The Effective Communication For Investor Relations Commerce Essay

The Effective Communication For Investor Relations Commerce Essay Corporations worldwide work daily to increase the value of their stock for the investing public. In order to exploit this value, businesses must constantly make every effort to extensively communicate to their investors and potential investors. In view of this, investor relations are a vital part of business strategy, principally in the area of communication. Argenti (2009) says, While explaining financial results and giving guidance on future earnings are critical investor relations activities, companies today need to go beyond the numbers' (p. 203). Corporate departments involved with investor directions must make a necessary connection between efficient communication and company goals. Since communication is starting to play such an important role in investor relations, corporate communication programs are being created not only to participate in financial areas, but also to take part in media relations and other public communication. Ultimately, the best way for corporations to u nderstand communications for investor relations is to look at an overview of the investor relations function, know how to organize investor relations, learn about investor relations programs and be informed on investor relations advancements. Investor Relations Synopsis In the United States, the Boston Manufacturing Company, established in 1814, is foretold to be the first public company. As business increased and growth was desired, the owner chose to sale shares of the company stock to other businessmen (Laskin, 2009). Laskin (2009) states, The separation of management and ownership became the key pre-determining factor in the development of investor relations (p. 1). However, as long as the stock market and the Securities Exchange Commission (SEC) have been a part of the business world, investor relations and communication have not been in effect. Argenti (2009) explains how communications to and from investors in the 1930s and 1940s were barely existent and unnecessary. Corporations were mainly concerned with disclosures required by the SEC, which left little reason for a corporate investor relations representative or department (Argenti, 2009). Midway through the 1900s modern-day investor relations began to surface in the corporate world. Poten tial investors and stockholders became more of a priority to businesses around 1960, which brought forth the creation of the National Investor Relations Institute (NIRI) (Hockerts and Moir, 2004). Hockert and Moir (2004) go on to say, The National Investor Relations Institute {NIRI), founded in the U.S. in 1969, was the first recognized professional [investor relations] body (p. 1). With the creation of the NIRI to communicate with management, investors and potential investors, corporations began to utilize modern technology and bring the investor relations function to the forefront of corporate communications. By the 1990s and the turn of the century, investor relations took-on a highly technological-based approach to investor communications. According to Jameson (2000), visual discourse became a major element in investor interactions. Visual discourse was effective for stimulating the response to good news for investors, and reducing the brunt of bad news. Jameson (2000) says, The most powerful forces that do this are the use of symbolism, the photographic depiction of the narrators, and the highlighting of key pieces of information (p. 1). Visual discourse through the use of the internet brought investor relations to an even greater height after the turn of the century; investor relations can now be found on a variety of platforms, locally and globally. Press ure from investors will always continue to mold the investor relations function. Many companies have already put into place a shareholder relations department. These departments will become even more common in the future as financial advisors and other professionals will influence and have high expectations for firms (Martson, 2008). Organizing Investor Relations Communications The significance of a business structure that effectively implements investor relations communication is vital, especially when handling worldwide operations. Goodman (1999) says that communication, especially external communication with investors, is imperative for corporate growth in an economy that is evidently based on information, instead of industrialization. Investors expect a high level of communication and candor from the companies that operate in their community (Goodman, 1999, p. 1). In order to fully employ the investor relations function through communications, entities must strive to adequately establish and organize interactions within an effective corporate communications department. Objectives Argenti (2009) emphasizes that the most important goal for a business seeking to implement successful communication should be to place the entity in a position to efficiently work for investors capital. According to Almazan, Banajeri and Motta (2008), management may be hesitant to fully reveal information, especially in situations where management decisions could be to blame for inadequate performance. However, businesses must seek to communicate information fully and honestly. Initially, companies should relay as much information as possible to investors and potential investors. Conger (2004) says The more you tell, the more you sell. The more a company makes investors aware of its existence, business and strategies, the more likely it is to increase sales of its stock. Making investors aware doesnt mean a spin campaign, but a program to communicate and educate investors about the companys market, its strengths and potential as an investment (p. 1). Next, Argenti (2009) stresses the need for publicly held companies to understand the appropriate expectations for the companys stock in the scope of earnings, trade and the market. These companies must also strive to lessen stock price instability (Argenti, 2009). The objective is for the investor relations department to fulfill the need for communications guidance in managements decision-making methods. To understand appropriate expectations for company stock and to decrease stock unpredictability, integration [of departments] is a more respected approach, with public relations leading the mix. Public relations drive strategy and execution (Capozzi, 2005, p. 1). In general, communication within investor affairs should seek to honestly maintain the publics view of an organization. Prasad and Mir (2002) underline four general objectives of shareholder relations: accurately present a corporations attitude, mold the identity of the corporation, justifying the established identity of the entity and keep safe the legitimacy of the company. These objectives should seek to provide transparent facts for investors. Kedem (2006) emphasizes the importance of presenting facts in context, instead of in a segregated manner. Kedem (2006) further clarifies that communication must fulfill the investors immediate need to become informed and take action (p. 1), as well as answer interpretation and what if? suppositions [that] may follow (p. 1). Investor relations officers should also be able to answer questions of Whats next? or What does this mean for me?' (Kedem, 2006, p. 1). Communication with Investor Types In such a broad business world, corporations are required to communicate with investors on every level. A wide range of investors need to be taken into consideration by firms so that the proper information is communicated to the correct investor or group of investors (Dolphin, 2003). The role of the investor relations function is to communicate effectively to both institutions shareholders and individual shareholders. A firm that is not dynamic in this aspect will unsuccessfully communicate with some current and potential investors. Marston (2008) explains how shareholder interactions from an institutional standpoint require more boundary spanning (p. 1) interactions by allowing greater efficiencies in message delivery and market impact (Argenti, 2009, p. 208). Conversely, individual investors ranked one-on-one meetings with investees and professionals as the most crucial way of communicating (Marston, 2008). In order to accomplish a well-rounded investor relations department, suffic ient communications to both individual and institutional investors will create closer links with investors, and can help a company in developing strategies that will be welcomed by shareholders; it is that strategic element of the role [of communication] that is at the core of [investor relations] (Dolphin, 2003, p. 1). Institutional investors. Communication with institutional investors is a critical part of any investor relations program. Institutions, such as insurance companies, are available to contribute much larger amounts of capital than a single person. Dolphin (2003) says there is great ease in moving large quantities of capital from market to market. Due to this ease of moving capital, and institutional investors holding more than 60% of Unites States equities in the 21st Century, firms have realized and acted on the significance of communicating with institutional investors. Also, institutional investors are often candidates for mergers and acquisitions. Investees must maintain investor relations departments in order to identify and target potential openings for big investors, mergers or acquisitions. Sirower and Lipin (2003) stress the necessity of excellent communication with institutional investors because of the potential risk of losing a major shareholder. Sirower and Lipin (2003) said Slick press releases and conference calls cannot save a bad deal, but a poorly conceived communications strategy can-and usually will-kill one that may make good strategic sense. Many of the biggest unsuccessful deals, as measured by post-announcement return to shareholders, have performed poorly in large part because the acquirers did not tell their story adequately (p. 1). Furthermore, interaction with institutional investors can be handled best by researching, then organizing institutions into groups or target audiences based on the characteristics of the entity (Argenti, 2009). Argenti (2009) notes: This kind of research will prevent the company from spending too much time communicating with uninterested investors (p. 209). An entity that spends time wisely on interested institutional investors is more likely to obtain more committed, corporate patrons. The responsibility of management is to bring in a qualified investor relations officer who can market shares of the company to these types of organizational investors (ADX Urges Listed Companies, 2009). Individual investors. Individual investors require a different type of communication than an institution typically requires. Many individual investors will be employees of the investee. These employees are investors through 401(k) plans or other company stock. Individual investors are many times directly communicated to through personal messages or one-on-one meetings (Tate, 2000). Tate (2000) explains that this personal communication is executed through one of two types of situations: prepared and interactive. Hanley (2008) says, Long gone are the days when [companies] should take an ad hoc approach to [investor relations], setting their chief financial officer in front of a microphone to read aloud from a quarterly earnings report (p. 1). Entities must carefully analyze whether communications will only be prepared and delivered, or if investors or the public will be given the chance to respond. Written statements or oral speeches are usually considered prepared situations where individuals are presented with information through memos, online forums or speeches (Tate, 2000). Tate (2000) also describes interactive situations: unique situations where problems or questions can be addressed live to a speaker. Interactive situations must be handled by a well-qualified and experienced executive or investor relations officer. Next, investor relations communications with individuals must be more of a hand-holding experience for the investor. Corporate backers invest on a different capital playing field than individuals, and therefore do call for identical treatment. Individuals identify a firm as legitimate if the investee to investor communication meets the entitys social responsibility of providing information (Cowden and Sellnow, 2002). Research has shown that individual investors look for similar or familiar communication functions seen of other renowned organizations. Before personally establishing an entity as legitimate, an individual shareholder also seeks justifiable management actions and necessary social standards of professional communication (Cowden and Sellnow, 2002). Ultimately, corporate relations with individual investors require adequate, available and honest information. Intermediaries Communication directly to institutional and individuals shareholders is only one method by which businesses pass information, updates and news. Argenti (2009) says that corporations also communicate indirectly through intermediaries such as sell-side agents and rating agencies. Sell-side agents cover stocks with certain industries and generate detailed research reports that offer recommendations (Argenti, 2009, p. 212). Rating agencies play a similar role to sell-side agents, but rating agencies place special emphasize on whether an investee is creditworthy (Argenti, 2009). Rating agencies will rate an entity on their ability to obtain, maintain and use debt. Virtually all firms depend on a constant flow of credit to carry them smoothly through the ups and downs of business fluctuations. It is entirely typical for lenders to get more cautious in a downturn, but freezing of credit is [a problem] (Colvin, Gray, Tkaczyk and Yi-Wyn, 2009, p. 1). Investors will look to intermediaries such as rating agencies to indirectly determine if an investee and investment is beneficial or detrimental. The media is also a commonly used intermediary by investees and investors. Investor relations departments may utilize the media especially when going through a crisis. One of the most important actions taken by a company going through a crisis is to use the media as an intermediary to satisfactorily relay information to a curious, concerned or affected public. Hasenfuss (2009) explains the frustration that occurs for investors or potential investors when information is delayed or never presented. Investor relations departments must use the media to communicate detailed explanations during important situations. A failure to do this will bring no closure to a companys current business-life. Denying the use of a media intermediary during an important situation may very well bring an organization to its final days (Hasenfuss, 2009). Communication through Investor Relations Programs Communication within investor affairs is most effective when implemented through investor relations programs. Depending on the size and the activities of the corporation, the investor relations program may be in-house and consist of only a few officers, or it may be entirely outsourced to public or financial relations firms (Argenti, 2009). Communication programs are necessary for the majority of businesses; they help to place market status of corporate stock in the hands of investors, as well as limit control of stock price by management (Coyle, n.d.). Furthermore, Coyle (n.d.) states that CEOs and their individual corporate investor relations programs must recognize that the market followings themselves are tiered; thus corporate advertising, direct mail and even telemarketing strategies can be beneficial (p. 1). These investor relations responsibilities are carried out through the establishment of investor relations programs. These programs help to connect the entity to society, a s well as build a line of proactive and reactive relationships with investors. Proactive Communication Proactive communication is necessary for companies seeking to add value to their stock. Proactively pursuing investors, especially valuable investors, is a key role of the investor relations program. A hands-on attitude is positive for increasing productivity of a firm, as well as constructively driving the decision-making process for management and investors (Hughes and Demetrious, 2006). Conger, 2004 explains If a company isnt proactive at all with its [investor relations] efforts, some investors are still bound to find it. But [many] investorsà ¢Ã¢â€š ¬Ã‚ ¦have a limited amount of time at their disposal. They will, therefore, invest in those companies they have heard of, are familiar with and can trust. When a company is willing to communicate, it decreases investors uncertainty and risk (p. 1). Argenti (2009) also adds that communication strategies should be intact for both expected and unexpected situation, such as mergers and crisis situations. A company that takes on a proactive communication role with investor relations is likely heading towards investee success. Reactive Communication Another important aspect of investor relations programs is reactive communication, which focuses on making use of investor responses, concerns, suggestions and preferences. One large petroleum company, Voyager Petroleum (2010), made a special effort to acquire Marmel Communications LLC, a well-equipped communications corporation. This business decision supported Voyagers desire to reach out for investor input. Voyager Petroleum (2010) announced, Our team is inviting all shareholders to [an] exclusive investor controlled forum. Our staff and members have requested that all Voyager Petroleum shareholders join our community and share their thoughts on the company, its development and future outlook (p. 1). The main benefit of a company choosing to practice this type of reactive communication is to understand the mindset of their investors in order to know where the company can change and improve. The corporate forum method used by Voyager for reactive communication is beneficial by prov iding an area for a wide variety of feedback on all aspects of the entity. Ettredge and Gerdes (2005) also support reactive communication through venues like website forums because investor and investee information is able to be presented in numerous forms, such as video, audio, pictures and text. Website forums also support multiple languages (Ettredge and Gerdes, 2005). Corporations that require their investor relations programs to use reactive communication will more quickly know the key to success. Investor Relations Advancement As technology advances, all aspects of the business world advance; this includes investor relations and communications. As manufacturing, information storage and many other areas of the corporate world advance, communications to investors also advance. Some companies seek to only become more efficient with familiar methods. Vahouny (2004) describes how companies can use modern-day automation to develop more effective communication through typical actions: using advertising, employee letters, collateral, client letters and press releases (p. 1). Also, Boyd and Boyd (2008) explain how advancements can be made by effectively carrying out other general practice such as shareholder votes, calls and letters. Some firms still advance in the area of presenting, recording and reposting speeches to investors (Boyd and Boyd, 2008). However, many modern-day businesses are advancing in investor communications directly by way of technology and the internet. Boyd and Boyd (2008) admit that communication such as speeches is becoming outdated, and that most similar methods of communication provide information or form, but rarely both. In general, the internet is taking over the investor relations function by offering convenient form and necessary information. Companies such as Chevron are combining investor relations, communications and marketing through the use of emails, blogs and social networking websites. Thompson (2009) says Chevron is among the many companies that not only hosts an official [investor relations] Twitter feed, but promotes it on the companys Media Resources page online. Chief Twitterer is Chevron media adviser Justin Higgs. Cisco is another company that hosts an [investor relations] presence on Twitter; the company has multiple Twitter sites, including ones such as CiscoGeeks and CiscoEvents (p. 1). Twitter is a social networking website where information is quickly and easily released live to the internet for millions to see on mobile phones, computers and other electronic devices. These companies also communicate to the public through Facebook, a social networking website available to anyone with an active email address (Thompson, 2009). Firms that are jumping on the technological bandwagon are advancing investor relations communications exponentially. For a corporate department that thrives on providing timely and accurate information, the internet has revolutionized, and will continue to revolutionize, the investor relations function. Conclusion In conclusion, publicly traded businesses make a great effort to add value to their entities in order to maximize the benefits received by the investing community. By taking every possible step to have the best communication with investors, corporations are increasing the value of their business and stock. In consideration of this, investor relations are understandably a major function of doing business, and a major function of corporate communication. Argenti (2009) states: As companies strive to maximize shareholder value, they must continually communicate their progress toward that goal to the investing public (p. 203). As companies strive in this direction, the relationship between meeting corporate objectives and communication must be comprehended. This understanding by some corporations has brought communications for investor relations to a stage where programs are being established to take-on the role of entire departments, such as public relations. In the end, businesses will best identify with communications in the context of investor relations by: looking at an overview of the investor relations function, knowing how to organize investor relations, learning about investor relations programs and being informed on investor relations advancements. Above all, Companies need to follow a communication strategy that includes a clear understanding of the companys objectives and a thorough analysis of all its constituencies so that appropriate messages can be crafted and delivered (Argenti, 2009, p. 222).

The Hypocrisy of Humanity Depicted in Harper Lee’s To Kill a Mockingbir

Harper Lee’s To Kill a Mockingbird, has many stories from Scouts’ little town in Alabama that teaches the reader the good and bad sides of the human being. When all these come together, the result is this fantastic novel. One of the stories that stand out is the one when Mrs. Gates and Cecil Jacobs have a conversation in the classroom. They talk about Adolph Hitler and the malicious things he did to the Jewish people. Mrs. Gates tries to tell her students that what he did was wrong in a very firm tone of voice. At this point in the story, the reader feels anger for everything the Nazis did. However, the main point of this passage is to make the reader realize how two-faced Mrs. Gates is. In this novel, Harper Lee implies that humanity should be less hypocritical. When Cecil Jacobs makes his presentation about Adolph Hitler, Mrs. Gates comments about it. She teaches the children in her classroom that what this man did was very wrong since he killed many Jews just because he did not like them. Nevertheless, the reader finds this very paradoxical for the reason that she does not have respect for black-colored-people. Mrs. Gates does not seem to understand the bad example that she is providing to the children she is teaching to. Her hypocrisy does not help to fulfill her role as teacher: to teach and provide the skills and principles children will have to use later in life. The author of this novel has given the reader this story to symbolize the hypocrisy that one finds in today’s society, to show that sometimes and most of the time, the human beings talk a lot but do not look at their own actions or execute what they are teaching. Harper Lee’s To Kill a Mockingbird shows so many characteristics of today’s society. Among thes... ...ould be more honest and less hypocritical. An individual who is a great example of this is Al Gore, the Oscar-Winner for his documentary â€Å"An Inconvenient Truth†. He tells audiences the way they should live and how they should manage their life-styles to help save the environment mean while he is riding in style and waists twelve times more electric energy compared to an average family in a year. Harper Lee has used the narrative point of view, characterization and irony to develop a more dramatic effect of hypocrisy between Mrs. Gates and black-colored-people. It is very unfortunate that there are people like Mrs. Gates and Mr. Al Gore in today’s world. For this reason, every individual should strive to be better as a person to make their community a better place to live in and to provide an appropriate example to those who will live in it in the next generations.

The Worst Jobs in the World :: essays research papers

The Worst Jobs in the World TURD DIVER - cleans the grate at the sewer treatment plant HOG SLAUGHTERHOUSE PROCESSOR - I work in a slaughterhouse where we process hogs. They come in by the truckload and sometimes I have to lead them to the killing pen and kill them with a bullet in the head. Usually this job means that the technician ends up covered with blood. The hog is then placed upon meat hooks by its hind legs. After the hog is lifted into position, its neck is slit so that blood can drain into a large vat. Sometimes it seems that gallons of blood pours out. One benefit, though, is cheap hams and bacon. We get to buy meat at very low cost. Too bad we don't make enough money to buy very much. $9.00 as processor. It's a living. BURNT POTATO CHIP PICKER - For minimum wage you get to watch cooked potato chips quickly fly by on a conveyor belt and you have to pick out the burnt ones. This is done in 90+ degree temperature, with a thick coating of oil in the air. With these three ingredients, it isn't long before motion sickness (watching the chips fly by) increases with the smell and temperature causing you to want to barf. And you know how it is having a minimum wage job, you don't get a break and have to keep your nose to the grindstone. Needless to say I turned down overtime. GAY BAR JANITOR - Think about it . . . Cleaning a bar is a bad enough thought. In a gay bar some of the things you see, hear and find can be very confusing and leave you not wanting to touch anything! Ever!!! ARMPIT SNIFFER in a deodorant factory. The World's Worst Jobs - Nuclear Warhead Sensitivity Technician - Circus Elephant Clean Up Specialist - Rotten Sardine Taste Detector - Assistant To The Boss's Nephew - Shark Baiter - Hurricane Photographer - Director Of Public Relations, Chernobyl Nuclear Facility - Prison Glee Club President - Road Kill Removal Crew Worst Jobs 1.Lumberjack 2.Fisherman 3.Cowboy 4.Ironworker 5.Seaman 6.Taxi driver 7.Construction worker 8.Farmer 9.Roofer 10.Stevedore World's Worst Jobs Do you think your job stinks? You could be a Flatus Odor Judge. That's just one of several of the Worst Jobs in Science according to the editors of "Popular Science" magazine, who just compiled the list for the latest issue. Topping the chart for worst jobs are the odor judges at a Minneapolis gastroenterologist -- they're are paid to smell people's farts to determine potentially critical medical symptoms.

The Appeal Of The Androgynous Man :: essays research papers

â€Å"The Appeal of the Androgynous Man† This article was published in Mademoiselle in 1976 for young female readers by Amy Gross. In this article Gross compares androgynous men to the all-man man. Gross talks about the advantages of the androgynous man as compared to the all-man man. There are advantages and disadvantages to every man. Seems as though Gross is in favor of the androgynous man and she tends to bash the all-man man. Gross describes the Androgynous man as being a self-amused, less inflated, more quirky, vulnerable and responsive man. Gross describes the all-man man as being a male chauvinist and possessing none of the characteristics of the androgynous man. These descriptions are of men that Gross had encounters with, not necessarily every man in the world. It is evident through her descriptions that she is more in favor of the androgynous man and sees them as a better mate. The androgynous man maybe be a better mate for Gross, however this does not mean he is a better mate for every woman. Further Gross explains the results of an experiment done with college students that were categorized as masculine, feminine, or androgynous. This experiment tests the degree of nurturing and caring abilities of each person within the experiment. Gross makes it a point to reveal that masculine men scored low and gave her sympathy for anyone stuck with this type of man. The choice of what type of man a woman chooses to spend her life with is left up to the individual woman. If a masculine man makes a woman happy who is Gross to giver her sympathy to this woman. Gross stereotypes the all-man man by suggesting that the all-man man will reject behaviors and interests that are considered feminine. This stereotyping is based on her experience with men, not by the experience of women as a whole. Gross is making a misleading statement about men, therefore she is possibly misleading her readers. Young adult women need to take a look at their own needs and choose a man that will fulfill those needs, regardless of whether it be an androgynous man or an all-man man. The Appeal Of The Androgynous Man :: essays research papers â€Å"The Appeal of the Androgynous Man† This article was published in Mademoiselle in 1976 for young female readers by Amy Gross. In this article Gross compares androgynous men to the all-man man. Gross talks about the advantages of the androgynous man as compared to the all-man man. There are advantages and disadvantages to every man. Seems as though Gross is in favor of the androgynous man and she tends to bash the all-man man. Gross describes the Androgynous man as being a self-amused, less inflated, more quirky, vulnerable and responsive man. Gross describes the all-man man as being a male chauvinist and possessing none of the characteristics of the androgynous man. These descriptions are of men that Gross had encounters with, not necessarily every man in the world. It is evident through her descriptions that she is more in favor of the androgynous man and sees them as a better mate. The androgynous man maybe be a better mate for Gross, however this does not mean he is a better mate for every woman. Further Gross explains the results of an experiment done with college students that were categorized as masculine, feminine, or androgynous. This experiment tests the degree of nurturing and caring abilities of each person within the experiment. Gross makes it a point to reveal that masculine men scored low and gave her sympathy for anyone stuck with this type of man. The choice of what type of man a woman chooses to spend her life with is left up to the individual woman. If a masculine man makes a woman happy who is Gross to giver her sympathy to this woman. Gross stereotypes the all-man man by suggesting that the all-man man will reject behaviors and interests that are considered feminine. This stereotyping is based on her experience with men, not by the experience of women as a whole. Gross is making a misleading statement about men, therefore she is possibly misleading her readers. Young adult women need to take a look at their own needs and choose a man that will fulfill those needs, regardless of whether it be an androgynous man or an all-man man.

Quality Management Proposal

BJB Quality Management Proposal Outline Learning Team B Christie Bryant, John Deprimo, Kareemot Olorunoje, Ammy Solis, Michael Willis, and Patrice Wills MGT/420 Kathryn Kendall November 5, 2012 BJB Quality Management Proposal Outline Introduction As a manufacturer of high-end compact disc changers for the automobile aftermarket, BJB manufacturing currently has no quality program.The organization needs a strategy for improving business performance through the commitment and involvement of all employees to fully satisfying agreed customer requirements, at the optimum costs, through the  continual improvement  of the products and services, business processes, and people involved (Total Quality Management – TQM, Unknown). The company’s president seeks to gain a competitive edge in the compact disc changer industry over its competition by establishing a total quality management (TQM) program. 1) Product and Needs of BJB Manufacturing Company 2) Quality Management Approac h ) Role of Leadership in Planning, Developing, and Implementing Week 2, Part I: Prepare a total quality management program for BJB Manufacturing Company by writing a 700-to 1,050-word paper in which you develop a quality management approach for BJB. 4) BJB Manufacturing Company Quality Management Initiative Proposal * a) Determine what needs the stakeholders may have for BJB’s products. b) Analyze the product and needs of BJB, and then select the quality management approach that would be the best fit. Explain your rationale. c) Describe the role of leadership in planning, developing, and mplementing a quality process in BJB. Week 3, Part II: Continue building your proposal by incorporating your instructor’s feedback from the Quality Initiative Proposal, and adding 700-to 1,050-words to address theory. * 5) BJB Manufacturing Company Quality Management Theory d) Select one of the theories that you feel would be the best fit for BJB and the successful implementation of t his particular project. e) Address how these quality theories and process-driven and customer-driven quality requirements apply to both the manufacturing and service industries. * * Week 4, Part III: * Continue building your proposal for BJB’s Strategic Planning Committee by adding 1,050-to 1,750-words outlining the strategies for addressing quality management issues and determining an effective means of deploying the quality management initiative. 6) BJB Manufacturing Company Quality Management Implementation Strategy * 1. Analyze factors that should be considered when measuring the results of quality initiatives by using the quality initiative the Learning Team selected to be the best fit for BJB.Address the leadership’s roles in successfully deploying an initiative. Then determine how this approach would help enhance the accomplishment of the following: i) Reduction of the number of product failures ii) Material and labor costs due to gains in operational efficienci es iii) Profitability iv) Customer complaints management v) Environmental regulations compliance vi) Reduction of the number of damage claims and service reliability in the supply chain vii) Levels of inventory iii) Inventory damage and shrinkage management ix) Communications, cooperation, and coordination between all departments within the company improvement * * Week 4, BJB Total Quality Management Program, Parts I through III Presentation * 2. Prepare a 12- to 15-minute oral presentation of Part I-III of the BJB Total Quality Management Program proposal your team developed. Include 7-12 Microsoft ® PowerPoint ® slides. * * Week 5, Part IV: * * BJB Manufacturing Company Quality Management Supplier Alliance Metrics ReportPrepare a report in which you determine supplier alliance requirements and appropriate metrics for BJB to measure the performance effectiveness of their suppliers. What recommendations would you present to BJB’s Strategic Planning Committee to integrate the supplier alliance and metrics? a) Determine KPIs for forming supplier alliances as well as how BJB would evaluate supplier qualifications and performance. b) How do these measurements help ensure a competitive advantage for BJB? c) Analyze the types of costs of changing supplier alliances. 7) Conclusion 8) References

Children and Youth Essay

The study of children and youth—or childhood studies—involves researchers from diverse disciplines who theorize and conduct research on children and adolescents. Woodhead (2004) aptly explains, Interest in Childhood Studies is for many born out of frustration with the narrow versions of the child offered by traditional academic discourses and methods of inquiry, especially a rejection of the ways psychology, sociology, and anthropology traditionally partition and objectify the child as subject to processes of development, socialization or acculturation. (P. x) sociologists use these four perspectives, childhood scholars trained in other disciplines also use these perspectives. I will then consider the usefulness of childhood studies as an interdisciplinary area of study and present a vision for the future of childhood studies within sociology. CONTRIBUTIONS OF DIFFERENT APPROACHES TO CHILDHOOD STUDIES Historical Approaches to Childhood Studies Historical research informs what the concept of childhood means. Arià ¨s ([1960] 1962) made the first argument that childhood is socially and historically constructed. He did not view it as a natural state defined by biology. By examining works of art dating back 1,000 years, he noted a difference in the rendering of children prior to the 1700s, wherein children were depicted as little adults and not as a distinctive group. In agreement with Arià ¨s, Demos (1970) put forth a similar argument using evidence gathered on the Puritans of the Plymouth Colony in the 1600s, noting that children were not considered a special group with shared needs or status. These researchers asserted that the shift from treating children as small adults to children as valuable individuals to be protected goes hand-in-hand with other societal shifts such as the spread of schooling and the decline of child mortality. While Arià ¨s’s hypothesis has been challenged and criticized by historical research and empirical evidence (see Gittins 2004; Nelson 1994), his ideas have inspired social scientists to study ordinary children, and many studies have been produced as a result. As a dialogue w ith the Since the late 1980s, sociologists have made sizable contributions to the study of children and youth, and the field of childhood studies has become recognized as a legitimate field of academic enquiry. Increasingly, childhood is used as a social position or a conceptual category to study. Like women’s studies, the study of children has emerged as an interdisciplinary field. Researchers of children from established disciplines, such as anthropology, education, history, psychology, and sociology, have found a meeting place in this emergent interdisciplinary field of childhood studies. In the following sections, I will first outline the relative contributions of different approaches to the field of childhood studies. Some approaches find a home within one discipline, while other approaches are used by more than one discipline. Specifically, I will examine approaches outside sociology, such as historical, developmental psychological, and children’s literature, and then I w ill discuss four perspectives used by sociologists, namely the cultural approach, the social structural approach, the demographic approach, and the general socialization approach. While 140 Bryant-45099 Part III.qxd 10/18/2006 7:43 PM Page 141 The Sociology of Children and Youth– †¢ –141 work of Arià ¨s, De Mause ([1976] 1995:4) developed a psychogenic theory of history, which asserted that parentchild relations have evolved to create greater intimacy and higher emotional satisfaction over time. De Mause explained that parent-child relations evolve in a linear fashion and that parent-child relationships change incrementally and, in turn, fuel further historical change. In response to this, Pollock (1983) dismisses the findings of researchers such as Arià ¨s, Demos, and De Mause, who assert the modern or incremental approach to childhood, arguing that â€Å"parents have always valued their children: we should not seize too eagerly upon theories of fundamental change in parental attitudes over time† (p. 17). While Pollock specifically counters the conclusions of Demos on children living in the 1700s in the Plymouth colony, his conclusions respond to all prior research positing that childhood is a modern concept. Historical research documents that the idea of c hildhood emanates from the middle class as members of the middle class first advanced laws to limit child labor and promoted education and protection of children (Kehily 2004). The shift of children from economic to emotional contributors of the family after the seventeenth century took place first among middle-class boys and later became the expectation for all children, regardless of social class or gender (Zelizer 1985). A good example of this middleclass perspective is illustrated in the writing of Mayhew, a social commentator from the nineteenth century (1861, in Kehily 2004), who writes about a disadvantaged eightyear-old street vendor from the working class who has â€Å"lost all childish ways† in the Watercress Girl in London Labour and the London Poor. While Mayhew calls attention to the plight of workingclass children in the mid-nineteenth century, other research (Steedman 1990; Gittins 1988) indicates that it is not until the early twentieth century that the childhood concept is redefined for working-class children in the United Kingdom. Child poverty and ill health were viewed as social problems and resulted in a shift away from economic to increased emotional value of children and altered expectations that children should be protected and educated (Cunningham 1991). The idea of lost or stolen childhood continues to be prominent in popular discussions of childhood (Kehily 2004:3). With this, historical approaches offer a great deal to the field of childhood studies because they allow us to view the concept of childhood as malleable. The childhood concept does not have the same meaning today as it did 300 years ago in a given culture, and it does not have the same meaning from culture to culture or even across social classes during a historical moment. Most historical research focuses on Western forms of childhood, yet these constructs may be useful for understanding certain aspects of childhood in non-Western contexts, especially when similar socioeconomic factors, such as industrialization, and a shift from an agrarian to a cash economy, may frame conditions. Ideas about how childhood is bound by culture, political economy, and epoch continue to be played out today in many non-Western contexts. For example, Hollos (2002) found that a new partnership family type emerged alongside the lineage-based system as a small Tanzanian community underwent a shift from subsistence agriculture with hoe cultivation to wage labor. These family types exhibited two distinct parental perspectives on what childhood should be and how children should spend their time. Partnership families emerging with a cash economy tend to view their children as a means of enjoyment and pleasure, whereas lineage-based families typically see their children as necessary for labor needs in the near term and as investments and old-age insurance in the long term. In this way, historical perspectives have the potential to inform contemporary cultural and social constructive theories on children and childhood studies. The next step is to move beyond Arià ¨s and the dialogue he cre ated to address the persistence of current social issues that involve children such as child poverty, child labor, and disparities across childhoods worldwide (see Cunningham 1991). Developmental Psychological Approaches to Childhood Studies Sully’s Studies of Childhood (Sully [1895] 2000, quoted in Woodhead 2003) notes, â€Å"We now speak of the beginning of a careful and methodological investigation of child nature.† By the early twentieth century, developmental psychology became the dominant paradigm for studying children (Woodhead 2003). Developmental psychology has studied and marked the stages and transitions of Western childhood. Piaget’s (1926) model of developmental stages stands as the foundation. Within the developmental psychology framework, children are adults in training and their age is linked to physical and cognitive developments. Children travel a developmental path taking them in due time to a state of being adult members of the society in which they live (Kehily 2004). Children are therefore viewed as learners with potential at a certain position or stage in a journey to child to an adult status (Verhellen 1997; Walkerdine 2004). Social and cultural researchers have critiqued the developmental psychological approach, largely faulting its treatment of children as potential subjects who can only be understood along the child-to-adult continuum (Buckingham 2000; Castenada 2002; James and Prout [1990] 1997; Jenks 2004; Lee 2001; Stainton Rogers et al. 1991). Qvortrup (1994) notes that developmental psychology frames children as human becomings rather than human beings. Adding to this, Walkerdine (2004) suggests that while psychology is useful in understanding children, this usefulness may be bound to Western democratic societies at a specific historical moment. Still, Lee (2001) cautions that we should not give developmental psychology a wholesale toss, noting, â€Å"What could growing up mean once we have distanced ourselves Bryant-45099 Part III.qxd 10/18/2006 7:43 PM Page 142 142– †¢ –THE SOCIOLOGY OF THE LIFE COURSE from the dominant frameworks’ account of socialization and development?† (p. 54). Likewise, Kehily (2004) notes that considering differences between sociology and developmental psychology is useful, yet it is also useful to consider what is shared or complementary across the two. Developmental psychologists have not reached consensus on the relative importance of physical, psychological, social, and cultural factors in shaping children’s development (Boocock and Scott 2005). Gittins (1988:22) urges social scientists studying children to bear in mind the nature versus nurture debate. Bruner (2000) explains that both biological and social factors are important because babies are born with start-up knowledge, which they then add and amend with life experiences. Concurring with this approach, Chomsky (1996) explains that a child’s biological makeup is â€Å"awakened by experience† and â€Å"sharpened and enriched† through interactions with other h umans and objects. Walkerdine (2004) considers developmental psychology as limited because of its deterministic trajectory and sociology as limited because of its omission of psychological factors alongside sociological or cultural factors. Walkerdine (2004) points to several developmental psychological approaches to consider the social production of children as subjects, namely situated learning (Cole and Scribner 1990; Haraway 1991), acquiring knowledge through practice or apprenticeship (Lave and Wenger 1991), actor network theory (Law and Moser 2002), and the idea of assemblages as children learn to fill a child role in society (Deleuze and Guattari 1988). These approaches allow the researcher to include children’s internal and external learning practices and processes. As such, developmental psychology can continue to contribute to childhood studies. In the 1990s, sociologists helped cull and identify useful concepts and tools for childhood studies by criticizing develop mental psychology. As the field of childhood studies continues to grow into a defined and recognized discipline, useful tools and concepts from developmental psychology should be included. Likewise, Woodhead (2003) asserts that several concepts and tools from developmental psychology— notably scaffolding, zone of proximal development, guided participation, cultural tools, communities of practice—are also relevant for childhood studies (see Lave and Wenger 1991; Mercer 1995; Rogoff 1990; Wood 1988). Psychologists’ concern with the individual child can complement sociological research that considers children as they interact within their environment. worlds are created. Hunt (2004) notes that children’s literature may be unreliable for understanding childhood because children’s books typically reflect the aspirations of adults for children of a particular epoch. Hunt (2004) holds however that children’s literature remains a meeting place for adults and children where different visions of childhood can be entertained and negotiated. In agreement with historical research on the concept of childhood, children’s books were first produced for middle-class children and had moralizing purposes. Later, children’s books were produced for all children, filled with middleclass values to be spread to all. There is agreement and disagreement on the definition of childhood when examining the children’s literature of different time periods and different cultures. For example, several books of the 1950s and 1960s—including The Borrowers, Tom’s Midnight Garden, and The Wolves of Willoughby C hase—depicted adults looking back while children are looking forward (Hunt 2004). Likewise, Spufford (2002:18) notes that the 1960s and 1970s produced a second golden age of children’s literature that presented a coherent, agreed-on idea of childhood. Furthermore, an examination of children’s literature indicates different childhoods were being offered to children in the United States and Britain during the nineteenth century. British children were depicted as being restrained, while American children were described as independent and having boundless opportunity (Hunt 2004). In this way, culture and children’s material world coalesce to offer very different outlooks on life to children. The goal of books may change, from moralizing to idealistic, yet across epochs and cultures they teach children acceptable roles, rules, and expectations. Children’s literature is a powerful platform of interaction wherein children and adults can come together to d iscuss and negotiate childhood. Cultural and Social Construction Approaches to Childhood Studies Anthropological cultural studies have laid important groundwork for research on children, and sociologists have extended these initial boundaries to develop a social construction of childhood. Anthropological research (Opie and Opie 1969) first noted that children should be recognized as an autonomous community free of adult concerns and filled with its own stories, rules, rituals, and social norms. Sociologists then have used the social construction approach, which draws on social interaction theory, to include children’s agency and daily activities to interpret children’s lives (see James and Prout [1990] 1997; Jenks 2004; Maybin and Woodhead 2003; Qvortrup 1993; Stainton Rogers et al. 1991; Woodhead 1999). Childhood is viewed as a social phenomenon (Qvortrup 1994). With this perspective, meaning is interpreted through the experiences of children and the networks within which Children’s Literature as an Approach to Childhood Studies Childhood as a separate stage of life is portrayed in children’s books, and the medium of books represents a substantial part of the material culture of childhood. Books may be viewed as a window onto children’s lives and a useful tool for comprehending how and why children’s Bryant-45099 Part III.qxd 10/18/2006 7:43 PM Page 143 The Sociology of Children and Youth– †¢ –143 they are embedded (Corsaro 1988). Researchers generally use ethnographic methods to attain reflexivity and include children’s voices. In this section, I will first discuss the social constructivist approach of childhood research in two areas, children’s lives within institutional settings such as day care centers and schools, and children’s worlds as they are constructed through material culture. Evidence suggests that young children actively add meaning and create peer cultures within institutional settings. For example, observations of toddler peer groups show preferences for sex emerge by two years of age and race can be distinguished by three years of age (Thompson, Grace, and Cohen 2001; Van Ausdale and Feagin 2001). Research also indicates that play builds on itself and across playgroups or peer groups. Even when the composition of children’s groups changes, children develop rules and rituals that regulate the continuation of the play activity as well as who may join an existing group. Knowledge is sustained within the peer group even when there is fluctuation. School-based studies (see Adler and Adler 1988; Corsaro 1988; Hardman 1973; LaReau 2002; Thorne 1993; Van Ausdale and Feagan) have added a great deal to our understandings of childh ood. Stephens (1995) examined pictures drawn by Sami School children of Norway to learn how the 1986 Chernobyl nuclear disaster and its nuclear fallout affected their lives. The children expressed themselves through their drawings to show how the depleted environment affected their health, diet, work, daily routines, and cultural identity. Van Ausdale and Feagan (2001) explain how racism is created among preschool children’s play patterns and speak. They find that children experiment and learn from one another how to identify with their race and learn the privileges and behaviors of their race in comparison with other races. Using participant observation of children in a primary school setting, Hardman (1973) advanced the idea that children should be studied in their own right and treated as having agency. She found that children represent one level of a society’s beliefs, values, and social interactions. The children’s level interacts as muted voices with other levels of society’s beliefs, values, and social interactions, shaping them and being shaped by them (Hardman 1973). Corsaro (1988) used participant observations of chi ldren at play in a nursery school setting to augment Hardman’s idea of a children’s level. He observed and described children as active makers of meaning through social interaction. Likewise, Corsaro and Eder (1990) conceptualize children as observing the adult world but using elements of it to create a unique child culture. A few studies (see Peer Power by Adler and Adler 1988 and Gender Play by Thorne 1993) show how the cultural world of children creates a stratification structure similar to that of the adult world in a way that makes sense for children. Thorne’s (1993) study of children’s culture is set in an elementary school setting, wherein children have little say in making the rules and structure. Still, she finds children create meaning through playground games that use pollution rituals to reconstruct larger social patterns of inequality as they occur through gender, social class, and race (Thorne 1993:75). Similarly, other studies show how behaviors within peer cultures—such as racism, masculinity, or sexism (see Frosh, Phoenix, and Pattman 2002; Hey 1997; James, Jenks, and Prout 1998) and physical and emotional abuse (Ambert 1995)—are taught and negotiated within children’s peer groups. In addition, childhood can be interpreted through the material makeup of children’s worlds, generally taking the form of toys (see Lamb 2001; Reynolds 1989; Zelizer 2002). Zelizer (2002) argues that children are producers, consumers, and distributors. Lamb (2001) explains that children use Barbie dolls to share and communicate sexual knowledge within a peer group producing a secretive child culture. Cook (2004) contends that the concept of child has been constructed through the m arket. Through a social history of the children’s clothing industry, Cook explains how childhood became associated with commodities. He contends that childhood began to be commodified with the publication of the first children’s clothing trade journal in 1917. By the early 1960s, the child had become a legitimate consumer with its own needs and motivations. The consuming child has over time been provided a separate children’s clothing department stratified by age and gender. As in Cook’s thesis, others (e.g., Buckingham 2004; Jing 2000; Postman 1982) provide evidence to add support to the idea that children’s consumption defines childhood. Jing (2000) explains how the marketing of snack foods and fast foods to children has dramatically affected childhood in China. Likewise, television (Postman 1982) and computers (Buckingham 2004) reshape what we think of as childhood. Children are argued to have a reversed power relationship with adults in terms o f computers because children are more comfortable with this technology (Tapscott 1998). In addition, access to the Internet has created a new space for peer culture that is quite separate from adults. Through chat rooms and e-mail, children can communicate and share information among peers without face-to-face interaction. As a result, the stage on which children’s culture is created is altered. Social Structural Approaches to Childhood Studies Social structural approaches to childhood studies can be divided into two areas, those that distinguish children’s experience by age status and those that distinguish children’s experience by generational status. Because age is the primary criterion for defining childhood, sociologists who study children have found aging and life course theories that focus on generation to be useful. Thorne (1993) argues for the use of age and gender constructs in understanding children’s lives as well as considering Bryant-45099 Part III.qxd 10/18/2006 7:43 PM Page 144 144– †¢ –THE SOCIOLOGY OF THE LIFE COURSE children as social agents. Therefore, it is how children actively construct their worlds as a response to the constraints of age and gender. Passuth (1987) asserts that age is the salient factor for understanding childhood based on her study of how children 5 to 10 years old define themselves as little and big kids in a summer camp setting. Passuth found that age was more important than other stratification markers such as race, social class, and gender. Likewise, Bass (2004) finds that children are active agents but also that age should be considered first as it may structure the opportunities open to children who work in an open market in sub-Saharan Africa; however, other secondary factors such as economic status and gender also structure the life chances of these children. Studies based on children in the United States suggest that age should be considered along with race, gender, and social class to explain how children negotiate power and prestige within their peer groups (Goodwin 1990; Scott 2002). For other sociologists, generation provides the most useful concept to explain the lives of children (Mayall 2000:120). Other researchers (Alanen 2001; Qvortrup 2000) assert that generational relationships are more meaningful than analyses focusing on gender, social class, or ethnicity. While the concept of childhood is not universal, the dichotomy of adult and child is universal and differentiated by age status. This age status patterns differential power relations wherein adults have more power than children and adults typically regulate children’s lives. Childhood is produced as a response to the power of adults over children even when children are viewed as actively shaping their childhoods (Walkerdine 2004). Adults write children’s books, create children’s toys and activities, and often speak on behalf of children (e.g., the law). In this way, the generational divide and unequal authority between adults and children define childhood. Mayall (2002) uses the generational approach to explain how children contribute to social interaction through their position in the larger social order, wherein they hold a child status. The perspective of children remains meaningful even through the disadvantaged power relationship they hold vis-à  -vis adults in the larger social order. It can therefore become a balancing act between considering structural factors or the agency of children in understanding childhood. The life course perspective holds that individuals of each generation will experience life in a unique way because these individuals share a particular epoch, political economy, and sociocultural context. Foner (1978) explains, â€Å"Each cohort bears the stamp of the historical context through which it flows [so that] no two cohorts age in exactly the same way† (p. 343). For example, those who entered adulthood during the Depression have different work, educational, and family experiences compared with individuals who entered adulthood during the affluent 1950s. Those of each cohort face the same larger social and political milieu and therefore may develop similar attitudes. The social structural child posits that childhood may be identified structurally by societal factors that are larger than age status but help create age status in a childhood process (Qvortrup 1994). Children can be treated by researchers as having the same standing as adult research subjects but also may be handled differently based on features of the social structure. The resulting social structural child has a set of u niversal traits that are related to the institutional structure of societies (Qvortrup 1993). Changes in social norms or values regarding children are tied to universal traits as well as related to the social institutions within a particular society. Demographic Approaches to Childhood Studies Much of American sociology takes a top-down approach to the study of children and views children as being interlinked with the larger family structure. It is in this vein that family instability leading to divorce, family poverty, and family employment may affect children’s experiences. For example, Hernandez (1993) examines the American family using U.S. Census data from the twentieth century and notes a series of revolutions in the family—such as in decreased family size and the emergence of the two-earner family—that in turn affected children’s well-being and childhood experiences. Children from smaller families and higher incomes typically attain more education and take higher-paid employment. Hernandez (1993) contends that mothers’ increased participation in work outside the home led to a labor force revolution, which in turn initiated a child care revolution, as the proportion of preschoolers with two working parents increased from 13 percent in 1940 to 50 percent in 1987. More recent data indicate that about 70 percent of the mothers of preschoolers work outside the home (U.S. Bureau of the Census 2002). This child care revolution changes the structure of childhood for most American children. Time diary data indicate that the amount of children’s household chores increased from 1981 to 1997 (Hofferth and Sandberg 2001). Lee, Schneider, and Waite (2003) further note that when mothers work in the United States, children do more than their fathers to make up for the household labor gap caused when mothers work. Hence, expectations for children and childhood are altered because of a larger family framework of considerations and expectations. Family life structures children’s well-being. When marriages break up, there are real consequences in terms of transitions and loss of income that children experience. The structural effects on children of living in smaller, more diverse, and less stable families are still being investigated. Moore, Jeki elek, and Emig (2002) assert that family structure does matter in children’s lives and that children fare better in families headed by two biological, married parents in a low-conflict marriage. Some research indicates that financial support from fathers after a divorce is low (Crowell and Leaper 1994). Coontz (1997) maintains that divorce and single parenthood generally exacerbate preexisting financial uncertainty. These impoverished conditions may diminish children’s physical and emotional Bryant-45099 Part III.qxd 10/18/2006 7:43 PM Page 145 The Sociology of Children and Youth– †¢ –145 development and adversely affect school performance and social behaviors. However, this is not in all cases. Research (Cherlin et al. 1991) shows that children of separated or divorced families have usually experienced parental conflict and behavioral and educational problems before the family broke up. Hernandez (1993) suggests that the parental conflict and not the divorce or separation may provide more insight into children’s disadvantages. Hetherington and Kelly (2002) found that about three-fourths of children whose parents divorced adjusted within six years and ranked the same on behavioral and educational outcomes as children from intact families. Another study (Smart, Neale, and Wade 2001) finds positive attributes of children of divorce as children reported that they were more independent than friends who had not experienced divorce. The demographic study of children has taken place predominantly from the policy or public family vantage point with the assumption that there are consequences for children. Childhoods are typically framed with a perspective that views children’s worlds as being derivative of larger social forces and structures. Very little agency is noted or measured in these studies. While the demographic approach does not offer detailed explanation like research put forth by social constructivist childhood scholars (see James and Prout 1990), this approach provides a valuable perspective for framing and interpreting children’s lives. Socialization Approaches to Childhood Studies Research indicates that socialization may affect both children and parents. Developmental psychology allows us to consider how children are affected by the socialization provided by parents, and more recent research put forth by psychologists and sociologists suggests that this exchange of information may be a two-way process. LaReau (2002) puts forth a more traditional model of socialization as she details how American families of different races and classes provide different childhoods for their children. In her research, the focus is on how children and parents actively construct childhood even as they are possibly constrained by race and class. She found evidence for two types of child rearing, concerted cultivation among middle- and upper-middle-class children, and the emergence of natural growth among working- and lower-class children. LaReau’s study describes the process that puts lower- and higher-class children on different roads in childhood that translate into vastl y different opportunities in adulthood. Rossi and Rossi (1990) studied parent-child relationships across the life course and found that parents shape their children as well as their grandchildren through parenting styles, shared genes, social status, and belief systems. Alwin (2001) asserts that while rearing children is both a public and private matter, the daily teaching of children the rules and roles in society largely falls to parents. Furthermore, Alwin (2001) explains how American parental expectations for their children have changed over the last half-century, noting an increased emphasis on self-discipline through children’s activities that help develop autonomy and self-reliance. Zinnecker (2001) notes a parallel trend in Europe toward individualism and negotiation, and away from coercion in parenting styles. In contrast, Ambert’s (1992) The Effect of Children on Parents questions the assumptions of the socialization perspective and posits that socialization is a two-way process. Ambert argues that having children can influence one’s health, income, career opportunities, values and attitudes, feelings of control, life plans, and the quality of interpersonal relations. She questions the causality of certain problematic children’s behaviors, such as clinginess among some young children or frequent crying among premature babies. Ambert contends that children’s behavior socializes parents in a patterned way, which agrees with the sentiment of de Winter (1997) regarding autistic children and that Skolnick (1978) regarding harsh child-rearing methods. Likewise, psychologist Harris (1998) argues that the parental nurture or socialization fails to ground the direction of causation with empirical data. She explains that parenting styles are the effect of a child’s temperament and that parents’ socialization has little influence compared with other influences such as heredity and children’s peer groups. Harris’s approach, known as group socialization theory, posits that after controlling for differences in heredity, little variance can be explained by children’s socialization in the home environment. Harris provides evidence that most children develop one behavioral system that they use at home and a different behavioral system for use elsewhere by middle childhood. Group socialization theory can then explain why immigrant children learn one language in the home and another language outside the home, and their native language is the one they speak with their peers (Harris 1998). Likewise, other studies (Galinski 1999; Smart et al. 2001) find evidence that children play a supportive role and nurture their parents. In a parallel but opposing direction, other studies suggest that having children negatively affects parents’ lifestyles and standards of living (Boocock 1976) and disproportionately and negatively affects women’s career and income potentials (Cri ttenden 2001). Indeed, research indicates that socialization may affect both children and parents. While most research concentrates on the socialization of children by parents and societal institutions, more research should focus on the socialization of parents. In this way, children may be viewed as affecting the worlds of their parents, which in turn may affect children. Interdisciplinary Involvement and Implications Childhood research benefits from the involvement of a diverse range of disciplines. On the surface these approaches appear to have disagreement in terms of methods and theoretical underpinnings, yet these approaches challenge more traditional disciplines such as sociology, psychology, and anthropology to consider what best interprets children’s lives. In some cases, the interaction across Bryant-45099 Part III.qxd 10/18/2006 7:43 PM Page 146 146– †¢ –THE SOCIOLOGY OF THE LIFE COURSE disciplines creates new approaches, such as those of sociologists who use general socialization theory from developmental psychology. Similarly, historical research on the value of children being tied to a certain epoch with a specific level of political economy can inform the valuation of children and their labor in poorer countries around the globe today. There is a need for continued interdisciplinary collaboration, and thought is being given to how children and childhood studies could emerge as a recognized interdisciplinary field of inquiry. Woodhead (2003) offers three models for interdisciplinary effort for advancing the study of children and childhoods: (1) a clearinghouse model, (2) a pick ‘n’ mix model, and (3) a rebranding model. The clearinghouse model (Woodhead 2003) would include all studies of children and childhood, all research questions and methodologies, and all disciplines that are interested. This clearinghouse model would view different approaches t o the study of children for their complementary value and would encourage researchers to ask â€Å"different but equally valid questions† (James et al. 1998:188). The pick ‘n’ mix model (Woodhead 2003) envisions that an array of child-centered approaches would be selectively included in the study of children. If this were to happen, the process of selection could complicate and hamper the field of childhood studies in general. Fences may be useful in terms of demarcating the path for childhood scholars but also may obstruct the vista on the other side. The rebranding model (Woodhead 2003) would involve researchers collaborating across disciplines on research involving children while informing and remaining housed within more traditional disciplines such as sociology, anthropology, and psychology. In this scenario, children and childhood scholars remain within sociology while also being committed to interdisciplinary involvement. This scenario has served to strengthen sociological research in general. For example, James and Prout (1990) coined the term sociological study of childhood, and later James et al. (1998) developed the con cept of sociological child. More recently, Mayall (2002) has suggested the use of the term sociology of childhood to move children and childhood studies to a more central place within sociology. In turn, this strengthens children and childhood studies across disciplines by forging a place for children in the traditional discipline. The field of interdisciplinary childhood studies has the potential to widen its reach by creating constituencies across older disciplines. Additionally, childhood studies can learn from the development experience of other interdisciplinary fields such as women’s studies or gerontology. Oakley (1994:13) asserts the shared concerns across the academic study of women and children because women and children are socially linked and represent social minority groups. In a similar vein, Bluebond-Langner (2000) notes a parallel in scholarly potential for childhood studies of the magnitude of women’s studies, predicting that childhood studies will aff ect the twenty-first century in much the same way as women’s studies has the twentieth century. Weighing the contributions across disciplines, it is clear that developmental psychology has laid the groundwork for the field of childhood studies, yet the resulting conversation across scholars and disciplines has produced a field that is much greater than the contributions of any one contributing discipline. Therefore, childhood scholars have much to gain through conversation and collaboration. CONSIDERING SOCIOLOGY AND CHILDHOOD STUDIES Within sociology, scholars approach the study of children in many ways. Some sociologists take a strict social constructivist approach, while others meld this approach to a prism that considers social structures that are imposed on children. Some sociologists focus on demographic change, while others continue to focus on aspects of socialization as childhoods are constructed through forces such as consumer goods, child labor, children’s rights, and public policy. All these scholars add to the research vitality and breadth of childhood studies. In addition, children and childhood studies research centers, degree programs, and courses began to be established in the 1990s, most of which have benefited from the contributions of sociologists and the theories and methods of sociology. Childhood studies gained firm ground in 1992 in the United States when members of the American Sociological Association (ASA) formed the Section on the Sociology of Children. Later, the section name wa s changed to the Section on the Sociology of Children and Youth to promote inclusiveness with scholars who research the lives of adolescents. In addition to including adolescents, American sociologists are also explicitly open to all methods and theories that focus on children. The agenda of the Children and Youth Section has been furthered by its members’ initiation and continued publication of the annual volume Sociological Studies of Children since 1986. In agreement with the ASA section name addition, the volume recently augmented the volume name with and Youth and became formalized as the annual volume of ASA Children and Youth Section. The volume was initially developed and edited by Patricia and Peter Adler and later edited by Nancy Mandell, David Kinney, and Katherine Brown Rosier. Outside the United States, the study of children by sociologists has gained considerable ground through the International Sociological Association Research Group 53 on Childhood, which was established in 1994. Two successful international journals, Childhood and Children and Society, promote scholarly research on children from many disciplines and approaches. In particular, British childhood researchers have brought considerable steam to the development of childhood studies through curriculum development. Specifically, childhood researchers wrote four introductory textbooks published by Wiley for a target Bryant-45099 Part III.qxd 10/18/2006 7:43 PM Page 147 The Sociology of Children and Youth– †¢ –147 class on childhood offered by the Open University in 2003. The books are Understanding Childhood by Woodhead and Montgomery (2003), Childhoods in Context by Maybin and Woodhead (2003), Children’s Cultural Worlds by Kehily and Swann (2003), and Changing Childhoods by Montgomery, Burr, and Woodhead (2003). The relationship between the discipline of sociology and childhood studies appears to be symbiotic. Even as sociologists assert that the study of children is its own field, this does not preclude the development of childhood studies across disciplinary boundaries. Sociologists capture the social position or status of children and have the methods for examining how childhood is socially constructed or situated within a given society. Sociologists can also continue to find common ground with other childhood scholars from other disciplines to develop better methods and refine theories that explain children’s lives. Advances in the interdisciplinary field of childhood studi es serves to strengthen the research of sociologists who focus their work on children. Likewise, sociological challenges to the interdisciplinary field of childhood studies since the 1990s have provided useful points of critique and improvement to the study of children’s behavior and children’s lives. CURRENT AND FUTURE RESEARCH: SOCIAL POLICY AND CHILDREN’S RIGHTS Current and future research on children falls into two main areas, social policy and children’s rights. Arguably, there is some overlap between these two large themes. Indeed, Stainton Rogers (2004) maintains that social policy is motivated by a concern for children, yet children have very little to no political or legal voice. Children do not vote or decide what is in their best interests or what children’s rights are. Social policy requires us to consider the intersection of children as dependents or not yet adults and children as having certain rights. It has previously been noted that children are citizens and should be treated as citizens but with their own concerns (James and Prout 1997), yet there is still much to be clarified. Public policy can be used to improve the lives of children. Research has established that poverty matters in the lives of children, as measured in child well-being indicators, and public policies have been enacted to help families rise out of poverty (Hernandez 1993). Research on the impact of increased income after a casino opened on a Cherokee reservation indicates that Native-American children who were raised out of poverty had a decreased incidence of behavior disorders (Costello et al. 2003). At other times, public policies affect children as a byproduct or consequence. One example is the 1996 Welfare Reform Law (or PRWORA), which made work mandatory for able-bodied, American adults and put time limits of five years and a day on receiving public assistance. Still, much is to be learned as to the effect, if any, of this legislation on children (Bass and Mosley 2001; Casper and Bianchi 2002). In addition to income, public policy shapes the experience of family life by recognizing some forms while ignoring others. A substantial number of children will experience many family structures and environments as they pass through childhood, regardless of whether the government legitimates all these forms (Clarke 1996). Likewise, examining children’s experiences in various family forms is a useful area of current and future study. Children’s rights can be examined in terms of protecting children from an adult vantage point or in terms of providing children civil rights (or having a legal voice). The view of protecting children is a top-down approach positing that children are immature, and so legal protections should be accorded to keep children safe from harm and abuse and offer children a basic level of developmental opportunities. In contrast, the civil rights approach asserts that children have the right to participate fully in decisions that may affect them and should be allowed the same freedoms of other citizens (Landsdown 1994; Saporiti et al. 2005). In addition, the framing of children’s rights takes different forms in richer and poorer countries around the globe. For richer countries, granting children rights may involve allowing children civil and political voice, whereas in poorer countries, basic human rights bear out as more important. Child labor is an issue that has been examined in terms of the right of children to learn and be developed and the right of children to provide for oneself (see Bass 2004; Neiwenhuys 1994; Zelizer 1985). Future studies wil l also need to consider the relationship between children’s rights as children become study subjects. Innovative approaches are being used to include children’s voices and input in the research process (Leonard 2005), yet there is still much to be done in this area in terms of developing methodologies that allow children to participate in the research process. Indeed, incorporating children in the research process is a next logical step for childhood studies. However, childhood scholars are adults and therefore not on an equal footing with children (Fine and Sandstrom 1988). Furthermore, there is momentum to include children’s perspectives in the research process at the same time that there is a growing concern for children’s well-being, which may be adversely affected by their participation as subjects in the research process. Future research on children should focus on the children’s issues through social policies yet also consider childrenâ€⠄¢s rights in tandem or as follow-up studies. It is generally the matter of course to take children or youth as a definitive given and then seek to solve their problems or create policies for them. Future research should focus on practical children’s issues and use empirical research projects to increase our knowledge of the nature of childhood. The last 15 years provide evidence to support the idea that childhood researchers should continue to bridge disciplines and even continents to find common ground.

Grant/Lee a Comparison and Contrast Essay

Ulysses S. Grant and Robert E. Lee are two of the most effective military leaders in American history. These men have become symbolic of the two nations at conflict during the Civil War. Both had very different backgrounds and personalities that caused them to differ in their military leadership and accomplishments. Even though General Lee would surrender his army to General Grant, Lee throughout the course of the war proved himself to be a better military leader. The childhood of Robert Edward Lee played a pivotal role in the way he would see the world as a man. Lee was born into an aristocratic family of Virginia with a deeply rooted American history. Richard Henry and Francis Lightfoot Lee, Robert E. Lee’s uncles, helped draft resolutions that would lead to the Declaration of Independence, both would sign it1. Lee’s father, Henry â€Å"Lighthorse Harry† Lee III was a revolutionary war hero and one of George Washington’s most dependable fellow countrymen . In 1771, Washington, also from Virginia, wrote: â€Å" I know of no country that can produce a family all distinguished and clever men, as our Lees.†2 Lee’s mother and father were strong influences in his life for very different reasons. Lee’s father would define everything Lee did not want to be. Lighthorse Harry lacked self-control and failed to take care of the family. Ruined by failed financial ventures, Lee’s father would be sent to debtor’s prison. His mother, Anne Hill Carter Lee would raise young Robert to love God, to serve God and to serve his country. Lee’s rearing helped him to develop the highest standards of honor, self-denial, self-control and duty that would earn respect from both friends and enemies.3 Ulysses S. Grant came from a more humble upbringing. Like Lee, Grant traces his ancestry deep into American history in his memoirs. Grant’s ancestors settled in Massachusetts in 1630.4 Grant’s father, Jesse R. Gran t came from a broken family and was fostered by the parents of John Brown. 5 The same John Brown that would attempt to start a slave rebellion by attacking the United States armory at Harper’s Ferry in 1859. Men under the leadership of then Colonel Robert E. Lee ended that raid.6 Grant, was not born into the land owning aristocracy like Lee, his family was frontier men. Grant â€Å"†¦had come up the hard way†¦No man was born to anything, except perhaps to a chance to show how far he could rise. Life was competition (Catton, para 5).†7 Grant’s competitive upbringing would give him the motivation to push forward and the demand results needed to defeat Lee. Robert E Lee would carry the lessons he learned as a child with him to the Military Academy at West Point. While attending West Point, Lee was very studious and did not join 8other cadets for evenings at the local taverns. General Lee graduated second in his class at West Point and received no demerits for misconduct. This record has never been matched and will not likely ever be achieved again. By graduating with honors, Lee was assigned to the United States Army Corps of Engineers. The time Lee spent with the Army Corps of Engineers gave him valuable knowledge of different types of terrain and fortification constructions that would serve him well in the Civil War.9 The childhood of Ulysses S. Grant would also affect him at West Point. Grant was not interested in a military career; he was more interested in agriculture.10 It was Grant’s father who requested his appointment to West Point.11 Grant stated in his memoirs, â€Å"A military life had no charms for me, and I had not the faintest idea of staying in the army even if I should be graduated, which I did not expect (Grant p19).†12 Grant spent most of his time at West Point reading novels and avoiding â€Å"†¦books related to the course of studies (Grant pg 20).†13 Unlike Lee, Grant would not excel at West Point. Grant graduated 21 out of 39 in his class, just below average.14 The Mexican American War would be both Lee and Grant’s first battle. Lee and Grant would both serve un der General Winfield Scott, a man whom they both admired, during his campaign to Mexico City. General Scott saw greatness in Lee and stated his â€Å"†¦success in Mexico was largely due to the skill, valor, and undaunted energy of Robert E. Lee.†15 Scott was also heard commenting a few years later that; â€Å"Lee is the greatest military genius in America.† 16 Grant, only a first lieutenant, did not get an opportunity to show much leadership. Grant did however serve with valor. At the Battle of Monterey, Grant would gain some respect among his peers by successfully carrying much needed ammunition to his regiment while under fire.17 During the Civil War, Lee and Grant would implement skills learned while under the command of General Winfield Scott. In the spring of 1861 as the nation leaned toward Civil War, both Grant and Lee would be forced to make very difficult decisions. Grant would only have to decide between being a patriot or a traitor. In a letter to Grant’s father he wrote: â€Å"There are but two parties now, Traitors & Patriots and I want hereafter to be ranked with the latter. . . (Grant p 957)†18 Lee was torn between a successful career in the United States Army, his devotion to the Union, an appointment as commander of the Union forces and the love he had for his family and homeland. In a letter to his sister , Lee wrote: â€Å" With all my devotion to the Union†¦I have not been able to make up my mind to raise my hand against my relatives, my children, my home. 19 The decisions these two men made would send them on a collision course in one of the most costly wars the country has every waged. Throughout the Civil War, Robert E Lee would prove himself to be unmatched in leadership. When Lee took control of the Army of Northern Virginia in June of 1862, the Union army â€Å"†¦was thundering at the city gates†¦(Lee p150)†20 of the Confederate capital of Richmond. In three months, Lee would achieve what his predecessor General Joseph E. Johnston could not. Lee defeated the invading Union army and turned the war in favor of the South. It would take President Lincoln almost one year to find any competition for General Lee. That competition would be General Grant and the vast resources the North offered him. The vast resources and the advanced railroad system of the North would give Grant the advantage he needed over Lee. In a letter to Confederate President Jefferson Davis, Lee expressed his concern that â€Å"†¦Every train brings recruits, and it is stated that every available regiment at the North is added to it†¦(Lee p108)†21 The Army of Northern Virginia’s lack of provisions were â€Å"†¦so great†¦I cannot see how we can operate with our present supplies (Lee, p 108).22 Before Lee ever met Grant on the battlefield he was trying to prepare for multiple retreats that would allow him to resupply his army. Lee pleaded with Jefferson Davis that â€Å"Every exertion should be made to supply the depots at Richmond and at other points (Lee, p 108).† 23 Grant carelessly used his resources to attack Lee and â€Å"†¦after thirty days of marching†¦fighting and a with a loss of more than sixty thousand men, General Grant†¦Ã¢â‚¬ 24 arrived at Petersburg, â€Å"†¦which he could have done†¦without the loss of a single man.† 25 The sixty thousand men that were expendable to Grant was more than Lee had in his entire Army of Northern Virginia. Lee eventually was forced to surrender his army of â€Å"†¦less than eight thousand men†¦to Grant’s army of 150,000†¦Ã¢â‚¬ 26 Prior to the surrender Union officers had â€Å"†¦always estimated your [Lee] force at about seventy thousand men.†27 The leadership displayed by Ulysses S. Grant and Robert E. Lee throughout their military careers is directly related to their childhood and education at West Point. Grant’s childhood made him competitive but his lack of interest in the curriculums at West Point would set him back militarily. If Grant did not have the expendable resources that were available to his Union Army, he would have failed against Lee’s ability to fight with such limited resources. Lee’s self struggle to lead by example combined with his devotion to duty and the men in his army resulted in many victories over impossible odds. Lee did not surrender to Grant’s leadership traits; Lee â€Å"†¦was compelled to yield to overwhelming numbers and resources (Lee p 138)†28 1 James A. Henretta, David Brody and Lynn Dumenil, America: A Concise History, 3rd Edition, 3rd ed. (Boston: Bedford/St. Martin’s, 2005), 157-58. Bibliography Henretta, James A., David Brody, and Lynn Dumenil. America: A Concise History, 3rd Edition. 3rd ed. Boston: Bedford/St. Martin’s, 2005. Lee, Fitzhugh. General Lee. BiblioLife, 2009. Grant, Ulysses S. Personal Memoirs of Ulysses S. Grant. CreateSpace, 2009. Lee, Robert. Recollections and Letters. New York, NY: Barnes & Noble, 2004. Bruce Catton Grant and Lee: A Study in Contrasts, available from http://users.ipfw.edu/ruflethe/grantandlee.html ; Internet; accessed 16 August 2010. Allen, Walter. ULYSSES S. GRANT. Houghton Mifflin,1901. Long, Armistead Lindsay. Memoirs of Robert E. Lee: His military and personal history [embracing a large amount of information hitherto unpublished]. University of Michigan Library, 1886. Grant, Ulysses S. Ulysses S. Grant : Memoirs and Selected Letters : Personal Memoirs of U.S. Grant / Selected Letters, 1839-1865 (Library of America). First Edition ed. New York, N.Y.: Library of America, 1990.