Business Management Research Paper Example | Topics and Well Written Essays - 500 words - 2

Business Management - Research Paper Example While costlier than the previous method, the experiment demonstrated promising results, only to be shut down by company executives (Beer, 9). An overemphasis on top-down management forced ASDA’s mid- and lower-level managers to abandon their entrepreneurial spirit and to quit providing upper-level management with valuable insight from the customer and store levels. This is evident in one manager’s quote, â€Å"†¦the stores were full of people who did care, and who knew how to run a store, but were not allowed to do it,† (Beer, 6). The behaviors and activities of executives that led to this culture within ASDA are best stated by the terminology ASDA store employees chose for ASDA’s corporate headquarters: the Dream Factory. As one store manager stated, â€Å" †¦ASDA House never bothered to find out whether their policies had realistic time scales or even whether they were achievable at all,† (Beer, 9). Clearly, top executives had become so focused on the corporate lifestyle they created, complete with â€Å"hunting and partying,† that they were actively choosing to ignore advice from store-level management that could have potentially saved the company (Beer, 6). A human resource manager captured this environment best, stating, â€Å"The top managers at ASDA knew the company had lost focus, but they didn’t seem to care,† (Beer, 6). Clearly, important decisions were waiting on Archie Norman in the winter of 1991 that would affect the future of the company. The important question is what is to be done? How should ASDA turn itself around? I believe the most important lesson new ASDA executives could learn is that top-down, dictatorial management failed in ASDA. The Perry Barr experiment demonstrates the potential impact skill teams and compensation based on skill can have not just on productivity and morale, but on changing the toxic culture at ASDA. Skill teams show employees that upper-level management doesn’t care

Mixed Feelings - Feminism, Mass Culture, and Victorian Sensationalism Essay

Mixed Feelings - Feminism, Mass Culture, and Victorian Sensationalism - Essay Example In exploring the politics of sensationalism and affect, I presume that the process of naming and assigning social and cultural meanings to bodily responses, such as "sensations," has a history. My project is thus part of the larger enterprise of producing a history of the body and of physiological experiences such as affect and sexuality. Recent scholarship in this area has been profoundly revisionist because it has provided histories of phenomena that had previously been considered natural or outside the work of culture. The importance of Foucault's work on the history of sexuality, for example, resides not just in its specific details, but in its claim that sexuality has a history and is not a natural or prediscursive entity. 1 Tracing the cultural construction of the body or sexuality has revealed how ideologies are naturalized by the often invisible work of attaching meanings to physical processes. I have studied the sensation novel and the politics of sensation in order to parti cipate in this broader project of exploring the political consequences of constructing the body, sexuality, and affect as "natural." Thus, I am less interested in offering a descriptive history of the sensation novel than in considering how a discourse about the "sensational" or affective serves as a vehicle for the promulgation of ideologies of gender and mass culture. And I have found in Victorian criticism of the sensation novel an opportunity to examine how and why "sensationalism" acquired its new meaning and a bad reputation. What I have uncovered points to a more general theory of the politics of sensationalism.

Twentieth Century Drama Essay Example for Free

Twentieth Century Drama Essay The inspector is interrogating the Birlings and Gerald Croft. He is trying to get the truth out of them without letting on that he already knows everything. I think that some of the characters have changed for instance Sheila; she knows that the inspector already knows that Mrs Birling turned Eva away when she came for help. Sheilas realisation of what the inspector is doing is quite clear when Mrs Birling is denying the fact that Eric is the father of Evas unborn baby, and Sheila says stop it mother, stop it, as Sheila already knows that the inspector knows this. Some of the most dramatic moments in the play are Sheilas obvious understanding of Mrs Birling ignorance that it was Erics baby. Sheila was horrified the Evas unborn baby was dead. Whereas Mrs Birling doesnt really care. Another dramatic point in the play is when Eric returns and the curtain falls, this causes great tension within the audience again. I believe that J. B Priestleys purpose in writing the play may be because of social injustice, he obviously had a strong belief in treating people equally and to be careful of how you treat them and he is trying to get this across to the audience. He expresses his feelings in this scene through the characters especially with Mrs Birling. It is obvious that Mrs Birling is not ashamed of what she has done, but the inspector is trying to make her aware of this. I also believe that J. B Priestley uses the inspector as a mouthpiece, the inspector is trying to communicate the same message as J. B Priestley is to the audience. I think that at that at the end of Act 2 when the curtain falls the audience would feel anxious about what is going to happen next. Priestley must be successful if the audience experiences this tension. This scene is a crucial part of the play because before now we didnt know that Eric was the father of Evas unborn baby and that Mrs Birling knew Eva Smith, but near the end this is all revealed. At the end of the play the inspector makes a speech that finally changed Eric and Sheila, it altered their perspective in ways such as, to treat people with respect and treat them fairly. This could be reflected in the audience, as the Birling family were of a high class and the majority of the play who came to see this play was also of the same standard so they could relate to the plays events. The audience may think that they have done something terrible in the past like the Birlings had done and might think more carefully next time. I think that J. B Priestley has been completely successful with this play as a piece of theatre because of the above reasons.

Cost-Utility Analysis Essay -- Economics

The central concern of economics is how best to allocate scarce resources among competing uses. The same concern applies to the scope of health care. As a result, pharmacoeconomics, which compares the value of one pharmaceutical drug or drug therapy to another, became a prominent issue by the mid 1980s. There are several types of pharmacoeconomic evaluations, one of which is cost–utility analysis (CUA). CUA focuses on quality of a health outcome produced or forgone by different health programs or treatments. CUA is a form of cost-effectiveness analysis (CEA) that attempts to capture timing and duration of disease and disability by comparing the utility (person’s preference) associated with different health outcomes. (see Figure 1) It was originally called â€Å"Generalized Cost-Effective Analysis† as it is used to narrow the restrictiveness of traditional cost-effectiveness analysis. In 1972, it was renamed â€Å"Utility Maximization† and then â€Å"Healthy Status Index Model† in 1976. Since 1982, it has been referred to as CUA in many countries, although the United States still called it CEA. Even though these two terms are used interchangeably, there are still several distinguishing features between the two. Such differences include integration of multiple outcomes, , quantification of outcomes based on desirability, and measurement of relative desirability of outcomes with von Neumann-Morgenstern utility theory. A cost-utility analysis describes the additional cost of the new intervention per unit of health gain and assesses health in terms of length and quality of life using the quality adjusted life year (QALY). QALYs were invented in 1956 by two health economists, Christopher Cundell and Carlos McCartney. The concept of QALY was f... ...room/features/measuringeffectivenessandcosteffectivenesstheqaly.jsp Neumann, P., Weinstein M. (2010, Oct 14). Legislating against use of cost-effectiveness information. The New England Journal of Medicine, Vol 363, 1495-1497. doi:10.1056/NEJMp1007168. Office of Health Economics (2002). What is a QALY? Retrieved from http://oheschools.org/ohech5pg4.html Wilkerson J. (2011, Sep 28). PCORI head vows not to do cost-effectiveness studies, but notes gray areas. InsideHealthPolicy.com. Retrieved from http://insidehealthpolicy.com/Inside-Health-General/Public-Content/pcori-head-vows-not-to-do-cost-effectiveness-studies-but-notes-gray-areas/menu-id-869.html Yee, GC (1997, Dec 1). Cost-utility analysis of taxane therapy. American Journal of Health-System Pharmacy, Vol 54, Supplement 2, S11-15. Retrieved from http://ajhp.org/content/54/suppl_2/S11.short

Sex Balls Gangbang

UHL2412–English for Academic Communication–Unit 4–Learning Tasks Introduction to argumentative essay I) Pre-listening task: Instruction: In groups of 4/5, discuss and work out the structure of an argumentative essay, which is different from other types of essays. Your group leader has to report the structure to the whole class. II) Listening task: a) Watch the following video on ‘argumentative essay’. Take notes while watching. http://www. youtube. com/watch? v=R3fCIuX7BMc b) The video will be played again.This time check your notes. c) Referring to your notes, answer all questions below. Write your answers on the lines provided. ANSWERS 1. Structure of academic essay:___________________________________________________ 2. Structure of 5-paragraph essay: ________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________ 3. Structure of argumentative essay: _____________________________________________________________________________________________________________________________________________________ __________________________________________________________________________ 4. Chosen topic:______________________ 5. Debatable statement:_________________________________________________________ 6. Chosen position statement:_____________________________________________________ 7. My positioning statement:______________________________________________________ Reasons for disagreeing: i)_____________________________________________________________________ i)_____________________________________________________________________ iii)____________________________________________________________________ 8. Pattern of topic sentence:__________________________________________________ 9. Refutation: We must refute the ____________________of this argument. We need a transition signal __ ____________________to introduce the refutation. III) Post-listening task Task: Write an argumentative essay on â€Å"Facebook is better than emailling’. The following headings can help you complete your essay. A) INTRODUCTIONBackground information: __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________ _________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________ _________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________ ___________________________________________________________________ _____________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________ Thesis statement: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ ___________ _______________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ B) SUPPORTING EVIDENCE PARAGRAPH #1 Topic sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _____________________________________________________________________________ _____________________________________ __________________________________________________________________________________________________________________ ____________________________________ ______________________________________________________________________________ __________________________________________________________________________________________________________________ Concluding sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________ __________________________________________________________________________________________________________________ C) SUPPORTING EVIDENCE PARAGRAPH #2 Topic sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ ___________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________ Concluding sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ D) SUPPORTING EVIDENCE PARAGRAPH #3 Topic sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _____________________________________________________________________________ _____________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Concluding sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _______ ___________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ E) COUNTERARGUMENT PARAGRAPH __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _______________________________________________________ ___________________________________________________________ _____________________________________________________________________________ ____________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Concluding sentence: _______________________________________________________________________________________________________________ __ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ F) CONCLUSION PART 1: SUM UP PARAGRAPH __________________________________________________________________________________________________________________ _____________________________________________________________________________ ____________________________________ ___________________________________ _______________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ G) CONCLUSION PART 2: YOUR â€Å"SO WHAT† PARAGRAPH _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________________ _____________________________________________________________________________ ____________________________________ ________________________________________________ __________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Paraphrasing Exercise Direction: Write a paraphrase of each of the following passages on the lines provided. 1. Of the more than 1000 bicycling deaths each year, three-fourth s are caused by head injuries. Half of those killed are school-age children. One study concluded that wearing a bike helmet can reduce the risk of head injury by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the head.From â€Å"Bike Helmets: Unused Lifesavers,† Consumer Reports (May 1990): 348. __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ ____________________________________________________________________________________________ _____________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _______________________________________________________ ___________________________________________________________ __________________________________________________________________________________________________________________ 2.While the Sears Tower is arguably the greatest achievement in skyscraper engineering so far, it's unlikely that architects and engineers have abandoned the quest for the world's tallest building. The question is: Just how high can a building go? Structural engineer William LeMessurier has designed a skyscraper nearly one-half mile high, twice as tall as the Sears Tower. And architect Robert Sobel claims that existing technology could produce a 500-story building. From Ron Bachman, â€Å"Reaching for the Sky. † Dial (May 1990): 15. __________________________________________________________________________________________________________________ _____________________________________________________________________________ ____________________________________ ______________________________________________ ____________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ ________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Identifying the main idea Task: Read the following paragraph and identify the main idea.Write down in your own words what you are able to conclude from the information. â€Å"The rules of conduct during an examination are clear. No books, calculators or papers are allowed in the test room. Proctors will not allow anyone with such items to take the test. Anyone caught cheating will be asked to leave the room. His or her test s heet will be taken. The incident will be reported to the proper authority. At the end of the test period, all materials will be returned to the proctor. Failure to abide by these rules will result in a failing grade for this test. † ANSWERS i) Which sentence indicates the main idea? _____________________________________ ii) Your conclusion: ____________________________________________________________________ _____________________________________________________________________ ___________________________________________________ ___________________________________________________ Supporting Details Top of Form [pic][pic][pic][pic][pic][pic][pic]Directions: Read the following paragraphs. Each consists of a stated main idea and several details. Since there is more than one detail, you will select more than one answer. CIRCLE YOUR ANSWERS. | | [pic] Passage One The topic of this paragraph is personal digital assistants.Personal digital assistants (PDAs) are small, hand-held elect ronic organizers that come in a range of prices and capabilities. These lightweight computers are usually operated with a stylus, a special â€Å"pen. † The most basic, inexpensive PDAs have monochromatic screens. They can be used to organize and store contact information, such as names, phone numbers, and email addresses. More expensive models have colour screens and offer computer-like applications. For example, you can manage email and create documents. In addition, they include a calendar function that allows you to keep track of appointments and events. They feature the ability to play video and audio files. The most expensive PDAs also offer a phone function, including text messaging. [pic][pic] | |[pic] | |a) |Which of these are supporting details in the paragraph? | | | | | |Personal digital assistants (PDAs) are small, hand-held electronic organizers that come in a range of prices and | | |capabilities. | | |They can be used to organize and store contact information , such as names, phone numbers, and email addresses. | | |More expensive models have colour screens and offer computer-like applications. | | |The most expensive PDAs offer a phone function, including text messaging. | | | | | | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | |[pic] | | | | | |b) |The purpose of the major details in this paragraph is to give | | | | | |reasons to buy a colour PDA. | | |differences between inexpensive and expensive PDAs. | | |the procedure for buying a PDA. | | | | | | | | | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | [pic] Passage Two The topic of this paragraph is eating nutritious food. Are you in the habit of skipping breakfast? Breakfast is important; it gets your metabolism going. Then spread your remaining calories throughout the rest of the day by eating a wholesome lunch, nutritious snack, and balanced dinner. Eating this way keeps your metabolism high. You are also less likely to binge on junk food. You wi ll have more energy and feel better if you eat nutritious food at least every four hours. [pic][pic] | |[pic] | |a) | |Which of these are supporting details in the paragraph? | | | |Breakfast is important; it gets your metabolism going. | |Then spread your remaining calories throughout the rest of the day by eating a wholesome lunch, nutritious snack, and balanced dinner. | |Eating this way keeps your metabolism high. | |You will have more energy and feel better if you eat nutritious food at least every four hours. | | | | | | | | | | | | |[pic] | | | | | | | |[pic] | | | | | | | |[pic] | | | | | | | |[pic] | | | | | | | | | | | | | | | | | | | | | | | | | | | | |[pic] | |b) |The purpose of the major details in this paragraph is to give | | | | | |reasons for eating healthy food a throughout the day and how to do it. | | |examples of nutritious meals and snacks that can be eaten throughout the day. | | |suggestions for making healthier food choices. |[pic] | | | |[pic] | | | |[pic] | | | [pic] Passage Three The topic of this paragraph is college campuses and criminal activity and violence. College campuses can be the site of criminal activity and violence, so they require the same level of caution and awareness that you would use in other situations. Keep in mind that 80% of campus crimes are committed by one student against another student. Also, alcohol or drug use is involved in 90% of campus felonies. Drinking or drug use can affect judgment and lower inhibitions, so be aware if you or another person is under the influence. [pic][pic] | |[pic] | |a) |Which of these are supporting details in the paragraph? | | | | | |College campuses can be the site of criminal activity and violence, so they require the same level of caution and | | |awareness that you would use in other situations. | | |Keep in mind that 80% of campus crimes are committed by one student against another student. | | |Also, alcohol or drug use is involved in 90% of campus felon ies. | | |Drinking or drug use can affect judgment and lower inhibitions, so be aware if you or another person is under the | | |influence. | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | |[pic][pic] | | | |[pic] | | | | | | | | | | | | | | | |b) |The purpose of the major details in this paragraph is to | | | | | |suggest ways of making college campuses safer. | | |contrast college campuses with other places. | | |explain why people need to be alert to possible criminal activity and violence on college campuses. | | | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | (Source: http://highered. mcgrawhill. com/sites/0073123587/student_view0/chapter9/supporting_details__exercise_1. html)Bottom of Form Contextual Clues Instruction: Read the following article on ‘Changing Plants’ and work out the meanings of the chosen words (1-10) through contextual clues.Write down the clues on the line provided. You are not allowed to use a dictionary. Changing Plant s: New Life Forms The life cycle affects all living things, so the topic has always interested people. Scientists study different life forms and ways to extend life. Some people even work to change life forms. Read about them in this article. New Few people know the name of Dr. Anders Dahl. He died over two centuries ago. Yet Dahl achieved a type of (1) immortality through a flower that bears his name: the dahlia. Like many other plants, the dahlia has changed over the years. People like Dahl are responsible for many of those changes. Dahl’s field was (2) botany.In his lifetime, botany was often practiced in far-off jungles, forests, and meadows. It didn’t take place in laboratories, where much of it takes place now. Botanists in the 1700s travelled around the world. They visited distant places, such as China, collecting plants that were (3) indigenous to those countries. Many flowers came from other lands. Scientists collected these plants and took them back to their own countries. Today, these flowers are found in the United States. However, many have changed. Over the years, scientists have (4) enhanced the plants’ best features and reduced the worst ones. For example, zinnias are now large, colourful flowers. However, the (5) progenitors of today’s zinnias were

Lon or On Euphony in French Pronunciation

On  is the French impersonal subject pronoun, and normally shouldnt be preceded by l neither the direct object definite article In Old French,  on  was the subject case for the noun   homme, so  lon  at this time meant  les hommes. When the subject case disappeared in French,  on  stuck around as a pronoun, and retained the ability to take the definite article.  Lon  is much more common in written French than in spoken, because it is a formal, elegant construction, and writing tends to be more formal than speech. Today, this l is simply considered a  euphonic  consonant and is used in the following situations: 1.  After certain monosyllabic words that end in a vowel sound, like  et,  ou,  oà ¹,  qui,quoi, and  si, to avoid a  hiatus. Sais-tu si lon a demandà ©Ã‚  ?   (avoid  si on)   Do you know if someone asked?...et lon a dit la verità ©.               (avoid et on)   ...and they told the truth. 2.  After que, lorsque, and puisque, to avoid the contraction  quon  (sounds like con), especially if the next word begins with the sound con. Lorsque lon est arrivà ©... (avoid  lorsquon)   When we arrived...Il faut que lon comprenne. (avoid  quoncomprenne)   Its necessary for everyone to understand. 3.  At the beginning of a sentence or clause. This usage of  lon  is not a question of euphony, but rather a holdover from  là ©poque classique  and is thus very formal. Lon ne sait jamais.   One never knows.   Ã‚  Lorsque je suis arrivà ©, lon ma dit bonjour.   When I arrived, everyone said hello. Note: For the purposes of euphony,  on  is used instead of  lon After  dont  (le livre dont on a parlà ©)In front of words that begin with  l  (je sais oà ¹ on lit)

Cesar Chavez Bio Civil Rights Activist, Folk Hero

Cesar Chavez (1927 to 1993) was an iconic Mexican American labor organizer, civil rights activist, and folk hero who dedicated his life to improving the pay and working conditions of farm workers. Originally a struggling Southern California field worker himself, Chavez, along with Dolores Huerta, co-founded the United Farm Workers union (UFW) in 1962. With the unexpected success of the UFW, Chavez gained the support of the larger American labor movement, helping unions far beyond California recruit much-needed Hispanic members. His aggressive, yet strictly non-violent approach to social activism helped the cause of the farm workers’ movement gain support from the public nationwide. Fast Facts: Cesar Chavez Full Name: Cesar Estrada ChavezKnown for: Labor union organizer and leader, Civil rights activist, Champion of non-violent social activismBorn: on March 31, 1927, near Yuma, ArizonaDied: April 23, 1993, in San Luis, ArizonaParents: Librado Chavez and Juana EstradaEducation: Left school in seventh gradeKey Accomplishments: Co-founded the United Farm Workers’ Union (1962), Instrumental in passage of the California Agricultural Labor Relations Act (1975), Instrumental in the inclusion of amnesty provisions in the Immigration Reform and Control Act of 1986Major Awards and Honors: Jefferson Award for Greatest Public Service Benefiting the Disadvantaged (1973), Presidential Medal of Freedom (1994), California Hall of Fame (2006)Spouse: Helen Fabela (married 1948)Children: Eight; three sons and five daughtersNotable Quotation: â€Å"There’s no turning back †¦ We will win. We are winning because ours is a revolution of mind and heart.† Long embraced as a folk hero by the Latino community, Chavez remains an iconic figure among labor organizers, civil rights leaders, and Hispanic empowerment groups. Many schools, parks, and streets are named for him, and his birthday, March 31, is a federal holiday observed in California, Texas, and other states.  In the 2008 presidential campaign, Barack Obama used Chavez’s famous rallying cry of â€Å"Sà ­, se puede!†Ã¢â‚¬â€Spanish for, â€Å"Yes, we can!†Ã¢â‚¬â€as his slogan. In 1994, a year after his death, Chavez was awarded the Presidential Medal of Freedom by President Bill Clinton. Early Life Cesar Estrada Chavez was born near Yuma, Arizona, on March 31, 1927. The son of Librado Chavez and Juana Estrada, he had two brothers, Richard and Librado, and two sisters, Rita and Vicki. After losing their grocery store, ranch, and small adobe house during the Great Depression, the family moved to California in 1938, looking for work as migrant farm workers. In June 1939, the family moved to a small Mexican American settlement near San Jose, prophetically called Sal Si Puedes—Spanish for â€Å"Get Out If You Can.† While chasing the harvest around California, Chavez and his family rarely lived in one place for more than a few months. Picking peas and lettuce in the winter, cherries, and beans in the spring, corn, and grapes in the summer, and cotton in the fall, the family dealt with the hardships, low pay, social discrimination, and poor working conditions commonly faced by migrant farm workers at the time. Not wanting his mother to have to work in the fields, Chavez dropped out of school to become a full-time farm worker in 1942, never completing the seventh grade. Despite his lack of formal education, Chavez read extensively on philosophy, history, economics, and organized labor, once commenting, â€Å"The end of all education should surely be service to others.† From 1946 to 1948, Chavez served in the United States Navy. Though he had hoped to learn skills in the Navy that would help him advance in civilian life, he called his Navy tour, â€Å"the two worst years of my life.† Activism, the United Farm Workers Union After completing his military duty, Chavez worked the fields until 1952, when he went to work as an organizer for the Community Service Organization (CSO), a San Jose-based Latino civil rights group. With getting Mexican Americans registered to vote as his first task, he traveled throughout California delivering speeches demanding fair pay and better working conditions for farm workers. By 1958, he had become national director of the CSO. It was during his time with the CSO that Chavez studied St. Francis and Gandhi, deciding to adopt their methods of nonviolent activism. Chavez left the CSO in 1962 to partner with labor leader Dolores Huerta to found the National Farm Workers Association (NFWA), later renamed the United Farm Workers (UFW). During its early years, the new union managed to recruit only a few members. That began to change in September 1965, when Chavez and the UFW added their support to the Filipino American farm workers’ Delano, California grape strike demanding higher wages for grape field workers. In December 1965, Chavez, along with United Automobile Workers union president Walter Reuther, led California grape workers on a historic 340-mile protest march from Delano to Sacramento. In March 1966, the U.S. Senate Subcommittee on Migratory Labor responded by holding hearings in Sacramento, during which Sen. Robert F. Kennedy expressed his support for the striking farm workers. During the grape strike and the Delano to Sacramento protest march, the UFW grew to over 50,000 dues-paying members. Chavez’s efforts in the grape march spurred similar strikes and marches by farm workers from Texas to Wisconsin and Ohio during 1966 and 1967. During the early 1970s, the UFW organized the largest farm worker strike in U.S. history—the 1970 Salad Bowl strike. During the series of strikes and boycotts, lettuce growers reportedly lost nearly $500,000 a day as the shipment of fresh lettuce nationwide virtually ceased. Chavez, as the UFW organizer, was arrested and jailed for refusing to obey a California state court order to stop the strike and boycott. During his 13 days in a Salinas city jail, Chavez was visited by farm worker movement supporters including Olympic gold medal-winning decathlete Rafer Johnson, Coretta Scott King, widow of Dr. Martin Luther King, Jr., and Ethel Kennedy, widow of Robert Kennedy. Along with strikes and boycotts, Chavez undertook a number of hunger strikes he called â€Å"spiritual fasts† intended to draw public attention to the farm workers’ cause. During his last such strike in 1988, Chavez fasted for 35 days, losing 30 pounds, and suffering health problems believed to have contributed to his death in 1993. Chavez on Mexican Immigration Chavez and the UFW opposed the Bracero Program, a U.S. government-sponsored program that recruited millions of Mexican citizens to enter the U.S. as temporary farms workers from 1942 to 1964. While the program provided needed labor during World War II, Chavez and Dolores Huerta felt that with the War long-past, the program exploited the migrant Mexican workers while denying Mexican American workers a chance to find jobs. Chavez spoke out against the fact that many Bracero workers faced unfairly low pay, racial discrimination, and brutal working conditions, they could not protest their treatment out of fear of being easily replaced. The efforts of Chavez, Huerta, and their UFW contributed to Congress’ decision to end the Bracero Program in 1964. During the late 1960s and early 1970s, Chavez organized marches throughout California protesting growers’ use of undocumented immigrant workers as strikebreakers. The UFW directed its members to report undocumented immigrants to U.S. authorities, and in 1973, set up a â€Å"wet line† along the Mexican border to prevent Mexican citizens from entering the United States illegally.   However, the UFW would later become one of the first labor unions to oppose government imposed sanctions against growers who hired undocumented immigrants. During the 1980s, Chavez played a key role in getting Congress to include amnesty provisions for undocumented immigrants in the Immigration Reform and Control Act of 1986. These provisions allowed undocumented immigrants who had entered the U.S. before January 1, 1982, and met other requirements to remain in the United States as legal permanent residents.  Ã‚   Legislative Efforts When California elected pro-labor Jerry Brown as governor in 1974, Chavez saw a chance to achieve the UFW’s goals at the legislative level. When Brown’s support of migrant farm workers seemed to cool after he took office in 1975, Chavez organized a 110-mile march from San Francisco to Modesto. While only a few hundred UFW leaders and protestors left San Francisco on February 22, more than 15,000 people had joined the march by the time it reached Modesto on March 1. The size and media coverage of the Modesto march convinced Brown and several state legislators that the UFW still had significant public support and political clout.  In June 1975, California farm workers, at last, won collective bargaining rights when Governor Brown signed the California Agricultural Labor Relations Act (ALRA). By 1980, Chavez’s peaceful brand of activism had forced growers in California, Texas, and Florida to recognize the UFW as the sole collective bargaining agent for more than 50,000 farm workers. UFW Suffers Downturns Despite the passage of the ALRA, the UFW quickly lost momentum. The union steadily lost the more than 140 labor contracts it held with growers as they learned how to fight the ALRA in court.  In addition, a series of internal problems and personal conflicts over union policy during the early 1980s resulted in many key UFW employees either quitting or being fired. While Chavez’s status as a revered hero to the Latino community and farmworkers everywhere was never challenged, the UFW’s membership continued to fall, dropping to fewer than 20,000 members by 1992. Marriage and Personal Life After he returned from the Navy in 1948, Chavez married Helen Fabela, his sweetheart since high school. The couple settled in Delano, California, where they had eight children. A devout Catholic, Chavez often cited his faith as influencing both his non-violent brand of social activism and his personal outlook. As a believer in animal rights and the health benefits of a meatless diet, he was known to be a meticulous vegan. Death Chavez died at age 66 of natural causes on April 23, 1993, in San Luis, Arizona, while visiting the home of his longtime friend and former farm worker Dofla Maria Hau. He had traveled to Arizona to testify in a court hearing dealing with a 17-year-old lawsuit against the UFW filed by an agribusiness firm that, ironically, owned the land Chavez’s family had once farmed. Chavez is buried in the garden of the Cesar E. Chavez National Monument in Keene, California. His ever-present black nylon UFW union jacket is displayed in the National Museum of American History in Washington, D.C. On April 23, 2015, the 22nd anniversary of his death, he was given full graveside honors from the U.S. Navy. Sources The Story of Cesar Chavez United Farm Workers.Tajada-Flores, Rick. The Fight in the Fields — Cesar Chavez and the Farm Workers Struggle. iTVS Public Broadcasting, (1998).â€Å"Today in labor history: United Farm Workers launch the lettuce boycott.† People’s Word (August 24, 2015).