movement and the relative ease with which they
refer to various
types of feminist theories (e.g., socialist feminism).
Accordingly, women who indi-
cated they were “very familiar” with either the American
Women’s Movement
or feminist theoretical writing gave far more detailed and
knowledgeable descrip-
tions than women who indicated they were ”slightly familiar” or
”not familiar”
with these writings.
32. Thirteen women provided nonspecific answers with no
discernable pattern
and seven women did not elaborate o n the meaning of Chicana
feminism.
36. 33. Women who articulated liberal feminism reported an
average of 1.8 activi-
ties and Chicano Nationalist feminists reported 2.1 activities.
Between one-half and
two-thirds of Chicanas in the Insurgent Feminist category had
participated in
marches and demonstrations compared with one-third of
Nationalist feminists and
Liberal feminists.
92 AZTLAN