Compare the visual, auditory, and tactile systems in terms of their basic function and as substitutes for each other.

8.3 Compare the visual, auditory, and tactile systems in terms of their basic function and as substitutes for each other.

 

· The two intrinsic enablers of the humans in the Human active assistive technology (HAAT) model are the perception and sense. It is necessary to use sensory aids if there is impairment in any of the two intrinsic enablers. The sensory aids are designed based on the level of impairment. If the primary sensory system that is being aided have sufficient residual function, then the input is improved to make it useful to the user. If the sensory residual capability is insufficient than an alternative sensory pathway is to be used. Visual information is spatially organized in the Central Nervous System by the relationship of objects to each other in space. The features of these objects are preserved based on their location like, up, down, left, right, near and far features. The example of tactile substitution for visual input is the use of braille to reading by blind individuals Auditory and Tactile systems replace the visual system. Visual and tactile systems replace the auditory system. The auditory system functions based on the time relationships in auditory signals that deliver information. This shows that this system is temporarily organized. Tactile system requires both spatial and temporal clues as sensory input and the tactile information is spatially and temporally organized. Even during movement, the images on the retina are stabilized by visual system to input the data. The visual information is substituted by the auditory system in many ways.

 

8.9 What special problems does the GUI present for persons who are blind?

 

· The most commonly used interface that is used to communicate by the humans with the computer is the Graphical User Interface (GUI). It is characterized by three distinctive features like, Mouse pointer- To move on the screen Graphical menu bar- It is on the screen One or more windows- It gives a menu of choices. The blind user face several problems with the GUI like: It is not easy to display graphical characters in alternative modes. Text is converted to speech output by text-to-speech programs and speech synthesizers. These are not suitable to the representation of graphics and icons in GUls Locating the screen becomes difficult to the blind user using a GUI As the auditory information is time based and visual information is spatially organized, it is difficult to identify the screen location by speech. Speech alone cannot show the two-dimensional spatial attributes.

 

 

 

8.10 (Optional for bonus credit) What are the features included in the Universal Access and Windows Accessibility options that assist individuals who have low vision or blindness?

 

8.11 List three limitations of current voice-only screen reading programs developed for visual access.

 

· Hearcons do not present semantic relationships very effectively and

earcons are merely abstract voice labels that do not have semantic

relationships to the information the represent. . It also lacks in the

area of explaining graphical in tables and charts. The main issues

would consist of, showing size of the table, overloading it with

speech information and ability to inform the user of the location with

in the table the information is stored.

 

 

8.13 Describe the relative advantages and disadvantages of software and hardware approaches to obtaining enlarged displays for persons with visual impairments?

 

· Individuals with visual impairments might not be totally blind. They have vision up to some extent based on their level of impairment. Spacing, size and contrast are the factors that influence the performance of visual system to read. People with low vision use screen magnifying software which helps in enlarging a portion of a screen. Hardware approaches: Some hardware aids are non-optical, optical and electronic aids. These help to provide enlarged display to the visually impaired individuals Advantages The optical aids are light weight, easy to operate, inexpensive and require very less training. Depending on the needs of the individual the optical aids are built in with lenses or combination of lenses and built in with light to enhance the contrast. The electronic devices like the CCTV devices provide enhanced image size when compared to optical aid. The image brightness can be controlled and manipulated. These provide printed material and access to computer screens Disadvantages: The use of field expanders in optical aids limits the visual field. Large printed books in non-optical aids and high intensity lamps help in reading The non-optical aid is specialized to do one to few tasks The CCTV devices share space with the computer and other equipment in the office

 

 

 

 

 

 

8.17 (Optional for bonus credit) What is the primary tactile method used for (displaying) computer output?

 

· Tactile is the sense of touch. Braille is the most widely used tactile reading substitution for the blind individuals. Six or eight characters in a cell represent each character in braille. Grade 1 braille is the translation of text into braille letter by letter. Some words and word endings are denoted by braille codes which are called as Grade 2 or Grade 3 braille. Raised pin model of braille is called as the Refreshable braille display. It is the substitute for embossed paper model. Set of small pins are present in each braille cell which are arranged in a standard braille cell. Advantages: Electronic circuit in refreshable braille is connected to braille keyboard or computer which helps in electronic storage of data. This can edit text, search text and electronic braille copies can be produced Automatic reading devices use this as output mode

 

8.29 What are the major barriers to computer use reported by individuals who are blind or have low vision?

 

· Assistive technology helps to provide input of the information in case of sensory impairments. An initial assessment is done by the assistive technology professional to determine or modify a specific assistive technology suitable for the user. These assistive technologies help the disabled to overcome their disabilities and to improve their performance in their day-today activities. Now-a-days advancement of technology helps the blind to perform all the activities like, using computer, internet and others. But there are also some major limitations that are reported by the visually impaired individual. Some of them are Inadequate training is given before operating the computer with assistive technology. Due to this some people find it better to stop using them. Number of computers available with assistive technology are very few. Technology advancements are not updated to the individuals. Continuous guiding and doubt about operating are not cleared at appropriate time.

 

8.30 What are the primary challenges in obtaining Web access for people with disabilities?

 

· The reading devices used for the visually impaired are totally different from the mobility aids used by the visually impaired. Individuals with low vision and blind face several problems with mobility. So, to move safely they orient themselves to the surrounding environment. The blind person gets the terrains and the environment alters through sensory inputs like Sound, surface, smell and air. Long canes are the most commonly used mobility aids by the blind individuals. Besides it uses, it also have limitations like, Limited range of sensory information is obtained. Obstacles outside the range cannot be detected. Obstacles that are above waist level cannot be detected. Example: When a table is in the path of the individual the cane passes between the legs of the table. So, the person can only know the presence of the table only when they pass over it.

 

8.37 What are the major limitations of the long cane for use as a mobility aid by persons who are blind?

 

· The Long cane is still till this day the most commonly and widely used

mobility aid for people with visual impairments. However the area couple

limitations such as, the cane can only sense obstacles that are below the

waistline, and the range over which sensory information is obtained is

limited.

 

8.39 List three advantages and three disadvantages of the laser cane.

 

· The laser can as advantages and disadvantages:

Advantages:

Extends range of standard cane.

Provides better sensing of drop-offs

Adds the capability of detecting over hangs.

Disadvantages:

Auditory and tactile signals can be misleading due to inability of laser to

convey correct info.

Highly reflective surfaces can provide confusing or false reflections to the

cane user.

Inefficient in terms of cost (significant cost/benefit ration).

 

8.41 What are the major assistive technologies applied to orientation for people who are blind?

· Assistive technology helps to provide input of the information in case of sensory impairments. An initial assessment is done by the assistive technology professional to determine or modify a specific assistive technology suitable for the user. These assistive technologies help the disabled to overcome their disabilities and to improve their performance in their day-to-day activities. Individuals with low vision and blind face several problems with mobility. So, to move safely they orient themselves to the surrounding environment. The blind person gets the terrains and the environment alters through sensory inputs like sound, surface, smell and air, The limitations of the long cane can be overcome with the help of Electronic travel aid (ETA) ETAS give additional surroundings information to the blind pedestrian and it also senses the obstacles which are missed by the long cane. The three main components of the ETAS are: Environmental interface Information processor User display

 

5-3 (Optional for bonus credit) Write a sample set of performance specifications for a voice-output oscilloscope to be used by a visually impaired electrical engineering student for a laboratory exercise having to do with operational amplifiers. What features would be needed in the proposed oscilloscope?

 

· While I do believe the end user of the voice- output oscilloscope will still have

some trouble due to the fact that visual information is organized spatially

and auditory is organized temporally, I do believe that it is more helpful then

just a standard oscilloscope. A few of the design specifications would consist

of,

1) Blue tooth compatibility

2) Express the time frame in which the measurements are being

taken

3) Tell you what channel you are on

4) Allow you to choose what type of wave to use (i.e. sine wave,

square wave)

5) Tell you the pea to peak values

6) Calculate the gain from the two waves from channel A & B

7) Express the values of frequency and amplitude.

 

5-21 An electronic guide dog has been proposed as an electronic travel aid for a blind person. List some of the specific tasks that such a device must be able to do and the information processing steps needed to realize such an assistive device. List as many items and give as much details as possible. Hints: Consider the problems of obstacle detection, information display, propulsion system, inertial guidance, route recall, power supply, etc.

 

· There are quiet a few tasks that a mobility aid device must fulfill in order to

be even considered a viable option for people who are blind or have visual

impairments. Some the of the tasks the electronic dog guide must be able to

do are, detect obstacles below and above the waistline (preferable 360

degrees), have a long and efficient battery life to prevent from the AD from

going dead on the user in the middle of the road, have a solid method of

displaying the information gathered to the user in a way that is instant and

efficient. The dog will also have to posses some type of inertial guidance

system in order to correct its path as wit is moving based upon the obstacles

it is approaching. The engineer behind this project will face some significant

problems when it comes to the design of he electric dog. Some the problems

will be, getting the dog to walk at correct pace as the user, getting the

propulsion system timed correctly to move and stop with the user, the size

and weight of the dog, getting the system to retain the information and

directions of the users main routes. The electric guide dog will require

serious research and development prior to being put into production and I

am afraid that it will also be very expensive.

 

 

 

 

 

 

5-24 Safe and independent mobility by persons with severe visual impairments remains a challenge. To alleviate such persons of their dependence on guide dogs or a sighted human guide, various portable navigational aids using a Global Positioning System (GPS) receiver have been marketed. (a) Conduct an internet investigation of GPS as the basis for a portable navigational aid for the blind. Answer the following questions: How does GPS work? Can GPS signals be reliably received and detected at every location? How accurate are GPS signals in terms of resolution? Is this level of resolution sufficient for finding the entrance to a building? (b) Describe the various operational requirements of an ideal portable navigational aid for the blind. Consider such ergonomic issues as the user interface, input and output requirements, and target retail price. List some of the human factor design issues involved.

 

1. The GPS (global position system) is a network of 30 satellites orbiting the

earth at roughly about 20,000 km. From most places on earth you gps

machine is able to reach out and transmit to the satellites orbiting. Once

the system is able to get information on how far at least three satellites

are it will be able to pinpoint your exact location.

2. No the system is not able to transmit and receive from everywhere. If the

system is not able to find the location and distance of three of the orbiting

satellites it will not be able to get the information needed to pin point

your location.

3. While it is tough to say the exact accuracy of the GPS, the United States

currently claims to have a 4-meter (horizontally) accuracy rate. White it

has not been able to determine the accuracy in terms of elevation.

4. Unfortunately if you are in a very busy commercial are such as a mall or

shopping center according to the 4- meter long accuracy, you might be

walking into a business or door four meters south, north, east, or west of

your intended destination.

5. Yes other systems such as inertial guidance might be able to help when

the GPS is down specifically when trying to avoid obstacles that are on

your path way. Although if the are guided through the GPS, I would

assume that the entire system all-together would come to a stop.

Problem B:

The ideal GPS for a person that is blind I believe would work in

conjunction with the AT that the person is already using. I do not believe that

it would give the ability to the person operate with out their cane or service

dog. The GPS would work as a tool to inform the user of their exact location

in the city. Ideally it would be Bluetooth compatible so that the user can use

it in the street and can hear it well even with cars driving by. The GPS should

also be very affordable and MSRP should not accede $100. It would not be

able to serve as the primary method of mobility due to its inability to detect

any kind of obstacles on the path. The GPS can only tell you your exact

location; it cannot tell you if it is safe to cross the street.

 

 

 

 

 

 

 

1. List the advantages and disadvantages of a paperless Braille system versus paper Braille.

 

There are strengths and weakness of using paper brail verses digital brail. The strengths and weakness of the paper are:

1. You are able to achieve a higher speed in reading because you are able to use both hands, so skipping blank lines and starting the next line are much easier.

2. Spatial representation of the information on paper is much easier to read and the format is easy to under stand

3. The weakness mainly pertains to space; it takes up a lot of space, which makes t hard to read while traveling.

4. Paper brail also over time can fade and lose the letters on the page.

The strengths and weakness of digital brain are:

 

1.the reader is able to store and travel with much more reading material.

2. Some paperless brail systems allow for a search bar to find the information for you are looking for quickly.

3. A weakness is if the text is not formatted to brail correctly one can waist a tremendous amount of time truing to read.

4. Paperless brail can also end up deleting certain words or punctuation that is essential to understanding the text due to the addition of a simple hyphen to continue the word from the end of line to the next line.

 

 

 

 

2*. [Optional for Bonus Credit] Describe, contrast, and compare the electrocutaneous and vibrotactile approaches for tactile sensory aids. [Hint: You may need to search for additional background on the internet to answer this question.]

 

 

3. Describe the technical processing steps executed by the Kurzweil reading machine to recognize a character. [Hint: You may need to search the internet to answer this question more completely.]

 

 

4. List and briefly describe 3-4 major differences between mobility and reading aids for the blind in terms of their design goals, operating milieu, and consequences of errors.

 

 

5. List the major approaches used in Electronic Travel Aids (ETA’s) to detect (or interrogate) the environment and feedback environmental information to blind users.

 

 

6. What are the major design considerations or goals for ETAs? Describe how these are met (or not met) in the Laser Cane, the Sonicguide, and Mowat Sensor (or its equivalent successor). [Hint: You may need to use the internet to find out more about these assistive devices.]

Please answer the questions.

Please answer the questions. The questions are found in HW#2 Questions pdf file, Use the sample file to take an idea and paraphrase the answers of the questions BUT DO NOT COPY FROM THE SAMPLE, or you can find the answers in the textbook and course reader. Some questions are not answered in the sample please find them in the course reader chapters or the textbook for each section of the homework. There are three sections, answers for questions for the first section are found in the textbook file, answers for questions for the second section are found in the course reader chapter 5 file, answers for the questions for the third section are found in “Assistive technology for the Blind..” file. Please take an idea from answers or PARAPHRASE from the sample BUT DO NOT COPY.

A research team led by Kellie McElhaney and Genevieve Smith, including Nitisha Baronia and Krupa Adusumilli, developed this case

A research team led by Kellie McElhaney and Genevieve Smith, including Nitisha Baronia and Krupa Adusumilli, developed this case, assisted by Case Writer Susan Thomas Springer. We would like to give special thanks to the following individuals who provided critical insights at Gap Inc.: Art Peck, Michelle Banks, Debbie Edwards, Nancy Green, Julie Gruber, Dan Henkle, Danielle Katz, Erin Nolan, Andi Owen, Peter Pawlick, Sheila Peters, Lauri Shanahan, Bobbi Silten, Sabrina Simmons, Amy Solliday and Keith White. Copyright © 2017 by The Regents of the University of California. All rights reserved. No part of this publication may be reproduced, stored, or transmitted in any form or by any means without the express written permission of the Berkeley-Haas Case Series.

 

July 1, 2017

KELLIE MCELHANEY GENEVIEVE SMITH

Eliminating the Gender Pay Gap: Gap Inc. Leads the Way

 

“If change continues at the slower rate seen since 2001, women will not reach pay equity with men until 2152.”

The Simple Truth About the Gender Pay Gap, Spring 2017 Edition,

American Association of University Women (AAUW)

“Frankly, I would have always assumed that women were getting paid the same amount as men. I mean, they were doing

the same jobs. But, back when we started Gap… I don’t think it occurred to many people that women could be leaders.

I’m glad to know that things have changed.”

Doris Fisher, Co-Founder of Gap Inc. On Monday mornings, one Gap Inc. executive used to open his staff meetings chatting about a topic common across America’s corporate offices—the weekend’s football games. But thanks to Gap Inc.’s inclusive culture, one female employee felt comfortable sharing that the many non-football fans around the table felt left out of that conversation. So, he started warming up his meetings with less gender- specific topics. The corporate culture at Gap Inc. broke gender norms from the beginning. In 1969, Don and Doris Fisher opened the first Gap store in San Francisco as equal partners selling Levi’s and vinyl records simply

B5892

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GAP INC. 2

because they had a hard time buying a pair of jeans. The husband and wife founders grew the company together at a time when there were few women business leaders—yet they made pay equity and female leadership part of the company’s heritage. Today that store has grown into a global brand with e- commerce sites, 3,200 company-operated stores, and about 450 franchise stores in more than 90 countries worldwide. At the time of writing, The Gap Inc., a publicly traded company since 1976, was composed of five divisions: Gap, Banana Republic, Old Navy, Athleta, and Intermix. In 2014, Gap Inc. made history by becoming the first Fortune 500 company to announce that it pays female and male employees equally for equal work, on average across all its locations (controlling for observable variables). They commissioned a leading gender and diversity consulting firm named Exponential Talent to validate the methodology and numbers. Exponential found no meaningful or statistically significant difference in pay by gender across the global organization. Furthermore, when comparing pay of the median male and median female full-time employee, the female to male ratio was at parity,1 signifying the high representation of women at all levels of leadership and in managerial positions. Gap Inc.’s leadership in equal pay and gender equality has been publically recognized—for example, the company won the 2016 Catalyst Award.2 Since Gap Inc.’s announcement, other companies have followed suit in claiming “equal pay,” and the attention towards mitigating the gender pay gap by companies and governments continues to grow. On June 15, 2016, thousands of men and women gathered at the White House for the first United States of Women Summit, discussing issues such as leadership, educational opportunity, and equal pay for women. Leaders and change-makers from around the world—from celebrities such as Oprah Winfrey to political leaders including President Barack Obama—gathered to advance the state of women and the U.S. economy.3 At the conference, 28 companies signed the Equal Pay Pledge4 to take concrete actions, such as conducting annual pay analyses, to lower the national gender wage gap. Gap Inc. took the pledge as well, noting that despite having an exemplary track record for equal pay, they are committed to continuing their work. Gap Inc.’s company culture has enabled women to rise in the ranks through a variety of policies and practices including diminishing psychological barriers, encouraging mentorship, being family-friendly, and more. This culture of collaboration, inclusion, and close relationships – which can be considered more feminine traits – has built itself over time, creating a structure for women’s advancement and equal pay. U.S. Pay Gap History Today, women make up nearly half of the workforce in the United States; however, women continue to earn less than men. In 2016, the U.S. Census Bureau reported that the female-to-male earnings ratio (based on the median earnings of men and women in 2015) is 0.8.5 Even when women do the same jobs as men, and controlling for observable variables, a gap persists: women earn between 93-95% of their

1 Peter Pawlick. Personal Communication, October 31, 2016. 2 See more here: http://www.catalyst.org/media/catalyst-announces-winner-2016-catalyst-award. 3 (2016). The united state of women. The United State of Women. Retrieved from http://www.theunitedstateofwomen.org/. 4 The pledge, which can be taken online, requires that companies “…commit to conducting an annual company-wide gender pay analysis across occupations; reviewing hiring and promotion processes and procedures to reduce unconscious bias and structural barriers; and embedding equal pay efforts into broader enterprise-wide equity initiatives.” Signing companies must also “…identify and promote other best practices that will close the national wage gap to ensure fundamental fairness for all workers.” Businesses that have taken the pledge have noted their specific commitments here. 5 Bernadette D. Proctor, Jessica L. Semega, Melissa A. Kollar. Income and Poverty in the United States: 2015. United States Census Bureau. Retrieved from https://www.census.gov/library/publications/2016/demo/p60-256.html

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GAP INC. 3

male counterparts’ salaries.6 The wage gap, which is due to a variety of variables including social and cultural norms and unconscious bias, results in significant lost wages that add up over a woman’s lifetime and contribute to gender inequality. At the current pay gap, women will not see equal pay in the U.S. until 2059. For women of color, the rate is slower, with black women having to wait until 2124, and Hispanic women having to wait until 2248 for equal pay.7 Historically, there have been two important factors in decreasing the wage gap: the increase of females in the job market and reduction of occupational segregation. Ever since women entered the job market in larger numbers in the 1950s to work during the interwar and World War II periods, the rise of women in the job market has continued. Indeed, between 1947 and 2008, female employment among working-age women increased by approximately 0.6 percentage points per year. This growth has been due to several reasons, including medical advances (e.g., improved contraception and better maternal care) and technological advances that have made childcare and household work easier and more accessible to working women.8 This increased labor participation influenced wage convergence, and legislation for equal pay further pulled women into labor markets. There has been considerable progress in reducing the extent of occupational segregation. Since 1970, women have reduced their over-representation in administrative support and service jobs and have made significant inroads into management and traditionally male professions.9 However, trends have differed across educational groups. Highly educated women have made substantial progress moving into formerly male managerial and professional occupations, while less-educated women have made smaller gains integrating into traditionally male blue-collar occupations.10 Finally, (and related to reductions in occupational segregation) evolving social norms have naturally eased the gender pay gap as well.11

Measurement Methods There are multiple ways to explore “equal pay” and measure the gender wage gap within an organization.12 Organizational Pay Gap Analysis The broadest option is to compare the average salaries that women and men earn across an organization, at all levels. This high-level analysis tends to result in a larger wage gap, as many companies have a disproportionate number of men in higher paying managerial and leadership positions. As a result, women may seem to be earning a lower average salary than men in the company, not necessarily because each

6 C. Corbett and C. Hill. (2012). ERIC—Graduating to a pay gap: The earnings of women and men one year after college. American Association of University Women. 7 (2014). The gender wage gap: 2014. IWPR. Retrieved from http://www.iwpr.org/publications/pubs/the-gender-wage-gap-2014/. 8 C. Olivetti and B. Petrongolo. (2016). The evolution of gender gaps in industrialized countries. Working paper. National Bureau of Economic Research. 9 F. Blau and L. Kahn. (2016). The gender wage gap: Extent, trends, and explanations. IZA, No. 9656. Retrieved from http://ftp.iza.org/dp9656.pdf. 10 F. Blau and L. Kahn (2016). The gender wage gap: Extent, trends, and explanations. IZA, No. 9656. Retrieved from http://ftp.iza.org/dp9656.pdf. 11 C. Olivetti and B. Petrongolo. (2016). The evolution of gender gaps in industrialized countries. Working paper. National Bureau of Economic Research. 12 WGEA.Pay equity toolkit. Retrieved on October 12, 2016 from https://www.wgea.gov.au/sites/default/files/pay_equity_tookit_managers.pdf.

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GAP INC. 4

woman is being offered a lower salary than her male counterpart, but because of a leadership gap illustrating that women are not moving up to the higher paying roles in the company. Level Pay Gap Analysis Compare average male and female pay at each level in the organizational hierarchy (analyst, manager, etc.) across all functional verticals, looking at pay gaps within each management tier regardless of their functional division. This mediates for some of the leadership representation gap; however, it does not consider how jobs within different functional divisions may be assigned different market values. Further, it may fail to account for the disproportionately high number of women in back-end or support positions. Like-For-Like Pay Gap Analysis Also called equal pay for work of “equal or comparable value,” this is perhaps the most detailed pay gap analysis and it is at this level of analysis that the gender wage gap often seems most narrow. This illustrates the direct difference in the salary that men and women earn in similar occupations, which is much smaller once the leadership gap is accounted for. Defining work that is of “equal or comparable value” can be difficult and requires a deep level of analysis and understanding of comparable work. The gender pay gap includes both explained (measurable) and unexplained (often difficult to measure) components. Measurable factors (other than type and level of work) include, for example, age, tenure in position, number of subordinates, and geography. Even when all measurable factors are considered, an unexplained gender pay gap persists. This reflects discrimination, implicit biases, social norms, and other factors that are difficult to measure—including possible gender differences in risk-taking, mobility, and ambition.

How Gap Inc. Measures Pay At Gap Inc., managers are provided with pay data for their overall team plus salary information that reflects the external market at minimum once each year during a pay review process. Sabrina Simmons, former CFO of Gap Inc., looked at the entire group as a whole to see where people were ranked and paid when a request for higher pay came in. Through this she examined and corrected for any disparities. Gap Inc. analyzes pay data annually and provides information to empower managers. Initially, Gap Inc. found limited research and a lack of existing methodologies to create a model to examine equal pay. After some study, they chose two methods of analysis. First, they performed organizational pay gap analysis, which shows a ratio of pay for full-time male versus female employees, not controlling for any variables or levels in the organization. Second, they performed like-for-like analysis, which shows a ratio of pay for all male and female employees, controlling for work of equal value and other measurable factors. In 2014, Gap Inc. conducted an analysis of both the median pay and average pay for all 34,114 female versus male full-time employees globally, not controlling for any variables or levels in the organization. The median female to male pay ratio was at parity. The average female to male ratio was slightly lower for women. However, this is representative of the fact that Gap has a higher percentage of women at entry-level positions. Moving into more senior positions in headquarters, the percentage of women and men even out.

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GAP INC. 5

Another analysis was conducted to find the pay ratio between male and female employees when controlling for levels and measurable factors for all 129,387 employees (excluding Senior Vice Presidents and above), including part-time workers.13 In the case of part-time workers, hourly rates were annualized at 40 hours per week and monthly rates were annualized. Gap used a geographically sensitive method of comparing employee pay rates in like jobs across the entire organization. Pay ratios for male versus female employees were developed for each like job by controlling for select variables, including region (as the cost of labor varies by location). Those jobs were then grouped within defined job levels based on the employee’s contribution level,14 job responsibilities and skill/experience required. Other variables including time in position and team size were not controlled for in the analysis but provided additional context. The findings were statistically validated by an external management firm, that found that no significant or meaningful gender wage difference at Gap Inc. globally or within any of their major regions. While there have been minor fluctuations by level over the past 3 years, the results are consistent.

Gap Inc. Empowers Managers and Employees Gap Inc. strives to minimize unconscious bias impacting pay through several mechanisms. First, Gap Inc. provides leaders with pay data for their teams at least once per year, and includes market-relevant pay ranges for each role, taking into account geography. They also provide managers with criteria and filters in making pay decisions. Not only do these practices reduce unconscious bias in pay, but according to Mercer (2016), organizations with a robust pay equity process and a dedicated team also have greater female representation. Mercer highlights that only 35% of organizations report a pay equity analysis process built on a robust statistical approach.15 The team that oversees pay at Gap Inc. shares with managers and HR partners where their employees are positioned relative to pay ranges that reflect the external market. Managers are provided with a distribution of employee pay in the pay range and are then free to make decisions in terms of paying talent appropriately. The data does not necessitate action from managers, but rather provides them with data to make informed decisions. A promotion/equity budget is a part of the overall annual pay increase budget and can be used to address equity issues. In discussing the pay data provided to managers, Senior Vice President of Loss Prevention at Gap Inc., Keith White says: “When operating eyes wide open and not just treating people as if they are in a vacuum, gender inequality in pay becomes a non-issue.” Gap Inc. has eliminated performance ratings in HQ and Distribution/Call Centers, and is in the process of expanding this change to stores in several brands. Eliminating performance ratings, which can have gender biases baked into them, does not mean that Gap Inc. has walked away from a focus on performance against goals. They established a Company performance standard and encourage managers to have more frequent and honest touch-base conversations about performance against goals. A team from Stanford recently analyzed the language of hundreds of performance reviews from technology and professional-service firms and found that managers are significantly more likely to critique female

13 Peter Pawlick. Personal Communication, October 17, 2016. 14 To determine contribution level, Gap has a methodology to level jobs looking at characteristics such as leadership, functional knowledge, area of impact, interpersonal skills, etc. These characteristics are then scored and ranked to drive the contribution level. There is inherently some subjectivity in this process. 15 Mercer. (2016). When women thrive, businesses thrive.

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GAP INC. 6

employees for coming on too strong. In addition, women’s accomplishments are more likely to be seen as the result of team—rather than individual—efforts.16 Gap Inc. does not require that applicants provide previous salary information when submitting an employment application. One positive outcome is that for applicants who have been unfairly compensated for their skill and experience in prior positions, their new salary is not anchored to the past. The impact of this hiring policy has been most pronounced among women and minorities.17 Typically at Gap Inc., applicants choose to provide salary information and it is discussed during the hiring process, potentially used as a factor in salary negotiations. Also, Gap Inc. publishes the company’s compensation practices on GapWeb (the Company’s intranet site), which employees can access to understand the company’s pay practices. However, while managers receive pay data for employees on their team, employees can’t see specific pay ranges unless their managers choose to provide them with that information.

The Business Case for Gender Pay Equality Art Peck, CEO of Gap Inc., says other companies are realizing that recruiting and retaining more women capitalizes on talent and produces a win-win, because diverse teams result in stronger financial performance. Morgan Stanley’s 2016 report “Why it Pays to Invest in Gender Diversity” reveals that higher gender diversity translates to increased productivity, greater innovation, better decision making, and higher employee retention and satisfaction. Companies with more diversity tended to have a higher level of forward one-year return on equity (ROE), on average 0.7% better than their regional sector peers and 1.1% above those with low representation of women in the workplace.18 Simply put, Peck says, “What’s good for women is good for business.” Achieving equal pay at the organizational level signals more equal female representation at higher levels of the company. Evidence is becoming clearer that gender diverse teams and women in leadership make business sense by creating teams with a higher level of collective intelligence and skills. Diverse teams are smarter, more effective,19 and more creative.20 Indeed, gender diverse workforces perform better financially: a 2015 McKinsey study found that companies in the top quartile for gender diversity are 15% more likely to have financial returns above their respective national industry means.21 Research continues to accrue regarding the business benefits for women in leadership positions. Companies with more women in executive management have been shown to financially outperform companies that have no women in senior roles. According to a U.S. study, Fortune 500 companies with the highest representation of women on their top management teams experienced better financial performance on measures of ROE (35.1% higher) and Total Return to Shareholders (34% higher) than

16 R. Silverman. (2015). “Gender bias at work turns up in feedback.” Wall Street Journal. Retrieved from http://www.wsj.com/articles/gender-bias-at-work-turns-up-in-feedback-1443600759. 17 (2016). Leave no one behind: A call to action for gender equality and women’s economic empowerment. United Nations Secretary General’s High-Level Panel on Women’s Economic Empowerment. Retrieved from http://www.womenseconomicempowerment.org/reports/. 18 Morgan Stanley (2016). Why it Pays to Invest in Gender Diversity. https://www.morganstanley.com/ideas/gender-diversity- investment-framework 19 A. Williams. (2010). Evidence for a Collective Intelligence Factor in the Performance of Human Groups. Science, 330: 686 20 J. Marinova, J. Plantegna, and C. Remery. (2016). Gender diversity and firm performance: evidence from Dutch and Danish boardrooms,” The International Journal of Human Resource Management, 27/15: 1777-1790. 21 (2015). Diversity matters. Mckinsey & Company.

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GAP INC. 7

companies with the lowest women’s representation.22 Recent data from the International Monetary Fund (IMF) (2016) reveals that the more women in senior managerial positions and in corporate boards, the more profitable firms are.23 Further, firms with a larger share of women in senior roles have a significantly higher return on assets (ROA), even within narrowly defined industries.24 At the very top, the correlation between women at the C-suite level and firm profitability is demonstrated repeatedly, and magnitude of the estimated effects is not small: A profitable firm at which 30% of C-suite leaders are women could expect to add more than 1 percentage point to its net margin (which represents a 15% boost to profitability) compared to otherwise similar firms with no female leaders.25 Other companies, whose leaders recognize that doing the right thing is also good for business, are acting to reduce gender inequality. Marc Benioff, Co-Founder and CEO of Silicon Valley tech giant Salesforce, launched Women Surge in 2013 with the goal of achieving 100% equity for men and women in pay promotion and requiring meetings to include 30% women.26 HeForShe, a global movement that engages men for gender equality, has ten CEO Corporate Champions spanning ten industries, who employ more than one million people and have committed to accelerate progress towards parity in their workforce.27 Equal Pay Barriers Various factors inhibit women from entering the workforce—particularly full-time jobs—and impact their ability to advance. Cultural and Societal Barriers Many women who participate in the job market tend to self-select for lower paying, part-time, or flexible jobs—or stay out of the job market—largely due to unpaid care responsibilities and domestic work. Part- time work enables flexibility but often at the cost of lower hourly pay, reduced access to social protection, and weakened long-term career prospects.28 In this vein, women face a “motherhood penalty,” a difference in earnings between women with and women without children, that can be quantified. This results from attempts to balance work and family responsibilities that may involve part-time employment or career breaks. For the OECD countries, the gender pay gap increases steeply during childbearing and childrearing years.29 A business poll of the

22 Catalyst.org. (2004). The bottom line: Connecting corporate performance and gender diversity. 23 IMF. (2016). Unlocking female employment potential in Europe: Drivers and benefits. 24 L. Christiansen, L. Huidan, J. Pereira, P. Topalova, and R. Turk. (2016). Gender diversity in senior positions and firm performance: Evidence from Europe. IMF. 25 M. Noland, T. Moran, and B. Kotschwar. (2016). Is gender diversity profitable? Evidence from a global survey. Working paper, Peterson Institute for International Economics. 26 J. Bort. (2015). This is the woman that convinced Marc Benioff to guarantee equal pay for women at Salesforce. Business Insider. Retrieved from http://www.businessinsider.com/leyla-seka-inspired-benioff-on-equal-pay-2015-4. 27 Corporate Champions include: AccorHotels, Barclays, Koch Holding, McKinsey & Company, PwC, Schneigder Elextric, Tupperware Brands, Twitter, Unilever, and Vodafone. (2016). Corporate parity report. HeForShe. 28 ILO. (2016). Women at work: Trends 2016. J. Kahn, J. García-Manglano, and S. Bianchi. (2014). “The motherhood penalty at midlife: Long-term effects of children on women’s careers.” Journal of Marriage and Family, 76/1: 56-72. 29 OECD. (2012). Lack of support for motherhood hurting women’s career prospects, despite gains in education and employment. Retrieved from http://www.oecd.org/newsroom/lackofsupportformotherhoodhurtingwomenscareerprospectsdespitegainsineducationandemploym entsaysoecd.htm.

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GAP INC. 8

Department for International Development (DFID) in the United Kingdom revealed that the three most commonly cited barriers preventing women from advancing in the workplace were all related to the difficulties of balancing domestic and professional responsibilities.30 There is also some evidence of a premium for men, highlighting a positive relationship between a man’s wage and his number of children.31 Occupational Segregation Academic sorting and choices in education lead to “occupational segregation” when girls become older.32 Although women represent most of those in tertiary education globally, female university graduates remain less likely to receive degrees in scientific, technical, engineering, and mathematical (STEM) disciplines associated with careers in higher paying fields. Women are more likely to work in sectors that have lower average pay. Importantly, occupational choice is affected by social norms (tracing back to academic sorting), stereotypes, lack of role models, and lack of information about opportunities and pay differentials.33 Within all industries, a gender pay gap exists, although with significant variation. Interestingly, female- dominated industries—such as healthcare, social assistance, and insurance services—have particularly high gender pay gaps, likely because a fundamental issue remains that women are clustered in comparatively lower positions even in these industries.34 A study of U.S. census data from 1950 to 2000 found that when women moved into industries in large numbers, companies in those industries began paying less even after controlling for education, work experience, skills, race, and geography. This research demonstrates that when women take over a male- dominated field, pay for an industry drops by up to 57% (as is the case in the field of recreation). On the flipside, female-dominated industries that become dominated by men (e.g., computer programming) see an increase in pay.35 Research highlights that employers placed a lower value on work done by women.36 Employment in Lower-Level Positions Regardless of the sector, women tend to be employed in lower-level positions. There is a persistent gender gap at higher ranks of management and leadership. Data of Fortune 500 companies from 2011 reveal that while women are nearly half of managers, they are only 14.3% of executive officers, 3.8% of CEOs, and hold 16.6% of board seats.37 Occupation is the largest single factor accounting for the gender pay gap, with the second being industry—together they contribute to over 50% of the gender wage gap (see figure 3). Research reveals that the largest gender pay gap is in higher-paying white collar jobs.38 30 DFID. (2016). Women’s economic empowerment: DFID business survey. 31 ILO. (2016). Women at work. 32 S. Doughty. (2015). Why do we have a pay gap? The diversity perspective. Retrieved from http://www.victoria.ac.nz/som/clew/files/3-Doughty-Equal-Pay-Presentation-0515-.pdf. 33 McKinsey & Company. (2013). Women matter 2013: Gender diversity in top management: Moving corporate culture, moving boundaries. 34 Commonwealth Government of Australia. (2013). What is the gender pay gap? Workplace Gender Equality Agency. Retrieved from https://www.wgea.gov.au/addressing-pay-equity/what-gender-pay-gap. 35 R. Oldenziel. (2001). Making technology masculine: Men, women and modern machines in America, 1870-1945. Amsterdam University Press. 36 P. Allison, P. England, and A. Levanon. (2009). “Occupational feminization and pay: Assessing causal dynamics using 1950- 2000 U.S. Census Data,” Social Forces, 88/2: 865-891. 37 (2011). Fortune 500 women executive officers and top earners. Catalyst Census. 38 F. Blau and L. Kahn. (2016). The gender wage gap: Extent, trends, and explanations. IZA, No. 9656. Retrieved from http://ftp.iza.org/dp9656.pdf.

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GAP INC. 9

Lower representation of women at higher levels could be due to limited female talent in the pipeline or barriers that prevent women’s advancement, such as the glass ceiling. These barriers include discrimination, work-family conflicts, and reduced interest in high-level positions. Oftentimes higher- paying white-collar jobs demand longer and less flexible hours resulting in work-family conflicts.39 In addition, several studies find that women are less likely to be promoted, all else equal, while other studies highlight that women instead exit at higher rates by choice.40 Lower proportions of women in managerial and leadership roles further perpetuate pay and promotion gaps, because managers often promote based on those who meet their own characteristics. This trend, known as “ingroup favoritism,” prevents women from climbing up the career ladder in companies where there are not many women in leadership.41 Personal and Psychological Traits Research finds that men place a higher value on money, have higher self-esteem, believe that they control their own fate, and are less risk averse, more competitive, more self-confident, and more disagreeable than women. These traits can contribute towards the pay gap. For example, women are slightly less likely to opt for jobs that include performance pay, as they are less attracted to competitive environments than men, which may decrease their ability to overcome the wage structures that they are already within.42 In addition, women are less likely than men to negotiate for themselves.43 When they do choose to negotiate, one study found that women ask for an average of $7,000 less than the men.44 Also, their managers are less likely to want to work with them due to violating gender norms about appropriate female negotiating behavior.45 Discrimination and Unconscious Bias Unconscious biases are the automatic, mental short-cuts used to process information and make decisions quickly. These biases are based on experience and cultural stereotypes. Unexplained factors contributing to the gender pay gap (or unconscious bias) accounts for 38% of the gender pay gap overall.46 (Exhibit 1)

39 F. Blau and L. Kahn. (2016). The gender wage gap: Extent, trends, and explanations. IZA, No. 9656. Retrieved from http://ftp.iza.org/dp9656.pdf. 40 F. Blau and L. Kahn. (2016). The gender wage gap: Extent, trends, and explanations. IZA, No. 9656. Retrieved from http://ftp.iza.org/dp9656.pdf. 41 “Why the ‘position gap’ is more important than the wage gap for women in tech.” Washington Post. Retrieved on October 12, 2016 from https://www.washingtonpost.com/news/the-switch/wp/2015/04/14/why-the-position-gap-is-more-important-than-the- wage-gap-for-women-in-tech/. 42 A.Manning, and F. Saidi. (2010). “Understanding the gender pay gap: What’s competition got to do with it?” Industrial and Labor Relations Review, 63/4: 681-698. 43 L. Babcock. (2003). “Nice girls don’t ask.” Harvard Business Review. Retrieved from https://hbr.org/2003/10/nice-girls-dont- ask. 44 NPR.org. Why women don’t ask for more money. Retrieved on October 12, 2016 from http://www.npr.org/sections/money/2014/04/08/300290240/why-women-dont-ask-for-more-money. 45 (2016). Leave no one behind: A call to action for gender equality and women’s economic empowerment. United Nations Secretary General’s High-Level Panel on Women’s Economic Empowerment. Retrieved from http://www.womenseconomicempowerment.org/reports/. 46 F. Blau and L. Kahn. (2016). The gender wage gap: Extent, trends, and explanations. IZA, No. 9656. Retrieved from http://ftp.iza.org/dp9656.pdf.

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Can Constitutions Ensure Rights?  If so, please give 5 reasons and provide 5 examples.

answer question apa format 5(a) answer should be 150 words and for question 5(b) identify from 12 scenario I posted pictures

5(a)
Can Constitutions Ensure Rights?  If so, please give 5 reasons and provide 5 examples.

5(b)

Please review Bill of Rights Scenarios PDF on Week 5 Module.   The document contains Bill of Rights case scenarios.  There are 12 scenarios.  Read carefully and please identify the problem with the case.  

Correct Answer: 

Scenario 1: Violation of the 6th Amendment. Guarantee of the Right to Counsel.

Requirements

  • Bill of Rights PDF
  • Complete Video Documentary

I am posting the scenar to answer the question for 5(b)

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Reading Scripture for Good News that Crosses Barriers of … Ekblad, Bob Interpretation; Jul 2011; 65, 3; ProQuest pg. 229

 

 

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The film The Green Mile.

Your assignment is to write a persuasive essay of 5-7 pages (1,000-1,500 words) on the subject of the death penalty. You should answer the following question in your essay: Is the death penalty an appropriate punishment for violent criminals in the United States, or should it be abolished nationwide? Write an essay expressing your own opinion on the death penalty, in which you attempt to convince the reader to take some action (either agree with your point-of-view, actively protest against the death penalty, or take some other action).

Your essay must have a title, a thesis statement, and five or more paragraphs. Use prewriting techniques to generate ideas if you need to. The purpose of a persuasive essay is to convince the reader to agree with a point of view or to take an action. The author of such an essay uses appeals such as ethos, logos, and pathos, as well as other techniques (such as metaphor and simile) to deliver his or her message to the reader.

You may refer to the three persuasive appeals (ethos, pathos, and logos) and/or use the terminology created by Stephen Toulmin in your essay. For example, you may identify the following elements in the sources you analyze: claim (thesis), grounds (evidence), and warrant (link between the two). You must use evidence from each of the following sources to support your thesis. You may also use additional sources related to the subject of the death penalty:

  1. The film The Green Mile. Do the events of the film (specifically the tortuous execution of a guilty man and the execution of an innocent one) affect your opinions on the death penalty? (You may also use Stephen King’s original novel The Green Mile as a source.)
  2. Two or more of the following essays:
  3. Zachary Shemtob and David Lat, “Executions Should be Televised” (pages 62-63 in the Barnet book).
  4. Edward I. Koch, “Death and Justice: How the Death Penalty Affirms Life” (from our course website).
  5. Adam Gopnik, “The Caging of America” (pages 571-580 in the Barnet book).
  6. David Bruck, “The Death Penalty” (from our course website).

Please see the next page for a sample works cited list. Your final draft must be word-processed, according to the Modern Language Association style guidelines. You may also use information from the www.bedfordstmartins.com/barnetbedau (Links to an external site.) to support your points. Relax and have fun with this assignment!

Works Cited

Bruck, David. “The Death Penalty.” Faulkner University, n.d., Admin.faulkner.edu. Accessed 25

March 2020.

Gopnik, Adam. “The Caging of America.” Current Issues and Enduring Questions: Eleventh

            Edition. Ed. Sylvan Barnet and Hugo Bedau. Bedford, 2016. pp. 571-580.

The Green Mile. Dir. Frank Darabont. Perf. Tom Hanks, David Morse, Bonnie Hunt and Michael

Clarke Duncan. Castle Rock Entertainment: 1999. DVD.

Koch, Edward I. “Death and Justice: How the Death Penalty Affirms Life.” Faulkner University,

n.d., Admin.faulkner.edu. Accessed 25 March 2020.

Shemtob, Zachary, and David Lat. “Executions Should be Televised.” Current Issues and Enduring

            Questions: Eleventh Edition. Ed. Sylvan Barnet and Hugo Bedau. Bedford, 2016. pp. 62-63.

A Sample Persuasive Outline

Title: Google is Not So Bad

Thesis Statement: “In his essay “Is Google Making Us Stupid?”, Nicholas Carr claims that the Internet is “. . . chipping away my capacity for concentration and contemplation” (para. 4). However, based on my own experience, technology such as the Internet makes it easier for me to work, write, and socialize with my friends.”

  1. Introduction
  2. Hook
  3. Thesis
  4. An analysis of Carr’s essay
  5. Carr’s thesis
  6. Carr’s support
  • Technology at Work
  1. Example: Fahrenheit 451
  2. Example: my experience (data entry)
  3. Technology for Writing
  4. Example: “Cellphones Stifle Students”
  5. Example: my experience (research)
  6. Technology for Socializing
  7. Example: The Matrix
  8. Example: my experience (social media)
  9. Conclusion
  10. Restatement of thesis
  11. Satisfaction of the reader

Library of Congress Cataloging-in-Publication Data

THE

Chinese Must Go

 

 

 

THE

Chinese Must Go VIO LENCE, EXCLUSION, AND THE MAKING OF THE ALIEN IN AMER I CA

Beth Lew- Williams

Cambridge, Mas sa chu setts · London, England 2018

 

 

Copyright © 2018 by the President and Fellows of Harvard College All rights reserved Printed in the United States of Amer i ca

First printing

Library of Congress Cataloging-in-Publication Data

Names: Lew- Williams, Beth, author. Title: The Chinese must go : vio lence, exclusion, and the making of the

alien in Amer i ca / Beth Lew- Williams. Description: Cambridge, Mas sa chu setts : Harvard University Press,

2018. | Includes bibliographical references and index. Identifiers: LCCN 2017032640 | ISBN 9780674976016 (cloth) Subjects: LCSH: Chinese— United States— History—19th century. |

Chinese— Vio lence against— United States. | Border security— United States— History—19th century. | Race discrimination— United States— History—19th century. | Emigration and immigration law— United States— History—19th century. | Aliens— United States— History—19th century. | Citizens—United States— History—19th century. | United States— Race relations— History—19th century.

Classification: LCC E184.C5 L564 2018 | DDC 305.895 / 1073— dc23 LC rec ord available at https:// lccn.loc . gov / 2017032640

Cover photo courtesy of the Oregon Historical Society, image number 28159

Cover design by Jill Breitbarth

 

 

In memory of Lew Din Wing

 

 

 

CONTENTS

INTRODUCTION

The Vio lence of Exclusion 1

PART 1 • Restriction

1. The Chinese Question 17 2. Experiments in Restriction 53

PART 2 • Vio lence

3. The Banished 91 4. The People 113 5. The Loyal 137

PART 3 • Exclusion

6 . The Exclusion Consensus 169 7. Afterlives under Exclusion 194

EPILOGUE

The Modern American Alien 235

APPENDIX A

Sites of Anti- Chinese Expulsions and Attempted Expulsions, 1885–1887 247

APPENDIX B

Chinese Immigration to the United States, 1850–1904 253

ABBREVIATIONS 255 NOTES 259 ACKNOWL EDGMENTS 337 INDEX 341

 

 

 

THE

Chinese Must Go

 

 

 

1

INTRODUCTION

The Vio lence of Exclusion

THEY LEFT IN driving rain. Three hundred Chinese mi grants trudged down the center of the street, their heads bowed to the ele ments and the crowd. They were led, followed, and surrounded by dozens of white men armed with clubs, pistols, and rifles. As if part of a grim parade, they were encircled by spectators who packed the muddy sidewalks, peered from narrow doorways, and leaned out from second- story win dows for a better view. One of the Chinese, Tak Nam, tried to protest, but later he remembered the mob answering in a single voice: “All the Chinese, you must go. Every one.”1

The date was November 3, 1885, and the place was Tacoma, Washington Territory. But that hardly mattered. In 1885 and 1886, at least 168 commu- nities across the U.S. West drove out their Chinese residents.2

At times, these purges involved racial vio lence in its most brazen and basic form: physical force motivated by racial prejudice and intended to cause bodily harm.3 The vigilantes targeted all Chinese people— young and old, male and female, rich and poor— planting bombs beneath businesses, shooting blindly through cloth tents, and setting homes ablaze. Once physical vio lence had become a very real threat, the vigilantes also drove them out using subtler forces of coercion, harassment, and intimidation. They posted deadlines for the Chinese to vacate town, leaving unspoken the conse- quences of noncompliance. They locked up leaders of the Chinese commu- nity and watched as the rest fled. They called for boycotts of Chinese workers and waited for starvation to set in. This too was racial vio lence.

While historians often claim that racial vio lence is fundamental to the making of the United States, rarely are they referring to the Chinese in the

 

 

Sites of Anti- Chinese Expulsions, 1885–1886. Vigilantes drove out Chinese residents through harassment, intimidation, arson, bombing, assault, and murder. Map based on data collected by the author (see Appendix A).

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Idaho Territory

Montana Territory

Nevada

Oregon

Utah Territory

Washington Territory

Alaska Territory

Wyoming Territory

New Mexico Territory

Arizona Territory

 

 

INTRODUCTION 3

U.S. West. Instead, they are thinking of moments when racial prejudice fu- eled the vio lence of colonization, enslavement, and segregation.4 It has long been recognized that these transformative acts of racial vio lence anchor not only the history of Native Americans and African Americans, but also the history of the entire nation. Anti- Chinese vio lence, however, is routinely left out of the national narrative.5

It is easy to see this omission as simply due to the relative numbers. There were comparatively few Chinese in nineteenth- century Amer i ca, and fewer still who lost their lives to racial vio lence, making casualty counts from anti- Chinese vio lence appear inconsequential. The 1880 census recorded 105,465 Chinese in the United States; at least eighty- five perished during the peak of anti- Chinese vio lence in the mid-1880s. However, these numbers do not capture the full extent of the vio lence, since some of the most egregious in- cidents occurred before or after this period. In 1871, for example, a mob in Los Angeles lynched seventeen “Chinamen” in Negro Alley in front of dozens of witnesses and, in 1887, the “citizens of Colusa” (California) took a com- memorative photo graph after the lynching of sixteen- year- old Hong Di. Events like these have drawn attention for their exceptional brutality, but often anti- Chinese vio lence was not fatal or recorded. By relying on the metric of known fatalities, historians have often viewed anti- Chinese vio- lence as a faint echo of the staggeringly lethal vio lence unleashed against Native Americans and African Americans.6 When we use black oppression and Indian extermination to define racial vio lence in nineteenth- century Amer i ca, Chinese expulsions seem insignificant. Or, even more inaccurately, they appear not to be violent at all.

The omission of this history can also be explained by the vio lence itself. Chinese migration to the U.S. West began in the 1850s, when thousands of Chinese joined the rush for gold in California. While other newcomers claimed a place in Amer i ca and American history, however, vio lence pushed the Chinese to the outer recesses of the nation and national memory. In Ta- coma, there were no Chinese after 1885 and, thanks to arsonists, there are no physical remnants of what once had been. Indeed, the city of Tacoma, in a present- day effort at “reconciliation,” spent over a de cade searching for de- scendants of the Tacoma Chinese, but has yet to find any.7 Successful ex- pulsions left little behind, even in the way of memories.

Above all, this history has been neglected because it has been misunder- stood. The violent anti- Chinese movement was not a weak imitation of

 

 

It was rare for Chinese mi grants to be lynched, and rarer still for a lynching to be photographed. Hong Di was a convicted murderer sentenced to life in prison, but unnamed “citizens” removed him from jail and hanged him on a railroad turnstile. “Hong Di, Lynched by the citizens of Colusa, July 11, 1887 at 1:15 a.m.,” BANC PIC 2003.165. Courtesy of the Bancroft Library, University of California, Berkeley.

 

 

racial vio lence elsewhere. It was a distinct phenomenon that must be con- sidered on its own terms. Even without lethal force, anti- Chinese vio lence had profound and lasting consequences, although not the ones we might expect.

What made anti- Chinese vio lence distinct was its principal intent, together with its method and result.

The intent was exclusion. At the local level, anti- Chinese advocates fought to prohibit Chinese from entering spaces and working in occupations deemed the sole entitlement of white citizens. At the national level, they fought to bar Chinese mi grants from entering the United States and to deny citizen- ship to those already in the country. At the international level, they fought to exclude China from the conversation about immigration, hoping to turn a bilateral policy into a unilateral one. Though scholars sometimes separate these demands into disparate strains of racism, nativism, and imperialism, respectively, anti- Chinese advocates rarely drew these distinctions. In their minds, the threat of Chinese immigration demanded exclusion across mul- tiple spheres.

At the time, national exclusion was a particularly radical objective. Al- though border control may seem natu ral and inevitable today, the United States began with a policy of open migration for all. In the early nineteenth century, the federal government was more concerned with attracting “desir- able” immigrants than prohibiting “undesirable” ones. Though individual states sometimes regulated immigrants they deemed criminal, poverty- stricken, or diseased, the federal government was not in the business of border control.8 This meant that there was no need for passports, no concept of an “illegal alien,” and no consensus that the United States should determine the makeup of its citizenry by closing its gates.

Anti- Chinese advocates demanded that the federal government change all this. Chinese exclusion warranted extreme mea sures, they argued, because the Chinese posed a peculiar racial threat to nineteenth- century Amer i ca. Popu lar thought of the day held that the Chinese race was inferior to the white race in most ways, but not all. The Chinese were heathen and servile, but also dangerously industrious, cunning, and resilient. Chinese mi grants hailed from an ancient and populous nation, which Americans granted had

INTRODUCTION 5

 

 

6 THE CHINESE MUST GO

once been home to an advanced civilization. Assumed to be permanently loyal to China, the Chinese appeared racially incapable of becoming American. While white citizens worried that Native Americans and African Americans would contaminate the nation, they feared the Chinese might conquer it. One anti- Chinese leader in Tacoma, for example, openly wor- ried that if “millions of industrious hard- working sons and daughters of Confucius” were “given an equal chance with our people,” they “would outdo them in the strug gle for life and gain possession of the Pacific coast of Amer i ca.”9 Therefore, as Americans turned to dispossession, subordination, and assimilation of Indians and blacks in the late nineteenth century, they ad- vocated exclusion for the Chinese. Behind these divergent racial scripts lay callous calculations. White Americans coveted Indian lands and required black labor, but many saw no reason to tolerate the Chinese.10

Not all white Americans agreed, however. In the mid- nineteenth century, many U.S. traders, cap i tal ists, and missionaries saw Chinese migration as key to American profits and power. Businessmen eyed luxurious Chinese products and vast Chinese markets, while Protestant missionaries saw an op- portunity to convert “heathens” on both sides of the Pacific. In the minds of cosmopolitan expansionists, American people and goods crossing the Pacific would extend U.S. power abroad, while the reverse movement of Chinese mi grants would accelerate the development of the West and strengthen U.S. claims on China.11 Envisioning Amer i ca’s future beyond the Pacific Ocean and the rewards they personally would reap, these influ- ential elites strongly opposed the movement for exclusion. This re sis tance, however, only emboldened the movement’s advocates and drove them to more dramatic tactics later in the nineteenth century.

The principal method of anti- Chinese vio lence became expulsion. Since their arrival in the 1850s Chinese mi grants had been popu lar targets for harassment and assault, but systematic expulsion became the method of choice by the 1880s. In western states and territories (where 99 percent of Chinese resided), vigilantes used boycotts, arsons, and assaults to swiftly remove the Chinese from their towns and prevent their return.12 And while the campaigns to drive out the Chinese sometimes produced casual- ties, these were rarely by design. Two men died on the forced march from Tacoma, but according to Tak Nam, the deaths did not directly result from physical assault. At a redress hearing following the expulsion, he described

 

 

how the crowd used clubs, poles, and pistols “to shove[] us down” and “drive us like so many hogs.” It was in this context that, after an eight- mile forced march and a night “in the drenching rain,” “two Chinamen died from exposure.”13

Though the vigilantes set their sights on ridding themselves of Chinese neighbors, the expulsions were not simply local means directed toward local ends. Using sweeping rhe toric and direct petitioning, vigilantes translated their vio lence into a broader cry for exclusion. Anti- Chinese vio lence, in other words, was a form of po liti cal action or, more specifically, what could be termed “violent racial politics.” By directing racial vio lence against local targets, vigilantes asserted a national po liti cal agenda. These vigilantes, of course, lacked the power to determine U.S. law or diplomacy; a host of po- liti cal forces and contingent events created the ultimate policy of exclusion. But the vigilantes made Chinese exclusion pos si ble, even probable, when their violent protests drew the national spotlight. The federal policy of Chi- nese exclusion, touted as a solution to Chinese migration, was also designed to combat the more immediate threat of white vio lence.

That vio lence held power over U.S. politics in the nineteenth century should not come as a surprise. Transformative moments of state vio lence— including the Mexican- American War (1846–1848), the Civil War (1861– 1865), and the Indian Wars— clearly mediated politics through force, but so too did a host of extralegal battles. Violent racial politics swelled in popu- larity in the Reconstruction South and in western territories where white citizens lacked more recognized forms of po liti cal power. This racial vio lence terrorized local populations, shaped local politics, and, at times, advanced a national agenda. In the mid- nineteenth century, po liti cal vio lence, and the rhe toric that accompanied it, challenged the federal government’s reserva- tion of Indian lands, enfranchisement of African Americans, and toleration of Chinese migration. By the century’s end, the federal government had ac- quiesced to violent demands for Indian dispossession, black oppression, and Chinese exclusion.14

The principal result of anti- Chinese vio lence was the modern American alien. The term “alien” has long referred to foreigners, strangers, and out- siders, and in U.S. law has come to define foreign- born persons on American soil who have not been naturalized. Admittedly, “alien” has become un- pleasant or even offensive to our modern ears, and recently scholars and

INTRODUCTION 7

 

 

journalists have begun to replace it with “noncitizen.” This more neutral alternative, however, is too imprecise for the subject at hand. In the nine- teenth century, the term “noncitizen” would have encompassed a large and diverse group, including, at vari ous times, slaves, free blacks, Native Ameri- cans, and colonial subjects.15 We cannot simply do away with the word “alien,” therefore, since it offers historical accuracy and specificity. In this book, the term is used cautiously to describe a par tic u lar legal and social status, not an intrinsic trait. The Chinese entered Amer i ca as mi grants and were made into aliens, in law and society. Through a halting pro cess of ex- clusion at the local, national, and international levels, the Chinese mi grant became the quin tes sen tial alien in Amer i ca by the turn of the twentieth century.16

At the local level, vio lence hardened the racial bound aries of the U.S. West. Men like Tak Nam had established themselves in polyglot communi- ties, living and working alongside white and Native Americans. He had resided in Tacoma for nine years before his expulsion, and in the country for thirty- three. Then vio lence made neighbors into strangers, figuratively and literally, as vigilantes disavowed any connection to the Chinese and drove them into unfamiliar surroundings. In addition to killing scores in the mid- 1880s, the vio lence displaced more than 20,000. In the pro cess, it acceler- ated Chinese segregation in the U.S. West, spurred a great migration to the East, and hastened return migration to China.17

As violent racial politics removed Chinese from local communities, it proved similarly effective at excluding them from the nation. Before the out- break of vio lence in 1885 and 1886, Congress attempted to balance com- peting demands to close Amer i ca’s gates and open the door to China. In 1882, American leaders created a temporary bilateral compromise: a law known as the Chinese Restriction Act. Only after the law’s public failure and the ensuing vio lence did Congress turn to a long- term policy of unilat- eral “Chinese exclusion” in 1888. The change in nomenclature signaled a major shift in law, enforcement, and intent, as Congress narrowed the ave- nues for Chinese migration, dedicated more resources to enforcement, and expanded U.S. imperialism in Asia. Historians, with their eyes trained on what Chinese exclusion would become, have overlooked the distinction between the Restriction Period (1882–1888) and Exclusion Period (1888–1943). To understand the radicalism of Chinese exclusion and the contingent

8 THE CHINESE MUST GO

 

 

history of its rise, we must recognize the period of restriction, experimenta- tion, and contestation that preceded it.18

Together, the restriction and exclusion laws dissuaded untold thousands of Chinese mi grants from settling in the United States and, by separating men from women, stunted the growth of an American- born Chinese popu- lation. With time, Chinese exclusion became Asian exclusion as policies first practiced on the Chinese provided a blueprint for laws targeting Japa nese, Korean, South Asian, and Filipino mi grants in the early twentieth century.19 As a consequence, in 1950 these groups made up only 0.2 percent of the U.S. population; even in the twenty- first century, only a small fraction of Asian Americans can trace their American roots back more than one generation.20 We can appreciate the significance of exclusion if we imagine what could have been.

Praise for Loveability

Praise for Loveability

“Robert Holden is the ideal example of Loveability. He certainly knows how to love and be loved. He loves everyone he knows, and we all love

him in return. He knows and understands what stands in the way of loving ourselves and others. And most importantly he knows and teaches how to dissolve these blocks. How could we not love him?”

—Louise Hay, author of Love Yourself, Heal Your Life Workbook

“Robert Holden is a teacher of incredible wisdom, integrity, and compassion. This beautiful book is a joyous reminder of the transformative power of love in the world.

I heartily recommend Loveability to all.”

— Dr. Brian Weiss, author of Only Love Is Real

“Loveability is an inspiring book that gently encourages readers to reflect upon their relationship to the nature and the power of love itself. Nothing could be more timely or more transformational.”

— Caroline Myss, New York Times best-selling author of Defy Gravity and Archetypes: Who Are You?

“Loveability teaches you how to undo the blocks that prevent you from having more love in all your relationships. I

wholeheartedly recommend this book.”

— Marci Shimoff, New York Times best-selling author of Love for No Reason

“I am a devoted Robert Holden fan and have fallen madly, deeply for his new book! It teaches us the most important thing we can do—give

and receive love. Robert will help you open your eyes so you can open your heart and create a life full of joy and love.

Everyone—and I do mean everyone—should read this life-uplifting book.”

— Kris Carr, New York Times best-selling author of Crazy Sexy Kitchen and Crazy Sexy Diet

“Robert Holden has written a beautiful treatise on love. Please give yourself this gift.”

—Cheryl Richardson, author of The Art of Extreme Self-Care

“It’s not easy to discuss love in a way that is not overly sentimental (or perceived as such). Robert Holden writes with a sense of humor, clarity,

and compassion about the depth of love we are all capable of, and in fact we all embody. This is a joyful, illuminating book to read.”

 

 

— Sharon Salzberg, author of Lovingkindness

“Robert Holden’s new book, Loveability, guides us to stop looking for love and accept our truth: that we are love. This book is a magnificent guide toward unlearning the fears that block us

from the presence of love within. I love this book!”

— Gabrielle Bernstein, author of Spirit Junkie and May Cause Miracles

“It is a pleasure to endorse your book. Congratulations! This is a great book; real love makes a difference in life.”

— Miguel Angel Ruiz, author of The Four Agreements

“Loveability teaches you to listen to the voice of love in your heart. It helps you to forgive the past, to live in the

present, and to make love more important than fear.”

— Gerald Jampolsky, author of Love is Letting Go of Fear

“Loveability should be placed in every soul’s backpack before we come to this planet to help us remember what we have forgotten.”

— Chuck Spezzano, author of If It Hurts, It isn’t Love

“I am in awe of Robert Holden’s ability to translate the wisdom of love in such simple and relatable terms. Loveability

is a masterpiece of the heart and a must read for anyone seeking to be inspired to live a love-based life.”

— Mastin Kipp, CEO and founder of TheDailyLove.com

“Loveability beautifully escorts the reader into the very heart of what we seek most, which is to be loved. Poetic, grounding, honest, and raw, it lifts the veil of dark confusion and fear to reveal that we

can never be separated from the love we seek, because it is who we are. Its healing words will stay with you long after the last page.”

— Sonia Choquette, author of Traveling at the Speed of Love

“This book is a gem! It opened my heart wide, and it can profoundly transform your life as well. The author, Robert Holden, embodies Loveability; love pours out of every molecule of his body, and he has infused this book with the sweet energy of love. You can feel it radiate into your heart from every page. Highly recommended!”

— Denise Linn, author of The Soul Loves the Truth

“Robert Holden is one of the clearest, purest, and most poignant voices for love in our time. You will find no greater teaching than this book contains. If you are seeking love, you will find the key in these pages.

If you have found love, you will find more here. Drink these words, open, and discover the treasure offered to you, starting from within

 

 

your own heart. Living this message will change your life.”

— Alan Cohen, author of Rising in Love

 

 

 

Also by Robert Holden, Ph.D.

 

 

Books Happiness NOW!

Authentic Success (formerly titled Success Intelligence) Be Happy

Shift Happens!

 

 

CD Programs

Be Happy

Follow Your Joy

Happiness NOW!

Shift Happens!

Success Intelligence

 

 

Flip Calendars Happiness NOW!

Success NOW!

All of the above are available at your local bookstore, or may be ordered by visiting: Hay House USA: www.hayhouse.com®

Hay House Australia: www.hayhouse.com.au Hay House UK: www.hayhouse.co.uk

Hay House South Africa: www.hayhouse.co.za Hay House India: www.hayhouse.co.in

 

 

 

Copyright © 2013 by Robert Holden

Published and distributed in the United States by: Hay House, Inc.: www.hayhouse.com® • Published and distributed in Australia by: Hay House Australia Pty. Ltd.: www.hayhouse.com.au • Published and distributed in the United Kingdom by: Hay House UK, Ltd.: www.hayhouse.co.uk • Published and distributed in the Republic of South Africa by: Hay House SA (Pty), Ltd.: www.hayhouse.co.za • Distributed in Canada by: Raincoast: www.raincoast.com • Published in India by: Hay House Publishers India: www.hayhouse.co.in

Cover design: Celia Fuller-Vels and Karla Baker • Interior design: Tricia Breidenthal

All rights reserved. No part of this book may be reproduced by any mechanical, photographic, or electronic process, or in the form of a phonographic recording; nor may it be stored in a retrieval system, transmitted, or otherwise be copied for public or private use—other than for “fair use” as brief quotations embodied in articles and reviews—without prior written permission of the publisher.

The author of this book does not dispense medical advice or prescribe the use of any technique as a form of treatment for physical, emotional, or medical problems without the advice of a physician, either directly or indirectly. The intent of the author is only to offer information of a general nature to help you in your quest for emotional and spiritual well-being. In the event you use any of the information in this book for yourself, which is your constitutional right, the author and the publisher assume no responsibility for your actions.

“Late Fragment” from A New Path to the Waterfall, copyright © 1989 by the Estate of Raymond Carver. Used by permission of Grove/Atlantic, Inc. Any third party use of this material, outside of this publication, is prohibited.

“The Sun Never Says,” from The Gift, © 1999. Used by permission of Daniel Ladinsky.

“It Happens All the Time in Heaven,” from The Subject Tonight Is Love: 60 Wild and Sweet Poems of Hafiz, © 1996. Used by permission of Daniel Ladinsky.

“I Know the Way You Can Get,” from I Heard God Laughing, © 1996. Used by permission of Daniel Ladinsky.

“Only Love Can Explain Love,” from Teachings of Rumi, by Andrew Harvey, © 1999. Used by permission of the publisher.

Library of Congress Cataloging-in-Publication Data

Holden, Robert Loveability* : *love-a-bil-it-y/’luv[?]biliti/noun learning how to love and be loved / Robert Holden, Ph.D. — 1st edition.

pages cm On the title page “[?]” appears as the phonetic schwa (upside-down e) symbol. Includes bibliographical references. ISBN 978-1-4019-4162-8 (hardcover : alk. paper) 1. Love. 2. Interpersonal relations. I. Title. BF575.L8H644 2013 152.4’1—dc23

 

 

2012043248 Hardcover ISBN: 978-1-4019-4162-8 Digital ISBN: 978-1-4019-4164-2

16 15 14 13 4 3 2 1

 

 

1st edition, March 2013 Printed in the United States of America

 

 

To Hollie, to Bo, to Christopher, and to everyone

 

 

“If you achieve the faintest glimmering of what love means today,

you have advanced in distance without measure and in time beyond the count of years

to your release.”

A Course in Miracles

 

 

Contents

Foreword by Marianne Williamson Introduction

PART I: LOVE IS YOUR DESTINY Chapter 1: Love Is Not a Word Chapter 2: Your Eternal Loveliness Chapter 3: Our Shared Purpose Chapter 4: Ground of Love Chapter 5: Live Your Love

PART II: LOVE IS WHO YOU ARE Chapter 6: Self-Love Monologue Chapter 7: Mirror Exercise Chapter 8: Childhood Messages Chapter 9: Your Love Story

PART III: LOVE HAS NO CONDITIONS Chapter 10: Is This Love? Chapter 11: I Love You Chapter 12: Show Your Love

PART IV: LOVE KNOWS NO FEAR Chapter 13: The Mirror Principle Chapter 14: Love and Fear Chapter 15: Love Does Not Hurt

PART V: LOVE IS THE ANSWER Chapter 16: Only Love Is Real Chapter 17: A Call for Love Chapter 18: The Presence of Love

Loveability Library Acknowledgments Endnotes About the Author The Loveability Program

 

 

Foreword

Of all the things there are to learn—philosophy and mathematics, poetry and law, all the arts and all the sciences—what could be more important than that we learn how to love? If humanity knew how to love more deeply, more fundamentally and universally, how different might our world be? Would there still be war? Would there still be violence? Would there still be such unnecessary suffering within and around us?

As sophisticated as we are in our understanding of some things, we’re often remedial in our ability to love. In a world where fear has a grip on human consciousness, it takes a conscious effort to take a stand against it. We yearn for love desperately, yet resist it fiercely.

Loveability is a guide to unlearning the ways of fear and choosing love instead. The task sounds simple, but it is rarely easy. Each of us has to face a lion’s den of fears that lurk in the cave of our own subconscious minds, whenever we make the effort to love. And that is why we read books like this one: to have something powerful to lean on, sentences and chapters to teach us, as we make our way past our own fears to the light of love on the other side.

Robert Holden has a way with words, and, more important, he has a way with people. You feel loved in his presence; he has clearly done the inner work of moving past his own defenses, making space in his heart for someone else’s love to enter. And when he does that—when any of us do that—miracles happen. Breakthroughs occur. Insights emerge. Fears dissolve. And that is the purpose and gift of this book: like a soft and gentle massage of the heart, it breaks through barriers to our ability to love and makes room for new life to enter. That’s how you’ll feel when you’ve completed Loveability. Much lighter . . . more loving . . . and happier, for sure.

 

 

Marianne Williamson

 

 

Introduction

Imagine this. One day, our children will learn about love at school. They will take classes in love and self-esteem,

explore the meaning of “I love you,” learn to listen to their hearts, and be encouraged to follow their joy. It will be normal for parents to help their children learn how to love and be loved. Adults won’t be content just to read romantic novels or watch rom-com movies; they will seek out friends and lovers who are interested in real love and who want to become more loving men and women.

One day, every society on our planet will honor and celebrate the importance of love. Politics without love will be a thing of the past. Leaders who demonstrate love-based values, like service and compassion, will be elected for their vision, their courage, and their strength of character. Economists will teach the world that money does not work without love. They will offer us love-based economic policies that eradicate poverty and hunger and help us to experience real abundance and freedom.

One day, all the great professions will include love in their training syllabi and core values. Medical doctors will treat their patients with love, and psychologists will teach their patients about love. Physicists will teach us that separation is an “optical delusion” and that oneness is reality. Biologists will teach us that the survival of the species depends on cooperation, not competition. Architects and lawyers will help us to build a society on love. And ecologists will show us how to love our planet more.

One day, the major religions will recognize a God of unconditional love, and they will stop teaching people to fear God. Never again will we go to war in the name of God. Theologians and philosophers, humanists and atheists, will set aside their differences for the sake of love, and they will teach us that love is stronger than fear, that only love is real, and that, ultimately, love is the key to our enlightenment and evolution. And all the while, the artists of the day will serenade us and entertain us with their plays of love.

Imagine that. That day is not here yet, I know. I believe it will come, though. Our world must evolve in the direction of

love if it is to have a future. Each of us is called to do something, in the name of love, to make sure that humanity comes to understand itself and is able to choose love over fear.

The word loveability might be new to you. You can’t find a definition for it in any standard dictionary. Not yet, anyway. Language is always evolving, as are we, and so one day you will find a dictionary that carries a definition for loveability. And if I am asked to help wordsmith the entry for loveability, I will recommend something simple like “the ability to love and be loved.”

“The greatest thing you’ll ever learn is just to love and be loved in return.”

 

 

Eden Ahbez

This book, Loveability, is a meditation on love. It addresses the most important thing you will ever learn. All the happiness, health, and abundance you experience in life comes directly from your ability to love and be loved. This ability is innate, not acquired. It does not need to be taught afresh, in the way you might learn some new algebra theory or memorize lines from Romeo and Juliet. It is a natural ability that is encoded in the essence of who you are. Any learning feels more like remembering something you have always known about.

Loveability is written in five parts. In Part I, Love Is Your Destiny, I encourage you to explore your relationship to love and what love means to

you. I ask you to consider that the goal of your life is not just to find love; it is to be love. Love is the real work of your life. It is your spiritual path. It is the key to your growth and evolution. I also assert that your destiny is not just to love one person; it is to love everyone. This is the real meaning of love. I think this is what John Lennon meant when he said:

It matters not who you love, where you love, why you love, when you love or how you love, it matters only that you love.

In Part II, Love Is Who You Are, I help you explore the basic drama within yourself that you play out in all your relationships. This basic drama is between your Unconditioned Self (the original you) and your learned self (your self-image). The basic truth is “I am loveable” and the basic fear is “I am not loveable.” Self-love is about knowing who you are. It is about identifying with love. Self-love is also about self-acceptance and giving up resistance to love. The bottom line is that real self-love is good for you, good for your family, good for your friends, and good for the planet.

“To love and be loved is to feel the sun from both sides.”

 

 

David Viscott

In Part III, Love Has No Conditions, I share some exercises I teach in my three-day public program called Loveability. Some people think of love only as “loving others,” whereas others are mostly concerned with “being loved.” How about you? Of course, the art of loving must include being able to love and be loved. It is only when you allow yourself to give and receive love freely that you realize that love is not a trade; it is a way of being.

If love is so wonderful, why does it hurt so much? And if love is meant to be so natural, why is it so difficult? And if love is meant to be so powerful, why does it not last? In Part IV, Love Knows No Fear, I focus on some of the common blocks to love, such as expectations and rules, independence and sacrifice, and trying to change or control each other. I also introduce you to the True Love Checklist, which will help you to recognize love and also to cultivate more loving relationships in your life.

In Part V, Love Is the Answer, I propose that without forgiveness, you would not be able to realize your ability to love and be loved. Forgiveness is that aspect of love that enables you to make a basic choice between love or fear, love or pain, love or guilt, and so on. Here, I also assert that love is intelligent, and that love is our true power, and that if we apply enough love to any challenge, personal or collective, we will arrive at a positive solution. The greatest influence you can have in any situation is to be the presence of love.

To write Loveability, I have drawn on a lifetime of experiences and conversations with my parents, my brother, my friends, my wife, and, more recently, my two young children. Over the years, I have engaged in dialogues on love with philosophers, biologists, priests, business leaders, physicists, and mystics. I have also been most fortunate to have had personal mentors and teachers like Tom Carpenter, Chuck Spezzano, Russ Hudson, Louise Hay, and Marianne Williamson, to name a few.

As you read Loveability you will notice two other big sources of inspiration. First is my work with the Loveability three-day public program. I’ve been teaching this program for a few years now, as well as other courses like Love and the Enneagram and also Love and Fear (based on the teachings of A Course in Miracles). Second, I have included several stories and conversations from my private practice with individuals and couples (names have been changed throughout to respect confidentiality).

Most of all, writing Loveability was inspired by what I can best describe as a process of inner listening. Each time I sat at my desk to write, I’d begin with a few moments of stillness and then ask love to teach me about love. I did this with the full awareness that I wasn’t “talking” to something outside myself. This was an inner attunement. I share this so as to emphasize that loveability isn’t really learned from books, public programs, or counseling sessions (as helpful as that is); it’s learned by letting the love that is your true nature teach you how to love and be loved.

Robert Holden London

October 2012

 

 

PART I

Love Is Your Destiny

“I’m looking for love,” said Evelyne, as she moved around in her chair, trying to get comfortable. “How is it going?” I asked. “Not great,” she said. “How long have you been looking?” I asked. “About four years now,” she said, trying to smile. “But it feels like a lot longer than that.” “How much longer?” “Too long,” she sighed, her eyes flitting around my office. “That’s a long time to be searching for love.” “Yes.” “Evelyne, have you ever considered giving up the search?” “Oh, plenty of times,” she laughed. Conversations with Evelyne were full of jousting and play. She had a stoic sense of humor, which I enjoyed

very much, but I chose not to laugh with her this time. What we were talking about was too precious to run away from. So I fixed my eyes on Evelyne’s eyes and very deliberately asked her again, “Evelyne, have you ever thought about giving up the search?”

“What do you mean?” she asked. “The way I see it,” I said, “looking for love is blocking you from finding love.” “Say that again,” she said. “Looking for love is stopping you from finding love.” “So what do you suggest?” “Stop looking for love.” Evelyne normally had a fast answer for everything but not this time. She didn’t say a word. She went deep

inside herself. I waited for her. Waves of emotion began to break across the surface of her face. I could see her frustration, her anger, and, beneath that, a submerged sadness.

“Aren’t you tired of looking for love?” I asked. “Yes, of course,” said Evelyne, reaching for a tissue. “My invitation to you is to stop looking.” “What, and find a proper job?” she retorted, doing her best to inject some humor. “Just stop,” I said. “But then what?” This was only our second meeting, but I sensed in Evelyne a readiness to look at things in a new way. So I

told Evelyne that the way I saw it, her “looking for love” was an attempt to strike a deal with God. I said, “It’s like your ego has given God an ultimatum, which is ‘I’ll only start to live again once I find love,’ or, rather, ‘once YOU (God) find me love.’ And while this might sound reasonable to your ego, it isn’t how God works, and it isn’t how life works either. Looking for love isn’t how you find love.”

“So how do you find love?” asked Evelyne. “Well, first you have to recognize that you are what you’re looking for,” I said. Evelyne didn’t say anything, which was her way of saying, “Keep speaking.” “You are still looking for love because you don’t feel loveable,” I went on. “You’ve forgotten how loveable

 

 

you are, and it’s this forgetting that’s causing you to search for love and not find it.” “I don’t find me loveable,” said Evelyne softly. “Loveability starts with looking at yourself and finding love there,” I told her. Evelyne was sitting perfectly still in her chair. I could tell that she was testing what I had said against her

own logic. A verdict was imminent. In a few moments I would know if we could proceed or not. I could feel her resistance, but I could also see that her face had softened and that she looked younger, brighter, and clearer. Evelyne soon appeared from inside herself, flinging the doors of her mind wide open.

“All right, I’m going to stop looking for love,” she said, pausing ever so slightly. “But I still want to find love. So how do I do that?”

“Well, first you have to accept that you are made of love,” I explained. “This is important because like attracts like, and if you know that you are love, you’ll feel comfortable about attracting love into your life.”

“Okay, I’ll work on that,” she said. “But can you give me something more practical to do in the meantime?” “Yes,” I said. “But only if you promise not to overlook what I just said.” “Okay, okay,” she replied, widening her eyes at me in an effort to move our conversation along. “The way to find love is to be a more loving person,” I said. “I am a loving person,” she protested. “I’m asking you to be a more loving person,” I replied. “How do I do that?” “Start by loving everyone more.” “Everyone!” she exclaimed. “Everyone.” “Are you sure?” “I’m not asking you to date everyone,” I said. “Good.” “Loving everyone is true love,” I explained. “It’s also the key to being able to love someone.” “So how do I start loving everyone?” Evelyne asked. “Step one is to offer a little willingness,” I said. “Okay, I can do that. And what is step two?” “Step two is being open to let LOVE show you how to love everyone. LOVE, which is what you are made

of, will show you the way, if you let it.” Looking for love is hell. Everyone’s been there. We’ve all done it. It’s a mind-set you identify with when you

forget who you are and what love is. It’s what you do when you experience the fall from grace and you fear that love has abandoned you. In this hell, you search for love outside of yourself. The searching leads you to believe that you exist outside of love. You act as if you and love are two separate things. You think the purpose of the world is to find love, and then, once you find it, not to lose it again.

Looking for love is frightening. That’s because it’s a strategy used to conceal a most terrible fear you would rather not look at: the fear that “I am not loveable.” I refer to this fear as the basic fear because we all experience it and also because it gives rise to every other fear. This fear is not real but you don’t know that if you’re too scared to look at it. So, you decide to leave yourself alone, and you start looking for someone who will find you loveable. This is just as scary, though. Where will you find this person? Are they still available? What if they are gay—or not gay? Do they even exist? Okay, maybe they do exist, but what are the chances of them loving you if you don’t love you?

Looking for love is painful. You are looking for love because you have judged yourself to be unloveable. Until you change your mind about yourself, your only hope is to find someone who will overturn this judgment. So you try to create a pleasing image that hides the pain of feeling unloveable. This image knows how to be seductive, to attract attention, and to win admiration, but because it is not the real you, it does not attract real love. Therefore, you keep on looking, but because you won’t change your mind about yourself, all you find is your own lovelessness.

It’s difficult to believe in love when you are looking for love. The more you keep looking, the more

 

 

unloveable you feel. Because you don’t believe you are loveable, you can’t believe it’s possible for someone to love you. Eventually, you begin to doubt if love even exists. This is the worst pain of all. To believe that and to keep on living is impossible. Now you are just a shadow of yourself. You have reached a dead end. Looking for love hasn’t worked. So now it’s time to try something else. And that’s a good thing.

Those that go searching for love only make manifest their own lovelessness,

and the loveless never find love, only the loving find love,

and they never have to seek for it. D. H. Lawrence1

The way out of hell is not to seek for love but to see how you are blocking love. You begin by examining what is causing you to seek for love in the first place. First, you must cast off all the loveless images of yourself that you have made. Looking for love, in its truest sense, isn’t about finding someone else; it’s about finding yourself again. You also have to be willing to drop your theories about love, to empty your mind of learned ideas, to let go of old stories, and—as William Blake put it—to “cleanse the doors of perception” so as to let love appear as it really is.2

At many different points throughout the collection Born a Crime

At many different points throughout the collection Born a Crime, Trevor Noah describes

the complications of his racial identity. Write an essay analyzing the role that race played

in challenging and facilitating the author's understanding of himself as he grew up.

Pre-Writing: Make a list of all the incidents from the book that show Trevor’s racial

identity making things easier for him or difficult. Then choose one example of challenging

and one example of facilitating.

Outline:

I: Introduction- Background of the book in 2-3 sentences. Thesis statement (This should be the

last sentence of your introduction.)

II. 1 st Main Body Paragraph: First example of Trevor’s race making things challenging for him

III. 2 nd Main Body Paragraph: Second example of Trevor’s race facilitating things for him.

IV: Conclusion: Wrap up the discussion- restate the thesis statement- End with so what? What

was the overall impact of race on Trevor’s life?

WRITING ASSIGNMENT

tBUSN311 WEEK 5 WRITING ASSIGNMENT

RESEARCH PAPER OUTLINE (Graded)

Complete and submit to Week 5 Assignment dropbox.

This Assignment will assist you in preparing your Week 7 Assignment Research Paper.

 

Student Name __Tiffani Duncan____ Date _20210509__________________

 

STOP!

FIRST READ ALL INSTRUCTIONS

Instructions:

· Go to the Week 7 Assignment for the Course Project and read the instructions thoroughly. Then complete each item below by answering each question in the space provided.

· Save this as a WORD Document using your Name and Assignment. Example: JonesWk5ResearchOutline.docx.

· Answer on this document. It is in “Word,” and spacing will adjust for your replies.

· Submit your completed paper to the Week 5 Assignment Dropbox by Sunday night of Week 5 (11:59 pm ET).

· The maximum point value for each item is stated in parentheses. Actual points will be awarded by your instructor with feedback.

****

1. (5 pts) Identify your case study company.

 

For the Week 7 Assignment, choose your case study from one of three companies: Ford, Boeing, or Purdue Pharmaceutical. State here the name of the company you have selected for your Week 7 Research Paper.

 

ANSWER: Ford.

2. (10 pts) Statement of an ethical dilemma.

 

The company you have chosen to write about (no. 1 above) made a business decision –i.e., chose a course of action – which adversely affected others and the company. In making this decision, the company was faced with an ethical dilemma. As you have learned, an ethical dilemma is a conflict between alternatives where neither alternative is desirable. Choosing either one will compromise something. Each choice will have its downside: it could compromise ethics, cause ethical and legal problems, cause harm, raise difficult questions, or otherwise lead to an undesirable situation. Ideally, the decision-maker would do both acts or neither, but he cannot. He has to choose and can only select one. The dilemma is being confronted with these undesirable choices and having to choose one. (For examples of ethical dilemmas, see Bucaro, (2017). Required Reading, Week 5 Lesson).

 

· In a single, well-crafted sentence, state the ethical dilemma presented in your chosen company’s situation.

 

ANSWER: As it presented the Ford Pinto Car model, which was likely to cause deaths, Ford faced an ethical dilemma of whether to recall the already manufactured vehicles and modify them for safety or pay off victims of accidents whenever it would happen and save money.

 

3. (10 pts) Ethical frameworks:

 

· Identify and briefly define the ethical framework illustrated by your chosen company’s decision. (See Weeks 5 and 6 Lessons and Required Readings.)

 

ANSWER: The Company illustrated the egoistic framework whereby much focus was made on the company’s profits. The framework allows for an individual (in this case, the company) to maximize the amount of sound the outcome would do to them. This is exactly what Ford did so that it would not have to spend a lot of money to save people’s lives but rather save it by paying just a little after the damage has been done.

 

 

· Identify and briefly define the ethical framework that you will argue your chosen company should have utilized to reach a different result in the situation.

 

ANSWER: The Company should have utilized the utilitarian framework. In this framework, every decision should be the one that produces the least amount of pain and distress. For Ford, that decision could be to recall the Pinto and save people’s lives even if it would mean spending so much money. That way, there would be less pain and distress.

 

 

4. (5 pts) Recommendation. Identify at least one business practice as a lesson business management can learn from this case study.

 

ANSWER: Ford management should learn to involve low-level employees in the making of particular decisions. The decision not to recall the deadly vehicle model was made only at the management level that no one cared to value the lives of people who would die in explosion crashes. If lower-level employees of the company were involved, some would have recommended the recalling of the death-trap vehicles, and lives would have been saved.

 

 

5. (70 pts) ReferencesAPA help source

 

You are starting on the next page under the heading, References, list in an APA7 formatted citations list at least seven (7) credible sources you will use to support your Week 7 Course Project.

 

Go to the next page .

 

 

References

 

De Los Reyes Jr, G., Scholz, M., & Smith, N. C. (2017). Beyond the “Win-Win,” creating shared value requires ethical frameworks. California Management Review59(2), 142-167.

Haghighattalab, S., Chen, A., Fan, Y., & Mohammadi, R. (2019). Engineering ethics within accident analysis models. Accident Analysis & Prevention129, 119-125.

Kaptein, M. (2017). When organizations are too good: Applying Aristotle’s doctrine of the mean to the corporate ethical virtues model. Business Ethics: A European Review26(3), 300-311.

Scharding, T. (2018). This is Business Ethics: An Introduction. John Wiley & Sons.

Schwartz, M. S. (2017). Business ethics: An ethical decision-making approach. John Wiley & Sons.

Strother, S. (2018). When Making Money is More Important Than Saving Lives: Revisiting the Ford Pinto Case. Journal of International & Interdisciplinary Business Research5(1), 166-181.

Tura, N., Keränen, J., & Patala, S. (2019). The darker side of sustainability: Tensions from sustainable business practices in business networks. Industrial Marketing Management77, 221-231.

 

BUSN311.Wk5.LA Assignment 2021

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