One Of The Biggest Reasons Why Assignments Get A Bad Mark Or Are Incom

Probably the main motivation why assignments get an awful imprint or are inadequate is a result of lingering. Tarrying badly affects work, and on you. At the point when you stall you don't figure out how to train yourself, the nature of work endures, and you get worried. The primary motivation behind why dawdling is terrible is on the grounds that the nature of work endures. Now and again a task should be edited first. On the off chance that you stall you will be progressively disposed to skirt this significant advance. Another huge issue is that you come up short on thoughts. At one sitting thoughts don't come as openly as they do more than a few days. Individuals who leave assignments to the last moment are bound to depend on cheating. At the point when a task is left to the latest possible time, you stress more and cheating and cutting curners happens much more. Tarrying additionally influences the nature of work in light of the fact that your assignments looks rushed and simply put together. Another threat that accompanies dawdling is an expansion in stress. At the point when a task is left to the latest possible time, it waits in the rear of your psyche the entire time. When the day shows up that you should do it, some other plans must be required to be postponed. You wind up being disappointed and annoyed with yourself, and the educator. On the off chance that few assignments are expected simultaneously the pressure increments considerably more. In addition to the fact that you have to hurry to complete everything, you need to stress over whether you'll get it completed in time. Stress additionally increments when you hesitate on the grounds that you begin to question yourself. At the point when you decide that you won't leave the following task until the latest possible time, and you wind up doing it, you get baffled and annoyed with yourself. The last and most significant explanation is on the grounds that you learn poor work propensities. As you further your training you will not, at this point have the option to leave things to the latest possible time. As assignments get greater they require all the more arranging and thought; in the event that you haven't scholarly the abilities to design previously, these assignments won't complete appropriately. At the point when you rationalize to put off assignments, you figure out how to rationalize different things too. You'll begin rationalizing to undermine your eating regimen, or quit working out. This is a terrible example to get into, you begin to understand that you won't complete it early so why trouble attempting. When you begin to question yourself you self-assurance drops and a wide range of different issues begin to occur. At the point when you hesitate a great deal of awful things can occur. You don't figure out how to train yourself, your work endures, and you get worried. Prcrastination is perilous, you fool yourself by brainstorming motivations to hold up one more week or one more day. The most exceedingly terrible thing is, is that tarrying is so natural to stop. You simply need to stop being sluggish, decide to complete it, and get it done!

An analysis of the impact of organizational innovation on the Dissertation

An examination of the effect of authoritative development on the hierarchical adequacy The instance of Dell PC - Dissertation Example I might likewise want to thank my English instructor, - , who has upheld me through the whole period of the investigation. He has given noteworthy help towards improving my basic reasoning capacity, English talking and composing abilities just as research aptitudes. I am appreciative to my folks, who have constantly helped me and improved my inspiration level. This thesis was just conceivable because of their confidence and positive angle on me. Finally, I might want to thank all of you for having faith in me and allowing me to pursue my fantasies. Official Summary Innovation is regularly alluded to as the driver of business or a path by which new thoughts sees the light of the day as various items or administrations. Henceforth, the definition clarifies that development is an indispensable part of business. Also, this is the central premise of significant worth creation in associations and is a fundamental empowering influence of upper hand. The significance of advancement increment s to an enormous degree when the market is immersed. Thus for Dell Computers, advancement can go about as a key factor driving the business. The PC Hardware industry is being leaded by Hewlett Packard and Lenovo, however organizations, for example, Dell have fallen behind because of the absence of advancement the framework. This examination along these lines attempted to dissect the effect of hierarchical advancement on the authoritative viability, distinguish the business procedure of Dell and all the while suggest the most fitting or proper methodology by which Dell can overwhelm Hewlett Packard as the worldwide pioneer in PC. The investigation uncovered that advancement is a basic component of business and organizations around the globe are attempting to coordinate it with their items, administrations and procedure conveyance. It has been likewise recognized that Dell is seeking after â€Å"broad separation strategy†. In spite of the fact that, this is permitting the organ ization to take into account different market sections, however they were prescribed to seek after best cost supplier methodology. List of chapters CHAPTER I - INTRODUCTION 8 1.1 Background of the Study 8 1.2 Dell Computers: A Brief Overview 8 1.3 Rationale behind Choosing Dell 9 1.4 Economic Relevance and Scope of the Study 9 1.5 Problem Statement 10 1.6 Aims and Objectives of the Study 10 1.7 Research Questions 10 1.8 Overview of the Academic Literature 10 1.9 Methods of Study 11 1.10 Functions of Sections 11 CHAPTER II †GENERAL LITERATURE REVIEW 11 2.1 Defining Terms 11 2.2 Organizational Innovation: A Theoretical Framework 13 2.3 Significance of Innovation in Business 15 2.4 Advantages and Disadvantages of Innovation in Organizations 16 2.5 Innovation as a Driver of Competitiveness 18 2.6 Impact of Product Line Extension and Diversification on Companies 18 2.7 Business Strategy and its Elements 20 2.8 Summary 21 CHAAPTER III - RESEARCH METHODOLOGY 22 3.1 Research Philosophy 22 3.1.1 Positivism 22 3.1.2 Interpretivism 23 3.1.3 Activist Philosophy 23 3.2 Research Approach 23 3.2.1 Deductive Approach 24 3.3 Time Horizon 25 3.3.1 Cross Sectional Time Horizon 25 3.3.2 Longitudinal Time Horizon 25 3.4 Data Collection Method and Sampling 26 3.5.1 Questionnaire Survey 26 3.5.2 Focus Group Interview 27 3.5.3 Sampling 27 3.6 Data Validity and Reliability 29 3.7 Ethical Considerations 29 3.8 Limitations of the Study 30 CHAPTER 4 †DATA FINDINGS AND ANALYSIS 31 4.1 Findings from the Secondary Survey 31 4.1.1 Innovation in Dell 31 4.1.2 Dell Business Competitors 32 4.3 Business Strategy of Dell 32 4.2Findings from the

Gender College Study

This chapter presents the results of the study. Included are an analysis of the five research questions and the six hypotheses of the study. This chapter concludes with a summary of the information presented in this chapter concerning the quantitative statistical findings of this study. As previously indicated, job satisfaction is a term that is difficult to describe as a single construct, and the definition of job satisfaction varies between studies (Morice Murray, 2003; Protheroe, Lewis Paik, 2002; and Singer, 1995). In higher education, a number of researchers have discussed the importance of continuous research on job satisfaction among community college faculty (Bright, 2002; Green, 2000; McBride, Munday, Tunnell, 1992; Milosheff, 1990; Hutton Jobe, 1985; and Benoit Smith 1980). A reason suggested for the continuous study of community college faculty, is the value of data received from such studies in developing and improving community college faculty and their practices (Truell, Price, Joyner, 1998). The purpose of this study was to examine job satisfaction of community college instructional faculty in regards to their role as teachers. Analysis of Research Questions Research question one sort to describe the sociodemographic characteristics of community college instructional faculty. This research question included three variables (gender, age, and race/ethnicity). Sociodemographic Characteristics Gender There were 371 participants in the sample, of which 188 were male and 183 were female. In regards to gender, the analysis showed that 51% of the sample size included males and 49% of the sample size were female. Table 1 identifies the frequency and percentage results as they relate to gender of community college faculty. Table 1. Gender Distribution of Community College Instructional Faculty Gender Percent Frequency Male 51% 188 Female 49% 183 Total 100% 371 Age The sample size consisted of 371 participants. For age, the analysis displayed that 16% of the faculty were both under 30 and between ages 30 and 34 while17% were between ages 35 and 39. 15% of community college instructional faculty were between 40 and 44, while 14% were in the age range of 45 to 50. The last age range consisted of participants who were 50 or over, which was 21%. Even though the largest percentage of faculty members are 50 or over, faculty members who are 34 or under total 32% which indicates that the majority of faculty are under the age of 34. Table 2 identifies the frequency and percentage results as they relate to the variable of age of community college faculty. Table 2. Age Distribution of Community College Instructional Faculty Age Percent Frequency Under 30 16% 60 30-34 16% 60 35-39 17% 65 40-44 15% 57 45-49 14% 51 50 and over 21% 79 Total 100% 371 Race and Ethnicity The sample size consisted of 371 participants. The variable race/ethnicity showed that 83% of the participants were White, Non-Hispanic; 7% were Black, Non-Hispanics; 3% were Asian, Non-Hispanics; 1% were both American Indian, Non-Hispanics and Pacific Islanders Non-Hispanics; 2% were More than one race, Non-Hispanic; and 5% were Hispanics. Over 80% of the participants (308) were White, Non-Hispanic. Table 3 identifies the frequencies and percentages for the variable of race/ethnicity. Table 3. Race/Ethnicity of Community College Instructional Faculty Race/Ethnicity Percent Frequency White, Non-Hispanic 83% 308 Black, Non-Hispanic 7% 25 Asian, Non-Hispanic 3% 11 American Indian, Non-Hispanic 1% 1 Pacific Islanders, Non-Hispanic 1% 1 More than one race, Non-Hispanic 2% 7 Hispanics 5% 18 Total 100% 371 Research question two sort to describe the nature of employment characteristics of community college instructional faculty. This research question included three variables (rank, employment status, and tenure status). Nature of Employment Characteristics Employment Status There were 371 participants in the sample, of which 126 were employed full time and 245 were employed part time. In regards to employment status, the analysis showed that 34% of the sample size was employed full time and 66% of the sample size were employed part time. Table 4 identifies the frequency and percentage results as it relates to employment status of community college faculty. Table 4. Employment Status Distribution of Community College Instructional Faculty Employment Status Percent Frequency Full time 34% 126 Part time 66% 245 Total 100% 371 Rank The sample size consisted of 371 participants. In regards to rank, the analysis displayed that 9% of the sample size was identified as professors. Associate professors were identified at 5% of the sample size while Assistant professors were identified at 4%. Instructors were identified as 45% of the participants and lecturers were identified at 2%. Faculty with other titles were identified at 30% and 5% of the participants answered the question as not applicable. More than 40% of the participants (167) were identified as instructors. Table 5 identifies the frequency and percentage results as they relate to the ranking of community college faculty. Table 5. Rank Distribution of Community College Instructional Faculty Rank Percent Frequency Professor 9% 30 Associate professor 5% 19 Assistant professor 4% 15 Instructor 45% 167 Lecturer 2% 7 Other titles 30% 111 Not applicable 5% 22 Total 100% 371 Tenure Status The sample size consisted of 371 participants. In regards to tenure status, the analysis showed that 18% of the faculty were tenured; 6% of faculty were on a tenure track, but are not tenured; and 76% of faculty are not on a tenure track. More than 70% of the participants (282) were identified as faculty not on a tenure track. Table 6 identifies the frequency and percentage results as they relate to the tenure status of community college faculty. Table 6. Tenure Status of Community College Instructional Faculty Tenure Status Percent Frequency Tenured 18% 67 On tenure track, but not tenured 6% 22 Not on tenure track 76% 282 Total 100% 371 Job Satisfaction of Community College Instructional Faculty Research question three was designed to describe the job satisfaction of community college instructional faculty based on the eight components (Authority to make decisions; Benefits; Equipment/facilities; Instructional support; Overall; Salary; Technology-based activities; and Workload) of job satisfaction from the National Study of Postsecondary Faculty Survey NSOPF: 04. The sample size consisted of 366 participants. In regards to job satisfaction, the analysis showed that 73% of the faculty were very satisfied with authority to make decision; 34% of faculty were somewhat satisfied with benefits; 44% of faculty were very satisfied with equipment and facilities; 40% were somewhat satisfied with instructional support; 55% were very satisfied with overall job satisfaction; 42% were somewhat satisfied with salary; 53% were very satisfied with technology-based activities; and 50% of faculty were very satisfied with workload. Table 6 identifies the frequency and percentage results as they relate to the job satisfaction of community college faculty. Table 7. Job Satisfaction of Community College Instructional Faculty Satisfaction Percent Frequency Authority to Make Decisions Very satisfied 73% 268 Somewhat satisfied 22% 81 Somewhat dissatisfied 4% 14 Very dissatisfied 1% 4 Total 100 366 Benefits Very satisfied 27% 106 Somewhat satisfied 34% 127 Somewhat dissatisfied 19% 70 Very dissatisfied 18% 67 Total 100 371 Equipment/facilities Very satisfied 44% 161 Somewhat satisfied 38% 140 Somewhat dissatisfied 14% 51 Very dissatisfied 4% 15 Total 100 366 Instructional support Very satisfied 37% 134 Somewhat satisfied 40% 147 Somewhat dissatisfied 17% 62 Very dissatisfied 6% 23 Total 100 366 Job overall Very satisfied 55% 203 Somewhat satisfied 38% 141 Somewhat dissatisfied 6% 22 Very dissatisfied 1% 5 Total 100 371 Salary Very satisfied 29% 106 Somewhat satisfied 42% 157 Somewhat dissatisfied 18% 67 Very dissatisfied 11% 41 Total 100 371 Technology-based activities Very satisfied 53% 195 Somewhat satisfied 35% 129 Somewhat dissatisfied 9% 32 Very dissatisfied 3% 10 Total 100 366 Workload Very satisfied 50% 187 Somewhat satisfied 34% 127 Somewhat dissatisfied 11% 41 Very dissatisfied 4% 17 Total 100 371 Predictive Relationship between Sociodemographic Characteristics, Nature of Employment Characteristics and Job Satisfaction Research questions four and five examined the predictive relationship between gender, nature of employment, (rank, employment status, and tenure status) and job satisfaction of community college instructional faculty. Associated with this research question were six hypotheses. The hypotheses were tested using a multiple linear regression model that included two independent variables (gender and rank, gender and employment status, and gender and tenure status) and the eight components of the dependent variable, job satisfaction (Authority to make decisions regarding instructional practice, Benefits, Equipment/facilities for instructional use, Instructional support, Overall satisfaction, Salary, Technology-based activities, and Workload). The findings for each of the hypotheses are discussed below. Gender, Rank, and Job Satisfaction H01:There is no statistical difference in job satisfaction of community college instructional faculty based upon gender and rank. Ha1:There is a statistical difference in job satisfaction of community college instructional faculty based upon gender and rank. The regression model was not significant between the independent variables (gender and rank) and the dependent variable job satisfaction (Authority to make decisions regarding instructional practice), F (2, 363), = 0.280, p = .756 (See Table 8). A non-significant relationship was found between gender, rank, and component one. The coefficients were: t = -.321 (gender) and -.670 (rank), df = 363, and p .05 for both gender (.748) and rank (.504). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. Table 8. Summary Regression Results for Authority to Make Decisions Model Sum of Squares df Mean Square F p Regression .234 2 .117 .280 .756 Residual 151.878 363 .418 Corrected Total 152.112 365 The regression model was not significant between the independent variables (gender and rank) and the dependent variable job satisfaction (Benefits), F (2, 363), = 4.203, p = .016. The total model produced an r-square value of 0.023 (See Table 9). The r-square value indicated that approximately 1% of the variation in benefits was accounted for by the combined variation of the 2 independent variables (gender and rank). The coefficients were: t = .050 (gender) and 2.897 (rank), df = 363, and p .05 for gender (.960) and p.05 for rank (.004). Therefore, the null hypothesis was rejected because p .05 and p .05 with alpha= .05. Table 9. Summary Regression Results for Benefits Model Sum of Squares df Mean Square F p Regression 9.431 2 4.716 4.203 .016 Residual 407.247 363 1.122 Corrected Total 416.678 365 R-Square = 0.023 The regression model was not significant between the independent variables (gender and rank) and the dependent variable job satisfaction (Equipment/facilities for instructional use), F (2, 363), = 1.045, p = .353. The total model produced an r-square value of 0.006 (See Table 10). The r-square value indicated that approximately 1% of the variation in equipment/facilities for instructional use was accounted for by the combined variation of the 2 independent variables (gender and rank). The coefficients were: t = .793 (gender) and -1.225 (rank), df = 363, and p .05 for both gender (.428) and rank (.221). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. The regression model was not significant between the independent variables (gender and rank) and the dependent variable job satisfaction (Instructional support), F (2, 363), = .370, p = .691. The total model produced an r-square value of 0.002 (See Table 11). Table 10. Summary Regression Results for Equipment/facilities for Instructional Use Model Sum of Squares df Mean Square F p Regression 1.441 2 .721 1.045 .353 Residual 250.187 363 .689 Corrected Total 251.628 365 R-Square = 0.006 The r-square value indicated that approximately 1% of the variation in instructional support was accounted for by the combined variation of the 2 independent variables (gender and rank). The coefficients were: t = .392 (gender) and -.773 (rank), df = 363, and p .05 for both gender (.695) and rank (.440). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. Table 11. Summary Regression Results for Instructional Support Model Sum of Squares df Mean Square F p Regression .570 2 .285 .370 .691 Residual 279.804 363 .771 Corrected Total 280.374 365 R-Square = 0.002 The regression model was not significant between the independent variables (gender and rank) and the dependent variable job satisfaction (Overall satisfaction), F (2, 363), = 13.505, p = .000. The total model produced an r-square value of 0.069 (See Table 12). The r-square value indicated that approximately 1% of the variation in overall satisfaction was accounted for by the combined variation of the 2 independent variables (gender and rank). The coefficients were: t = -5.169 (gender) and -.436 (rank), df = 363, and p .05 for gender (.000) and p .05 for rank (.663). Therefore, the null hypothesis was rejected because p .05 and p .05 with alpha= .05. Table 12. Summary Regression Results for Overall Satisfaction Model Sum of Squares df Mean Square F p Regression 19.269 2 9.634 13.505 .000 Residual 258.950 363 .713 Corrected Total 278.219 365 R-Square = 0.069 The regression model was not significant between the independent variables (gender and rank) and the dependent variable job satisfaction (Salary), F (2, 363), = .050, p = .951. The total model produced an r-square value of 0.000 (See Table 13). The r-square value indicated that approximately 0% of the variation in salary was accounted for by the combined variation of the 2 independent variables (gender and rank). The coefficients were: t = .220 (gender) and -.230 (rank), df = 363, and p .05 for gender (.826) and for rank (.818). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. The regression model was not significant between the independent variables (gender and rank) and the dependent variable job satisfaction (Technology-based activities), F (2, 363), = .050, p = .819. Table 13. Summary Regression Results for Salary Model Sum of Squares df Mean Square F p Regression .091 2 .045 .050 .951 Residual 331.857 363 .914 Corrected Total 331.948 365 R-Square = 0.000 The total model produced an r-square value of .001 (See Table 14). The r-square value indicated that approximately 0% of the variation in technology based activities was accounted for by the combined variation of the 2 independent variables (gender and rank). The coefficients were: t = .081 (gender) and -.628 (rank), df = 363, and p .05 for both gender (.936) and rank (.531). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. Table 14. Summary Regression Results for Technology-based activities Model Sum of Squares df Mean Square F p Regression .245 2 .123 .199 .819 Residual 223.219 363 .615 Corrected Total 223.464 365 R-Square = 0.001 The regression model was not significant between the independent variables (gender and rank) and the dependent variable job satisfaction (Workload), F (2, 363), = .557, p = .573. The total model produced an r-square value of 0.003 (See Table 15). The r-square value indicated that approximately 0% of the variation in workload was accounted for by the combined variation of the 2 independent variables (gender and rank). The coefficients were: t = .312 (gender) and -1.015 (rank), df = 363, and p .05 for both gender (.756) and rank (.311). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. Table 15. Summary Regression Results for Workload Model Sum of Squares df Mean Square F p Regression 1.218 2 .609 .557 .573 Residual 396.607 363 1.093 Corrected Total 397.825 365 R-Square = 0.003 Gender, Employment Status, and Job Satisfaction H02:There is no statistical difference in job satisfaction of community college instructional faculty based upon gender and employment status. Ha2:There is a statistical difference in job satisfaction of community college instructional faculty based upon gender and employment status. The regression model was not significant between the independent variables (gender and employment status) and the dependent variable job satisfaction (Authority to make decisions regarding instructional practice), F (2, 363), = .070, p = .932 (See Table 16). A non-significant relationship was found between gender, employment status, and component one. The coefficients were: t = -.355 (gender) and .120 (employment status), df = 363, and p .05 for both gender (.723) and employment status (.904). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. Table 16. Summary Regression Results for Authority to Make Decisions Model Sum of Squares df Mean Square F p Regression .040 2 .020 .070 .932 Residual 104.091 363 .287 Corrected Total 104.131 365 The regression model was not significant between the independent variables (gender and employment status) and the dependent variable job satisfaction (Benefits), F (2, 363), = 26.952, p = .000. The total model produced an r-square value of 0.129 (See Table 17). The r-square value indicated that approximately 1% of the variation in benefits was accounted for by the combined variation of the 2 independent variables (gender and employment status). The coefficients were: t = -.140 (gender) and 7.340 (employment status), df = 363, and p .05 for gender (.889) and p.05 for employment status (.000). Therefore, the null hypothesis was rejected because p .05 and p .05 with alpha= .05. The regression model was not significant between the independent variables (gender and employment status) and the dependent variable job satisfaction (Equipment/facilities for instructional use), F (2, 363), = 2.754, p = .065 (See Table 18). Table 17. Summary Regression Results for Benefits Model Sum of Squares df Mean Square F P Regression 51.741 2 25.870 26.952 .000 Residual 348.437 363 .960 Corrected Total 400.178 365 R-Square = 0.129 The coefficients were: t = -.016 (gender) and -2.347 (employment status), df = 363, and p .05 for gender (.987) and p .05 for employment status (.019). Therefore, the null hypothesis was rejected because p .05 and p .05 with alpha= .05. Table 18. Summary Regression Results for Equipment/facilities for Instructional Use Model Sum of Squares df Mean Square F p Regression 3.331 2 1.665 2.754 .065 Residual 219.489 363 .605 Corrected Total 222.820 365 The regression model was not significant between the independent variables (gender and employment status) and the dependent variable job satisfaction (Instructional support), F (2, 363), = 1.844, p = .160 (See Table 19). The coefficients were: t = -.308 (gender) and -1.897 (employment status), df = 363, and p .05 for gender (.758) and p .05 for employment status (.059). Therefore, the null hypothesis was rejected because p .05 and p .05 with alpha= .05. Table 19. Summary Regression Results for Instructional Support Model Sum of Squares df Mean Square F p Regression 2.651 2 1.326 1.844 .160 Residual 260.977 363 .719 Corrected Total 263.628 365 The regression model was not significant between the independent variables (gender and employment status) and the dependent variable job satisfaction (Overall satisfaction), F (2, 363), = .637, p = .529. The total model produced an r-square value of 0.003 (See Table 20). The r-square value indicated that approximately 0% of the variation in overall satisfaction was accounted for by the combined variation of the 2 independent variables (gender and employment status). The coefficients were: t = -.652 (gender) and -.924 (employment status), df = 363, and p .05 for both gender (.515) and employment status (.356). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. The regression model was not significant between the independent variables (gender and employment status) and the dependent variable job satisfaction (Salary), F (2, 363), = .058, p = .944 (See Table 21). The coefficients were: t = .260 (gender) and -.216 (employment status), df = 363, and p .05 for gender (.795) and for employment status (.829). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. Table 20. Summary Regression Results for Overall Satisfaction Model Sum of Squares df Mean Square F p Regression .516 2 .258 .637 .529 Residual 146.916 363 .405 Corrected Total 147.432 365 R-Square = 0.003 Table 21. Summary Regression Results for Salary Model Sum of Squares df Mean Square F p Regression .100 2 .050 .058 .944 Residual 315.441 363 .869 Corrected Total 315.541 365 The regression model was not significant between the independent variables (gender and employment status) and the dependent variable job satisfaction (Technology-based activities), F (2, 363), = .529, p = .589 (See Table 22). The coefficients were: t = -.334 (gender) and -.975 (employment status), df = 363, and p .05 for both gender (.739) and employment status (.330). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. The regression model was not significant between the independent variables (gender and employment status) and the dependent variable job satisfaction (Workload), F (2, 363), = 13.418, p = .000. Table 22. Summary Regression Results for Technology-based activities Model Sum of Squares df Mean Square F p Regression .523 2 .261 .529 .589 Residual 179.130 363 .493 Corrected Total 179.653 365 The total model produced an r-square value of 0.069 (See Table 23). The r-square value indicated that approximately 1% of the variation in workload was accounted for by the combined variation of the 2 independent variables (gender and employment status). The coefficients were: t = 1.351 (gender) and -4.995 (employment status), df = 363, and p .05 for gender (.178) and p .05 for employment status (.000). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. Table 23. Summary Regression Results for Workload Model Sum of Squares df Mean Square F p Regression 17.895 2 8.947 13.418 .000 Residual 242.062 363 .667 Corrected Total 259.956 365 R-Square = 0.069 Gender, Tenure Status, and Job Satisfaction H03:There is no statistical difference in job satisfaction of community college instructional faculty based upon gender and tenure status. Ha3:There is a statistical difference in job satisfaction of community college instructional faculty based upon gender and tenure status. The regression model was not significant between the independent variables (gender and tenure status) and the dependent variable job satisfaction (Authority to make decisions regarding instructional practice), F (2, 363), = 0.120, p = .887 (See Table 24). A non-significant relationship was found between gender, tenure status, and component one. The coefficients were: t = -.442 (gender) and .222 (tenure status), df = 363, and p .05 for both gender (.659) and tenure status (.825). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. Table 24. Summary Regression Results for Authority to Make Decisions Model Sum of Squares df Mean Square F p Regression .073 2 .037 .120 .887 Residual 110.465 363 .304 Corrected Total 110.538 365 The regression model was not significant between the independent variables (gender and tenure status) and the dependent variable job satisfaction (Benefits), F (2, 363), = 9.706, p = .000. The total model produced an r-square value of 0.051 (See Table 25). The r-square value indicated that approximately 1% of the variation in benefits was accounted for by the combined variation of the 2 independent variables (gender and tenure status). The coefficients were: t = .015 (gender) and 4.405 (tenure status), df = 363, and p .05 for gender (.988) and p.05 for tenure status (.000). Therefore, the null hypothesis was rejected because p .05 and p .05 with alpha= .05. Table 25. Summary Regression Results for Benefits Model Sum of Squares df Mean Square F p Regression 20.959 2 10.479 9.706 .000 Residual 391.916 363 1.080 Corrected Total 412.874 365 R-Square = 0.051 The regression model was not significant between the independent variables (gender and tenure status) and the dependent variable job satisfaction (Equipment/facilities for instructional use), F (2, 363), = 3.790, p = .024. The total model produced an r-square value of 0.020 (See Table 26). The r-square value indicated that approximately 1% of the variation in equipment/facilities for instructional use was accounted for by the combined variation of the 2 independent variables (gender and tenure status). The coefficients were: t = .247 (gender) and -2.746 (tenure status), df = 363, and p .05 for gender (.805) and p .05 tenure status (.006). Therefore, the null hypothesis was rejected because p .05 p.05 with alpha= .05. The regression model was not significant between the independent variables (gender and tenure status) and the dependent variable job satisfaction (Instructional support), F (2, 363), = 2.705, p = .068. Table 26. Summary Regression Results for Equipment/facilities for Instructional Use Model Sum of Squares df Mean Square F p Regression 4.463 2 2.232 3.790 .024 Residual 213.758 363 .589 Corrected Total 218.221 365 R-Square = 0.020 The total model produced an r-square value of 0.015 (See Table 27). The r-square value indicated that approximately 1% of the variation in instructional support was accounted for by the combined variation of the 2 independent variables (gender and tenure status). The coefficients were: t = -.201 (gender) and -2.313 (tenure status), df = 363, and p .05 for both gender (.841) and p .05 tenure status (.021). Therefore, the null hypothesis was rejected because p .05 and p .05 with alpha= .05. Table 27. Summary Regression Results for Instructional Support Model Sum of Squares df Mean Square F p Regression 3.868 2 1.934 2.705 .068 Residual 259.599 363 .715 Corrected Total 263.467 365 R-Square = 0.015 The regression model was not significant between the independent variables (gender and tenure status) and the dependent variable job satisfaction (Overall satisfaction), F (2, 363), = .511, p = .600. The total model produced an r-square value of 0.003 (See Table 28). The r-square value indicated that approximately 0% of the variation in overall satisfaction was accounted for by the combined variation of the 2 independent variables (gender and tenure status). The coefficients were: t = -.484 (gender) and -.878 (tenure status), df = 363, and p .05 for both gender (.629) and for tenure status (.381). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. Table 28. Summary Regression Results for Overall Satisfaction Model Sum of Squares df Mean Square F p Regression .391 2 .196 .511 .600 Residual 139.084 363 .383 Corrected Total 139.475 365 R-Square = 0.003 The regression model was not significant between the independent variables (gender and tenure status) and the dependent variable job satisfaction (Salary), F (2, 363), = .164, p = .849. The total model produced an r-square value of 0.001 (See Table 29). The r-square value indicated that approximately 0% of the variation in salary was accounted for by the combined variation of the 2 independent variables (gender and tenure status). The coefficients were: t = -.485 (gender) and -.296 (tenure status), df = 363, and p .05 for gender (.628) and for tenure status (.767). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. Table 29. Summary Regression Results for Salary Model Sum of Squares df Mean Square F p Regression .269 2 .135 .164 .849 Residual 297.286 363 .819 Corrected Total 297.555 365 R-Square = 0.001 The regression model was not significant between the independent variables (gender and tenure status) and the dependent variable job satisfaction (Technology-based activities), F (2, 363), = 13.722, p = .000. The total model produced an r-square value of .070 (See Table 30). The r-square value indicated that approximately 1% of the variation in technology based activities was accounted for by the combined variation of the 2 independent variables (gender and tenure status). The coefficients were: t = 2.061 (gender) and -4.855 (tenure status), df = 363, and p .05 for both gender (.040) and tenure status (.000). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. The regression model was not significant between the independent variables (gender and tenure status) and the dependent variable job satisfaction (Workload), F (2, 363), = 6.544, p = .002. The total model produced an r-square value of 0.035 (See Table 31). The r-square value indicated that approximately 1% of the variation in workload was accounted for by the combined variation of the 2 independent variables (gender and tenure status). The coefficients were: t = 1.140 (gender) and -3.455 (tenure status), df = 363, and p .05 for gender (.255) and p .05 for tenure status (.001). Therefore, the null hypothesis was rejected because p .05 and p .05 with alpha= .05. Table 30. Summary Regression Results for Technology-based activities Model Sum of Squares df Mean Square F p Regression 16.535 2 8.267 13.722 .000 Residual 218.700 363 .602 Corrected Total 235.235 365 R-Square = 0.070 Table 31. Summary Regression Results for Workload Model Sum of Squares df Mean Square F p Regression 8.363 2 4.182 6.544 .002 Residual 231.946 363 .639 Corrected Total 240.309 365 R-Square = 0.035 Summary The finding of this study showed that the gender of community college instructional faculty was almost equally distributed. In that, 51% were male and 49% were female. Apparently, community colleges are providing instructional opportunities not only for men, but also for women. The findings also showed that the majority of community college instructional faculty were below the age of thirty-four making a combined percentage of 32% for the age ranges of 34-30 and 30 and under, although 21% of community college instructional faculty are fifty years of age or over. Assuming a retirement age of 65, these data indicate the approximately 130 out 371 community college instructional faculty will have to be replaced in the next 15 years. This study also found that the community college instructional faculty ethnic make-up is White, Non-Hispanic at 83%. This indicates that the race of community college instructional faculty has a limited minority presence. Other findings from this study, such as employment status, showed that 66% of community college instructional faculty were employed in part-time status. This is consistent with findings in the literature regarding employment status. The findings also showed that 75% of community college instructional faculty were identified as instructors or had other titles. Since this study was examining the job satisfaction of community college instructional faculty regarding their role as teachers, the finding are not surprising that faculty viewed themselves as instructors. Finally, the finding for research question one, as it relates to tenure status showed that 76% of community college instructional faculty were not on a tenure track. The finding for research question three yielded that community college instructional faculty were either somewhat or very satisfied with all eight components (Authority to make decisions; Benefits; Equipment/facilities; Instructional support; Overall; Salary; Technology-based activities; and Workload) of job satisfaction ranging from 61% to 95%, with Benefits fairing the least at 61%. The results of the regression analysis conducted in this study showed that no significant relationship existed between gender and nature of employment (rank, employment status, and tenure status), and job satisfaction. All three hypotheses were tested at the .05 level of significance. The findings of this study revealed that none of the independent variables are predictive of job satisfaction of community college instructional faculty. The next chapter will present discussion, conclusions, implications, and recommendations of this study.

Colugos Lemur-looking Creatures but Unrelated

Colugos (Cynocephalidae), also known as flying lemurs, are arboreal, gliding mammals that inhabit the forests of Southeast Asia. There are two living species of colugos. Colugos are skilled gliders that rely on flaps of skin that stretch between their legs to glide from one branch to the next. Despite one of their common names being flying lemur, colugos are not closely related to lemurs. Physiology Colugos grow to lengths of between 14 and 16 inches and weights of between 2 and 4 pounds. Colugos have long and slender limbs, all of which are of about equal length (front limbs are not shorter or longer than rear limbs). Colugos have a small head, large front-facing eyes and small round ears. Their eyesight is very good. The flap of skin that extends from their limbs to their body is well suited for gliding. Of all mammals that glide in a similar manner, colugos are the most skilled. The gliding membrane is also known as a patagium. It extends from the shoulder blades to the front paw and from the tip of the front paw to the rear paw. It also runs between the rear paws and the tail. There is also webbing membrane between the fingers and toes. Despite their skills as gliders, colugos are not very good at climbing trees.​ Colugos inhabit tropical rainforests throughout Southeast Asia. They are nocturnal mammals that are usually quite shy and solitary. Not much is known about their behavior. They feed on leaves, shoots, sap, fruit and flowers and are considered to be herbivores. Their intestine is long, an adaptation that enables them to extract nutrients from leaves and other plant material which is often difficult to digest. Colugos are threatened by habitat destruction. Their lowland forest habitats are being felled and hunting also has also negatively impacted their populations. Colugus have unique incisor teeth, they have a comb-like texture and shape and each tooth has numerous grooves in it. The reason for this unique tooth structure is not yet understood. Colugos are placental mammals but they are also similar to marsupials in some ways. The young are born after a 60-day gestation period and are tiny and not yet well-developed. During the first six months of their life, they cling to their mothers belly for protection as they grow. The mother curls her tail to hold the young colugo as she glides. Classification Culogos are classified within the following taxonomic hierarchy: Animals Chordates Vertebrates Tetrapods Amniotes Mammals Culogos Culogos are divided into the following taxonomic groups: Sunda flying lemur (Galeopterus variegates) - The Sunda flying lemur inhabits the tropical forest in Southeast Asia including Thailand, Indonesia, Malaysia and Singapore. Sunda flying lemurs are nocturnal arboreal mammals that feed on plant material including shoots, fruit, flowers and leaves. There are four living subspecies of Sunda flying lemurs and are distinguished by their range (one lives in Java, another in Sumatra, one in Borneo and another in Malaysia and Mainland Southeast Asia).Philippine flying lemur (Cynocephalus volans) - The Philippine flying lemur, also known as the kagwang, is endemic to the Philippines where its populations are centered near Mindanao and Bohol. Philippine flying lemurs inhabit lowland and montane forests.  Philippine flying lemurs are folivores, which means their diet consists mainly of leaves, fruits, flowers and buds. Philippine flying lemurs are arboreal and forage primarily in the treetops. They rarely come down to the forest floor to move ab out or forage.

New Deal and Civilian Conservation Corps - 3206 Words

Roosevelt’s New Deal Cora E. Parks January 16 2013 The New Deal was a series of programs created by the 32nd President of the United States, Franklin Delano Roosevelt, during a time of economic depression to help the poor and destitute people of the nation by creating jobs, providing economic recovery, helping restore damaged areas in the U.S., and much more. In 1932, when the American public voted President Herbert Hoover out of office, they were searching for an end to the economic troubles and high unemployment rates that had smothered the nation U.S. for two years. [ (Civilian Conservation Corps CCC) ] They turned to Franklin D. Roosevelt, a man who promised better life than the one many people were now†¦show more content†¦[ (Civilian Conservation Corps CCC) ] Enlisted personnel and supervisors totaled more than 5,300 and occupied four large camps. [ (Civilian Conservation Corps CCC) ] The program enjoyed great public support. Once the first camps were established and the CCC became better known, they became accepted and even sought after. [ (Civilian Conservation Corps CCC) ] The CCC camps stimulated regional economies and provided communities with improvements in forest activity, flood control, fire protection, and overall community safety. [ (Civilian Conservation Corps CCC) ] FDR in response to the farmer’s distress created the Agricultural Adjustment Act (AAA). It protected farmers from price drops by providing crop subsidies to reduce production and educational programs to teach methods of preventing soil erosion.(New Deal Programs) Also the intent of the AAA was to restore the purchasing power of American farmers to pre-World War I levels. [ (AAA: Agricultural Adjustment Act) ] The money to pay the farmers for cutting back production by about 30% was raised by a tax on companies that bought farm products and processed them into food and clothing. The AAA evened the balance of supply and demand for farm commodities so that prices would support a decent purchasing power for farmers.Show MoreRelatedThe Civilian Conservation Corps : A New Deal Program1504 Words   |  7 PagesFollowing the Civilian Conservation Corps, another new deal program was established. This one was known as The Tennessee Valley Authority. The Tennessee Valley Authority was established in 1933 in order to control floods, improve navigation, improve the living standards of farmers, and produce electrical power along the Tennessee River and its rivers. The Tennessee Valley Authority joined all the activities of the various government agencies in the area and placed them under the control of a singleRead More Recessions and Depressions Essay1653 Words   |  7 Pagesaffects of it lasted into the 1940s. Franklin Roosevelt was elected president during this period; legislation he passed tried to alleviate the suffering of the public. As a result of the Great Depression, Franklin Roosevelt created the Civilian Conservation Corps to employ jobless young men and improve government land. The decade directly preceding the Great Depression was prosperous and lucrative. Many factors led to this era, often called the roaring twenties. The use of labor-saving machineryRead MoreEssay on The Importance of the New Deal in the 1920s666 Words   |  3 PagesThe first look at the New Deal was to seek for an economic improvement of multiple working efforts towards relief aid, and towards recovery. The second look at the New Deal was focused towards many depression hit farmers, industrial workers of all races and trade unionist. In the 1920s there was many issues that were in need of resolution. Issues that were pressing such as effected individuals from The Great Depression. The civilian conservation corps was established in order to provide jobsRead MoreThe Good and Bad of Roosevelts New Deal Essay1191 Words   |  5 Pagesof Roosevelts New Deal The era of the Great Depression was by far the worst shape the United States had ever been in, both economically and physically. Franklin Roosevelt was elected in 1932 and began to bring relief with his New Deal. In his first 100 days as President, sixteen pieces of legislation were passed by Congress, the most to be passed in a short amount of time. Roosevelt was re-elected twice, and quickly gained the trust of the American people. Many of the New Deal policies helpedRead MoreFranklin D. Roosevelt and the New Deal1289 Words   |  5 Pagesclosed because people kept withdrawing money so they would not be affected by the economic downfall. Roosevelt wasted no time upon his presidential start and immediately started working with Congress to get out of this depression. With both of his â€Å"New Deal† plans he started to turn the country around and make plenty of enemies while doing so. Roosevelt took action quickly as he reached the oval office because of the famous â€Å"First 100 Days† in which Roosevelt met with Congress one hundred times toRead MoreThe Economic Disaster Of Overproduction And Underconsumption Created The Great Depression820 Words   |  4 Pagescreated the Great Depression in the 1920s from factors of credit, wages, immigration restriction, under consumption, crippled American financial system, collapse global problems, investing rebuild postwar Europe, and production capabilities that New Deal programs by Theodore Roosevelt established to correct the economy in United States. Overproduction was the lack of economic diversification and lack of infrastructure contributed to underconsumption (Barnes Bowles, 2014). People were buying massRead MoreThe Great Depression By Franklin D. Roosevelt1653 Words   |  7 Pageswell. The depression was mainly caused by over speculation of the stock market, overproduction in industry and agriculture , and the stock market crash. Franklin D. Roosevelt was a big element of the actions taken to get out of this depression: The New Deal. The important question is: what did he contribute to the American society? Before the great depression, mass production problems and World War I in the economy accumulated with each other and finally caused the depression. These problems were alreadyRead MoreRelief, Recovery, Regulation - the New Deal1341 Words   |  6 Pagescandidate to do so and thus received a lot of attention. These were the words from the acceptance speech that set the tone for his campaign and his administration: I pledge you, I pledge myself, to a new deal for the American people. Let us all here assembled constitute ourselves prophets of a new order of competence and of courage. This is more than a political campaign; it is a call to arms. Give me your help, not to win votes alone, but to win in this crusade to restore America to its own peopleRead MoreThe Great Depression Trademarks America1544 Words   |  7 Pagesastronomical levels of unemployment, as well as the New Deal program developed to combat the Great Depression. Powell, who was born and educated in London, earned a master’s degree in history and he clearly demonstrates his views to the reader. In his words, FDR’s presidency did not aid the economic state but drove it further back as well as his inability to solve of any of the problems within The Great Depression. The main goals of the New Deal programs were to lower the unemployment and help putRead MoreDid the New Deal Satisfy the Three Rs?860 Words   |  4 PagesFDR’s New Deal It is nearly impossible to discus the economic situation of the 1930’s without discussing one of the major things that occurred during it: Franklin Roosevelt’s New Deal. The New Deal was put together by Roosevelt in order to satisfy the three R’s; Relieve, Recover and Reform. In doing so, he hoped to bring an end to the great depression. The new deal did not come in one form though. It took on the forms of many separate programs attempting to satisfy relief, recovery or reform. A

Human Resource Management Corporate Culture

Questions: 1. Based on what you have learned about the term corporate culture and from the information in the GM Culture Crisis article, describe your understanding of the term corporate culture and the role that it plays in an organization.2. It is obvious from the article that the corporate culture at GM needs to be rebuilt. Do you believe that Human Resources play a role in rebuilding the culture? If so, what is their role and where would you begin? (i.e. employee level, management level, executive leadership level, or CEO level). If not, why not and whos role is it?3. Should the new corporate culture reflect GMs business strategy? If so, how does the leader of Human Resources gain a seat at the table to understand GMs business strategy?4. Reflect on the topics that we covered throughout the semester, what are the main Human Resource issues that are evident in the GM article? Please describe the issues and provide an example from the article.5. The articles author, Tim Kuppler, discusses cul ture recommendations from the Volukas Report. The majority of these recommendations discuss changes in safety protocols. Looking at this from a Human Resources perspective, what other recommendations would you have to transform the GM culture? Provide 5 recommendations. Be specific by describing what recommendations you would put forth and how you would execute them. (Hint: Think about all of the topics from the chapters that we have discussed over the semester). Answers: Introduction: The main focus area of this report is the evaluation of the appropriate corporate culture and its significance for holding a successful relation between the employee and employers. This report has incorporated information from the GM ignition switch recall crisis. Fault in the ignition switch led to a number of accidents that in turn cost 13 lives. Several reports have reflected that besides the engineering faults management and culture of the GM have influenced this incidence. This report has tried to give an insight into the corporate culture and different influential approaches along with the impact of corporate culture on the various components related to business strategies and human resources. 1. The term corporate culture is used in a greater sense to describe an organization's beliefs, values, practices and attitudes to the employees, clients and the market scenario. The corporate culture of an organization is the image of its characteristics as well as act as the guide to the practices appropriate for an organization. As mentioned by, Guiso, Sapienza and Zingales (2015), corporate bodies that have apposite corporate culture can obtain 20-30% aggregate over the performance than the companies that have no ethical corporate culture. Influence of the corporate cultures has been described below: Vision: A perfect corporate culture has its vision to accomplish. This vision evaluates the purpose of the organization. Eccles, Ioannou and Serafeim (2012), mentioned that vision of a company is the fundamental element required to achieve a successful corporate culture. Value: This is the core component of a corporate culture. Value offers a guideline that helps in adopting apt behaviors required to set goals and to achieve it. For maximum companies, their values revolve surrounding the clients, employees and the professionalism. Practices: A company can only achieve their vision when they put their values into practice. The way company practices its policies and work culture reflects the relation between the employees and employer. People: Human resource is the inseparable part of the corporate culture. An organization can never form a coherent working culture until the organization shares the values with their employees and employees of the company truly embrace the values. 2. Human resource plays an important role in the corporate culture; as discussed above, human capital is one of the core element of the corporate culture. Employees are required to adopt the working culture and maintain the ethical values of the company (Bolton, Brunnermeier Veldkamp, 2013). If employees are not cooperative with the management both the performance and reputation will be at stake for the company. For GM the corporate culture must be rebuilt from the executive leadership level. As reviewed in the report, employees in this company have tried to inform their seniors; however, they have never paid heed to the concern of the staffs of the operation area. Moreover, few of the senior executives have neglected the incident even after being aware of the faulty ignition switch of the cars. As the leaders were in no mood to go the root of the problem sooner or later the lower lever staffs stopped taking any further step against such incidence. 3. The new corporate culture should reflect the business strategy. As mentioned by, Goodpaster (2013), the corporate culture of a company must reflect an image that could help the company to obtain a positive business strategy. Business strategy should be in favor of the employees as well as the clients. A company should not only focus on the cost and the profit (Hermalin, 2012). There are certain areas, required to look into during the implementation of the business strategy. If the company hold successful business they must be cooperative with the employees. The GM authority should encourage conversation with the employees; they can allow a representative of the workers in the conferences and meetings of the senior authorities so that the leader can voice the opinion on behalf of the workers. 4. Communication gap is one of the main problems behind any vulnerable corporate culture (Davidson, Dey Smith, 2015). If the authorities do not value, the opinions of the employees there is the probability of facing unwanted circumstances (Henson, 2016). Moreover, conflicts within an organization also are caused by the lack of communication between the employees and employer. GM incidence can be taken for the example of this aspect. The ignition switch recall crisis was not a sudden occurrence for the company. The ground level employees were aware of that and they also tried to ring an alarm regarding this issue, however, the senior executives were reluctant to this issue and never made any effort to convey the message to the heads of the company. Moreover, there was also conflict among the management of the GM that resulted due to the lack communication among each other and with the concerned authority. 5. The recommendation for the GM incidence are: It was evident to the GM corporate culture that the management was inactive and disinclined to raise the problem in front of the higher authority; this practice must be eliminated for the company. Each employee must take responsibility for their work because it has been seen that in GM culture everyone points towards other while there is any crisis. The management and the authorities must understand the emergence of an incident because in this case, it was clear that the executives did not take the primary concerns seriously. As a result, the incident ended up in accidents. Implementation of the planning is one important approach required to improve in the GM culture because it has been seen that employees show the agreement when the seniors level of the management has planned something; however, at the time of implementation employees do not act according to the plan. GM authorities should make corrective measures for the communicative approach. As the lack of communication between the lower lever staffs and higher level authorities are the key component to hold a successful corporate culture and improve the performance of the organization (Purce, 2014). Conclusion: Hence, after reviewing this study it can be said that it has attempted to cover all the requirements. This report has included the understanding of the corporate culture as well as the importance of the human resource for obtaining a successful culture in the organization. The recommendation has also been made for the GM so that incidence like Ignition Switch Recall Crisis can be avoided. Therefore, this report can be further revised while conducting any extensive research. Reference List: Bolton, P., Brunnermeier, M. K., Veldkamp, L. (2013). Leadership, coordination, and corporate culture.The Review of Economic Studies,80(2), 512-537. Davidson, R., Dey, A., Smith, A. (2015). Executives'off-the-job behavior, corporate culture, and financial reporting risk.Journal of Financial Economics,117(1), 5-28. Eccles, R. G., Ioannou, I., Serafeim, G. (2012).The impact of a corporate culture of sustainability on corporate behavior and performance(No. W17950). National Bureau of Economic Research. Goodpaster, K. E. (2013). Corporate culture.The International Encyclopedia of Ethics. Guiso, L., Sapienza, P., Zingales, L. (2015). The value of corporate culture.Journal of Financial Economics,117(1), 60-76. Henson, R. (2016). Building an Organizational Global Mindset Culture: Implications for Practice. InSuccessful Global Leadership(pp. 261-283). Palgrave Macmillan US. Hermalin, B. E. (2012). Leadership and corporate culture.Handbook of organizational economics, 432-78. Purce, J. (2014). The impact of corporate strategy on human resource management.New Perspectives on Human Resource Management (Routledge Revivals),67.

Second Generation Identity and Language Use

One of the discussions in the book about second generation, focuses on the issue of identity for the second generation children. According to Portes and Rumbaut the second generation children in America have had some struggles with their identity because they have been the children of two worlds (147).Advertising We will write a custom essay sample on Second Generation Identity and Language Use specifically for you for only $16.05 $11/page Learn More Many of them, for example, those coming from Korea had parents who had lived in very homogeneous communities. The parents thus tried to maintain the close knit communities for themselves and for their future generations in a heterogeneous society (Portes, and Rumbaut 149). The author presents the experiences of the Korean community to communicate the common struggles that the children faced and how they tried to solve the problem of identity. One of the ways the author presents is the use of solidarity ralli es (Portes, and Rumbaut 149). These rallies cut across different generations with the common goal of perpetuating the history, custom and culture of the Korean community. Sometimes resistance came like it did for the Cubans who after migrating to Florida found that the local initiated a referendum against their migration from Cuba to Florida (Portes, and Rumbaut 149). These isolated the Cubans who were already in Florida. This brings to mind the question as to whether those who settled in America early should have had so much power in controlling those who immigrated later. The experiences of these immigrants is contrasted to that of the Early Europeans whose ethnicity projected outward with intermarriages and thinning out. While the early immigrants were accepted without discrimination, the later immigrants already came with ethnic ties that pitted them against the majority of those already settled into America (Portes, and Rumbaut 181). Conclusion The question of identity is there fore very relevant when considering legacies. This is because identity greatly influences the activities and orientation of groups as they try to settle in a new world. Second generation children might not forget their culture easily since even when they are likely to distance themselves from it, the world they live in may always place them in their ethnic groups (Portes, and Rumbaut 181). It is not clear therefore if ethnic discrimination is likely to end in America. If indeed it will end, then the paradox is on what will need to happen to help achieve this goal.Advertising Looking for essay on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Second generation language use A discussion of importance in the book is the language as used by the new second generation. Most of the second generation began to use English as they undertook education and jobs. However their English was the bases for much discrimination and mistrust by their American counterparts (Portes, and Rumbaut 115). Many of them were discriminated due to their accent. Sometimes this came with approval from political offices. Bilingualism was often treated as a handicap even though research reveals one language does not necessarily make a speaker any worse at another. The author refers to studies that proved children who were bilingual had strong cognitive abilities compared to those who spoke one language (Portes, and Rumbaut 116). However schools remain monolingual in America (Portes, and Rumbaut 128). Should languages be offered as part of the core studies of children as they join school? In contemporary America especially where there is a lot of cultural diversity bilingualism has come to be appreciated even admired. Admiration has also come from first generation and ethnic communities that are closely knit (Portes, and Rumbaut 134). This is because the children can communicate within the family easily without a language barrier between the o lder and younger generation. The author also reveals that bilingualism has also affected family relationships especially between parents and their children. Children who are fluent in English and their parent’s native language experience better relationship with their parents (Portes, and Rumbaut 134). The children are also more confident and more proud of their culture when they can speak their parent’s language fluently. However the school system has been poor in propagating the acquisition of a second language (Portes, and Rumbaut 138). Languages are not offered in many schools and even those who are bilingual find they can only use English. This has created a break where given the languages in America the country does not benefit from the positive effects of bilingualism (Portes, and Rumbaut 135- 140). The statistics in the book reveal difficulties in retention of parent’s language. Conclusion The author has presented the issues of the new second generation in a clear manner and challenged the reader to think critically about the effects of immigration especially upon future generation who have to undergo challenging circumstances before they can live the American dream. The question for a society like America could be how the society can best benefit from the linguistic intellectuals of a diverse society with many languages. Work Cited Portes, Alejandro, and Ruben Rumbaut. The Story of the Immigrant Second  Generation. 1st ed. Los Angeles, CA: University of California Press, 2001. Print.Advertising We will write a custom essay sample on Second Generation Identity and Language Use specifically for you for only $16.05 $11/page Learn More This essay on Second Generation Identity and Language Use was written and submitted by user PuppetMaster to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.