Vietnamese Immigration to America Essay Example for Free

Vietnamese Immigration to America Essay Vietnam is located in the Southeastern Asia, bordering the Gulf of Thailand, Gulf of Tonkin, and South China Sea, alongside China, Laos, and Cambodia; 6 00 N, 106 00 E. Its Total Land Area is 329,560 sq km, with a land area of 325,360 sq km and water area of 4,200 sq km. It is slightly larger than New Mexico. Its total land boundary is 4,639 km with border countries like Cambodia, China and Laos. It has3, 444 km coastline which excludes the islands. Its maritime claims include the territorial sea: 12 nm, contiguous zone: 12 nm, exclusive economic zone: 200 nm, continental shelf: 200 nm or to the edge of the continental margin. Its climate tropical in south, monsoon in north with hot, rainy season and warm, dry season in mid-October to mid-March. Its terrain includes low, flat delta in south and north; central highlands; hilly, mountainous in far north and northwest. (See â€Å"Vietnam†. About: Geography). The history of Vietnamese Americans began with the end of the Viet Nam War in 1975. On 28 January 1973, after having spent years and millions of dollars financing the Viet Nam War, the United States government reluctantly agreed to withdraw its financial and military assistance after signing the Agreement on Ending the War and Restoring Peace in Viet Nam. The peace agreement was signed by representatives of the United States, the Republic of Viet Nam (South Viet Nam), and the Democratic Republic of Viet Nam (North Viet Nam) in Paris. The agreement committed the United States and other signatories to respect the independence, sovereignty, unity, and territorial integrity of Viet Nam, called for prisoners of war to be exchanged, and declared an in-place cease fire. Soon after the withdrawal of the United States military and economic support, the military situation deteriorated rapidly for the government of South Viet Nam. The flight of the Vietnamese refugees really began within the country, with the North Vietnamese military offensive of mid-March 1975 resulting in the defeats at Pleiku, Kontum, and Ban Me Thuot. As a result of this military offensive about one million refugees poured out of these areas and headed for Saigon and the coast. Most traveled by foot, few were fortunate enough to travel by car, truck, or motor bike. On 30 April 1975, the capital of South Viet Nam, and thus South Viet Nam, came under the control of the Provisional Revolutionary Government. This resulted in the flight of the Vietnamese refugees to the United States. Vietnamese refugees were not immigrants who chose to come to the U. S. for better political, social, and economic opportunities. Their migration was for the most part unplanned and out of desperation. Vietnamese emigration is generally divided into two periods, each with several â€Å"waves. † The first period began in April 1975 and continued through 1977. This period included the first three waves of Vietnamese refugees in the United States. The first wave of refugees, involving some ten to fifteen thousand people, began at least a week to ten days before the collapse of the government. The second wave, and probably the largest in numbers, involved some eighty thousand, who were evacuated by aircraft during the last days of April. The evacuation of American personnel, their dependents, and Vietnamese affiliated with them was achieved through giant helicopters under â€Å"Operation Frequent Wind. † These individuals were relatively well-educated, spoke some English, had some skills that were marketable, came from urban areas, and were westernized. Members of these two waves were primarily Vietnamese who worked for the U. S. government, American firms, or the Vietnamese government. All were thought to be prepared for life in the United States on the basis of their contact with the American government and association with Americans. The final wave during this period involved forty to sixty thousand people who left on their own in small boats, ships, and commandeered aircraft during the first two weeks of May 1975. They were later transferred to Subic Bay, Philippines and Guam Island after having been picked up, in many cases, by U. S. Navy and cargo ships standing off the coast. A second period of the Vietnamese refugee migration began in 1978. Since the fall of South Viet Nam in 1975, many Vietnamese have tried to escape the political oppression, the major social, and political and economic reforms instituted by the authoritarian government of North Viet Nam. Although the influx continues steadily, the numbers are no longer as massive as they once were. A significant characteristic of this period, especially between the years 1978 to 1980, is the large number of ethnic Chinese migrating out of Viet Nam and Cambodia. In addition to the ethnic Chinese, there were many Vietnamese who left during this period. These individuals have been called â€Å"boat people† because the majority of them escaped in homemade, poorly constructed boats and wooden vessels. Due to flimsy vessels, scant knowledge of navigational skills, limited amount of provisions, and numerous attacks by Thai sea pirates, the death rate of the â€Å"boat people† was and is very high. Many of the boat people are awaiting their fate in refugee camps throughout Southeast Asia. In addition, since 1979 many former receiving countries are turning away refugees because of the economic, political, and social strains that they are allegedly precipitating. (See â€Å"Vietnam War†. Wikipedia, the Free Encyclopedia). The areas where they settled after their migration were in the states of California, Texas, Louisiana, Washington, Virginia, Pennsylvania, and Florida. As a result of the original resettlement, the secondary migration process, and the length of time since their first arrival in 1975, Vietnamese refugees have been able to establish communities throughout the United States, but are generally located in metropolitan and urban areas. Since the Vietnamese were forced to leave their country as a result of the war, personal adjustments such as becoming proficient in English, separating from families, and dealing with war memories are pressing issues. Because many Vietnamese did not know English, learning a new and different language became an important criterion for adjusting to new living conditions in the United States. In addition, the Dispersal Policy forced many extended families to separate, and some Vietnamese have found themselves in new and unfamiliar communities without family or the community support networks which were of great importance in Viet Nam. Finally, because of the traumatic experiences incurred while leaving their homeland, many experience depression, anxiety, alienation, a sense of helplessness, and recurring war nightmares. To assimilate into the United States economically as quickly as possible, many Vietnamese were forced to obtain low paying jobs. Even for those who were professionals in their country, their credentials failed to transferor simply were not accepted in the United States. The large number of people who were members of the military had skills which were no longer marketable. And, because many did not have the necessary skills to find high paying jobs, both men and women have had to find employment. It is easier for women to find employment, especially in the service and low-skill sectors, and women began to occupy positions traditionally held by men. That is, women have succeeded in achieving a degree of economic independence through their employment outside the home. In some cases, women support the entire family while the men receive technical or educational training for occupations with specific skills. Family conflicts between husbands and wives resulted as an unfortunate side effect. Since women were more likely to find jobs than men and in some instances became the only income earner, traditional family roles and authority were changing. Men were no longer the sole provider for the family and their authority was no longer as clear as it was in Viet Nam. There were a number of substantial of Vietnamese who are attending prestigious colleges and universities throughout America. Upon graduation, these individuals have also become members of the professional group or skilled workers in America. However, while there has been some success in the field of education, Vietnamese Americans are not a â€Å"model minority. † After the fall of Viet Nam in 1975, only a small group of children continued their education. Many younger Vietnamese had problems adjusting to American school. Those who seemed to be having the most problems adjusting are those who came either as unaccompanied minors or the recent arrivals. These individuals primarily immigrated after 1975 and most likely came at an age when it was difficult to learn a new language and adjust to a new society; some have turned to gangs, drugs, gambling, and other illegal activities. The formation of youth gangs might have resulted from their inability to catch up with their peers in schools, their unfamiliarity with a strange land, and perhaps their alienation from their families due to cultural gaps. ( See â€Å"The New Migrants from Asia: Vietnamese in the United States†. Organization of American Historians).

The Creation of Disneyland Essay -- Walt Disney 1950s

The Creation of Disneyland Walt Disney: The Early Years Walter Elias Disney was born on December 5, 1901. He was the fourth of five children born to Elias and Flora Disney. Elias was a fairly unsuccessful businessman, who moved the family from city to city in search of financial success. When Walt was four, they moved from their home in Chicago to a farm in Marceline, Missouri. Walt's time in Marceline provided him with the vision for Main Street USA (Francavigilia, 1981). His frequent associations with animals would also become evident in his later cartoons (Bryman, 4). In 1910, the family left Marceline and moved to Kansas City. Elias was a strict taskmaster who often beat his children. This led to Walt's two oldest brothers deserting the family. Another brother, Roy, left to go help an uncle on a farm. Although they were no longer living together, Roy and Walt remained close. In 1919, Walt got a job as a cartoonist at a commercial art studio in Kansas City. That job did not last long, and following a failed attempt at starting his own business, Walt began to work for the Kansas City Film Ad Company. During this time, he seriously explored the world of animation. Success, however, did not come easily to Walt, and he soon decided that he had to leave Kansas City. In 1923, he carried just $40 in his pocket and left for Hollywood. Walt's brother Roy, who was already living in Los Angeles, provided Walt with some financial backing and contacted a distributor about Walt's first animation Alice's Wonderland. Working together with Roy, the brothers opened "Disney Bros. Studio" (It would later be known as Walt Disney Studio). Roy handled the business operations and Walt specialized in the animated productions. Although produ... ...jects. James Rouse, an accomplished architect has credited Walt Disney for providing much of his inspiration. In addition to suburban malls, Rouse has created Baltimore's Harborplace and Boston's Faneuil Hall Marketplace (Hine, 152). Although Walt Disney died in 1966, his ideas can still be found across the globe. Works Cited Adams, Judith A. The American Amusement Park Industry. Boston: Twayne, 1991. Bryman, Alan. Disney and his Worlds. New York: Routledge, 1995 Francavigilia, R.V. (1981) "Main Street USA: a comparison / contrast of streetscapes in Disneyland and Walt Disney World", Journal of Popular Culture, 15: 141-156 Justdisney.com. 18 Apr. 2004 http://www.justdisney.com/disneyland/history.html Thomas Hine, Populuxe (New York: Knopf, 1986), 152. Works Consulted Marling, Karal Ann. Designing Disney's Theme Parks. New York: Flammario, 1997.

Leadership Post Bureaucracy Essay

Leadership is at the forefront to success of any organizational model, and twentieth-century research has clearly examined its role in the managing of individuals both in the bureaucratic and post-bureaucratic eras. The turn of the millennium also brought about with it a shift in the nature of the workplace, now regarded as a dynamic, ever changing and self-motivating avenue where leadership practices encourage individuals to express their intuitive and creative thinking [Rego, Sousa, Marques 2012]. In light of this, post-bureaucratic approaches to leadership are regarded as being more in sync with today’s working business environment, where success of an organization is commonly attributed to the methods in which leadership practices can positively influence the psyche of individuals within an organization [Meindl, Ehrlich, Dukerich 1985]. This paper aims to deconstruct and critically evaluate the specific leadership traits and styles post-bureaucracy, examining how the natural evolution in the physiological and psychological understanding of human behaviour has influenced the way in which organisations are managed. Notions of trust, empowerment and the shared responsibility of employees in a post-bureaucratic workplace will all be explored, and the contrasting effects of bureaucratic practices examined. In order to make this argument one must acknowledge that this seemingly utopian environment presents itself as merely another dimension in which leaders can conduct the processes within their organizational model, with it being necessary to consider that leadership style and effectiveness is largely determined by situational and contingent factors influencing the ways in which organisations are managed. In analyzing the socio-economic considerations of the organization, Max Weber conveyed the idea of bureaucracy through the concept of transactional leadership. This style of thinking is characterized by the enforcing of normative rules and regulations, strict discipline and systematic control [Nikezic, Puric & Puric 2012]. There is a clear focus on preserving the  existing state of affairs, where control is maintained and power established through autocratic processes dictating what is required within organisations. Transactional leadership provides high levels of stability within organisations, often mirroring the economic conditions of the time, and alternative approaches to the ways in which individuals were managed were not often considered [Nikezic & Markovic 2011]. Bass 1985 extended upon this concept, highlighting the presence of contingent reward or punishment as the basis for employee motivation and productivity. Although it ensures the efficient completion of organization al objectives, this approach to leadership fails to promote high levels of employee satisfaction and devotion required to achieve feats that extend beyond the realms of customary workplace goals. Post-bureaucracy theorists highlight the breakdown in traditional modes of managerial authority proposed by Weber within organisations as a result of the increasing pressures the workplace is faced with due to globalization and technological advancements [Johnson et al. 2009]. Organisations experienced a paradigm shift, where in order to continually evolve, develop and remain competitive in a volatile economic marketplace, were forced to adopt new ways of thinking that inspired resourceful and innovative methods to problem solving. [Burns 1978] introduced the complex notion of transforming leadership in his explanatory research of the political leaders of the time. In this model, common perceptions and understandings of the traditional leader and follower relationship are challenged. Leaders are characterized by their ability to motivate individuals through their idealized influence generated through charismatic tendencies, in turn establishing feelings of trust, admiration and a desire to truly engage themselves in the organizational objectives [Browning 2007]. In transcending the boundaries of the symbiotic relationship between leader and follower, organisations experience a redesigning of traditional beliefs concerning leadership formerly focused on power and authoritative methods. Post-bureaucratic approaches to leadership allow for the establishment of defining roles that concentrate on the support of individuals and honoring open methods of communication, where  leader and follower are focused on a comm on purpose and receive fulfillment working together in a synergized environment to achieve organizational goals [Chaleff 2003]. Although this newfound approach to leadership encourages the greater commitment of workers to the organization, the effects in regards to increased efficiency within the workplace and improved individual well being need to be considered. A leaders behavioral characteristics and principles form the impetus for success as a transformational leader, and contingency theories suggest that to improve the effectiveness, leaders can align their style to meet the requirements of the group based on situational factors, as depicted through Browning’s recount of Shackleton and his crews arduous journey on the Endurance [Browning 2007]. The success of Shackleton’s transformational leadership style required the presence of definitive charismatic, inspirational and communicative qualities [Dutton et al. 2002], however in circumstances where these traits are absent of the individual, no amount of technical skill or experience will assist the leader in achieving organizational objective s through increased employee motivation and performance. Leadership style in the post-bureaucratic era has been adapted to mirror the multifaceted ideas concerning human behaviour, and reflects how a change in perspective resulting in the empowerment of individuals within the workplace has allowed for businesses to incessantly improve their output and contribution to society. McGregor, in his 1960 work titled â€Å"The Human Side of Enterprise† discusses a number of preconceived connotations detailing assumptions of the nature of human beings. His philosophies provided the underlying basis in which organisations began to implement a new approach to leadership, whereby he formulated two distinct theories regarding the human approach to work. Bureaucracy is represented by Theory X, which can be likened to a transactional leadership style. The emphasis is on an individual’s lack of ambition, motivation and desire to succeed, noting how it is only through autocratic methods of leadership will organizational objectives be reached [Stewart 2010]. In stark contrast, the post-bureaucratic concept proposed as Theory Y, encompasses a more holistic  approach to leadership, focusing on the self-realization of individuals in the workplace. McGregor ascertains that humans are active shapers of the organizational objectives they are presented with, and flourish when given the opportunity to assume a higher responsibility within their role. In challenging the existing paradigms that focused on the human desire to satisfy their physiological needs, the research supported a shift that was now centralized around self-actualization and esteem [Maslow 1943]. This new interpretation of the working environment enabled leaders to implement strategies that promoted creativity and innovation amongst employees in their pursuit to achieve higher states of psychological satisfaction. The transference of power within organisations between leader and follower facilitated a restructuring of the workplace. There was now a clear avenue that better sup ported employee and organizational goals, allowing for the objectives of both parties to coincide, ultimately leading to higher levels of effectiveness and productivity required by the onset of economic globalization. The relationship between leader and follower can be described as a complex reciprocal understanding between parties that require clear and distinct channels of communication. Successful leadership forms the basis in which businesses achieve desired results that mirror the continued growth and development of the firm. Organizational objectives will only be met when leaders can effectively articulate a vision amongst employees that assists in synchronizing the goals of the individual and organization. Post-bureaucracy has allowed for the practices and styles encompassment of the paradox that is leadership to be examined from another dimension, where we have witnessed a shift from a focus on the importance of specific leadership characteristics to a newfound analytical appreciation highlighting the interactions between leader and follower. In light of the ideas conveyed throughout previous research and the arguments presented within this paper detailing leadership in both the bureaucrat ic and post-bureaucratic eras, we can rationalize that there is no definitive approach to leadership that can be regarded as being more precise than another. Transactional leadership has long been steadfast and continues to thrive in organisations that regard stability and efficient modes of  production paramount to their success, whilst transformational leadership concerns itself with satiating the psychological needs of the individual. Further research lends itself to exploring the consolidation of methods from both eras, analyzing the effects of implementing styles and traits often regarded as mutually exclusive. Reference List Bass, B.M. 1985, ‘From transactional to transformational leadership† Learning to share the vision’, Journal of Organizational Dynamics, vol. 18, pp. 19-32. Browning, B.W. 2007, ‘Leadership in desperate times: An analysis of endurance: Shackleton’s incredible voyage through the lens of leadership theory’, Advances in Developing Human Resources, vol. 9, no.2, pp.183-98. Chaleff, I. 2003, The Courageous Follower: Standing up to and for our leaders’, Berrett-Koehler Publishers, San Francisco. Dutton, J.E., Frost, P., Worline, M.C., Lilius, J.M. & Kanov, J.M. 2002, ‘Leading in times of trauma’, Harvard Business Review, vol. 80, no. 1, pp. 54-61. Johnson, P., Wood, G.T., Brewster, C.J. & Brookes, M. 2009, ‘The rise of post-bureaucracy: theorists’ fancy of organizational praxis?’ Journal of International Sociology, 24 (1). pp, 37-61. ISSN 1461-7242 Lievens, F., Van Geit, P., Coetsier, P. 1997, ‘Identification of transformational leadership qualities: An examination of potential biases’, European Journal of Work and Organizational Psychology, vol. 6, no. 4, pp. 415-430. Maslow, H.A., 1943, ‘A Theory of Human Motivation’, Psychological Review, vol. 50, no. 4, pp. 370-396. Meindl, J.R., Ehrlich, S.B. & Dukerich, J.M. 1985, ‘The romance of leadership’, Administrative Science Quarterly, vol.30, no.1, pp. 78-102. Nikezic, S., Markovic, S. 2011, ‘Transformational leadership as a factor profound changes’, 11th Conference for research and development in mechanical industry’, RaDMI 2011, SaTCIP (Scientific and technical center for intellectual property) Nikezic, S., Puric, S., Puric, J. 2012, ‘Transactional and transformation leadership: Development through changes’, International Journal for Quality Research, vol. 6, no. 3, pp. 285-296. Rego, A., Sousa, F. & Marques, C. 2012, ‘Authentic leadership promoting employees’ psychological capital and creativity’, Journal of Business Research, vol. 65, no. 3, pp. 429-37. Stewart, M. 2010, â€Å"Theories X and Y, Revisited’, Oxford Leadership Journal, vol. 1, no. 3, pp. 1-5. Weber, M., 1947, â€Å"The Theory of Social and Economic Organization†, Translated by A. M. Henderson & Talcott Parsons. New York: The Free Press.

Writing a Lesson Plan Independent Practice

In this series about lesson plans, were breaking down the 8 steps you need to take to create an effective lesson plan for the elementary classroom. Independent Practice is the sixth step for  teachers, coming  after defining the following steps:   ObjectiveAnticipatory SetDirect InstructionGuided Practice  Closure Independent Practice essentially asks students to work with little to no assistance. This part of a lesson plan ensures that students have a chance to reinforce skills and synthesize their newly acquired knowledge by completing a task or series of tasks on their own and away from the teachers direct guidance. During this part of the lesson, students may need some support from the teacher, but it is important to empower students to try to work through problems independently before providing assistance to point them in the right direction on the task at hand. Four Questions to Consider In writing the Independence Practice section of the Lesson Plan, consider the following questions: Based on observations during Guided Practice, what activities will my students be able to complete on their own? Its important to be realistic in assessing the classs capabilities and anticipate any challenges that may arise. This allows you be proactive in determining assistive tools that can empower students to work independently.How can I provide a new and different context in which the students can practice their new skills? Real world applications always bring lessons to life and help students see the value in what they are learning. Finding new, fun, and creative ways for your class to practice what they have just learned will not only help with mastery of the topic and skills at hand in the moment but also better assist students in retaining the information and skills over a longer period of time.  Ã‚  How can I offer Independent Practice on a repeating schedule so that the learning is not forgotten? Students can get weary of repeated tasks, so looking for ways to provide a repeating schedule with creative options is vital to success.  How can I integrate the learning objectives from this particular lesson into future projects?  Finding ways to weave the current lesson into future ones, as well as past lessons into the current one, can be a great way to also support retaining knowledge and skills.   Where should Independent Practice take place? Many teachers operate on the model that Independent Practice can take the form of a homework assignment or worksheet, but it is also important to think of other ways for students to reinforce and practice the given skills. Get creative and try to capture the students interest and capitalize on specific enthusiasms for the topic at hand. Find ways to work Independent Practice into the school day, field trips, and even offer ideas for it in fun activities they may do at home. Examples vary greatly by lesson, but teachers are often great at looking for creative ways to foster learning! Once you receive the work or reports from Independent Practice, you should assess the results, see where learning may have failed, and use the information you gather to inform future teaching. Without this step, the whole lesson may be for naught. Its important to consider how you will assess the results, particularly if the assessment isnt a traditional worksheet or homework assignment.   Examples of Independent practice This section of your lesson plan can also be considered the homework section or the section where students independently work on their own. This is the section that reinforces the lesson that was taught. For example, it may say Students will complete the Venn Diagram worksheet, categorizing the six listed characteristics of plants and animals. 3 Tips to Remember When assigning this section of the lesson plan remember students need to be able to perform this skill on their own with a limited number of errors. When assigning this piece of the lesson plan keep these three things in mind. Make a clear connection between the lesson and the homeworkMake sure to assign the homework directly after the lessonClearly explain the assignment and make sure to check for students understating before sending them off on their own. Difference Between Guided and Independent Practice What is the difference between guided and independent practice? Guided practice is where the instructor helps to guide the students and does the work together, while independent practice is where students must complete the work by themselves without any help. This is the section where students must be able to understand the concept that was taught and complete it on their own. Edited by Stacy Jagodowski