Leadership in Clinical Nursing Education Research Proposal

Leadership in Clinical Nursing Education - Research Proposal Example nces where he observed the significant role of nurses in extraordinary circumstances (it will be better if you add one example that you have experienced), such as that in emergency departments, intensive care units, etc. However, during such experiences, it was an observation that these experiences were nothing like that is usually mentioned in nurses’ theoretical framework in Oman, and there is an urgent need of efficient in-service clinical nursing education. In other words, it is an understanding that the role of nursing as a profession, as well as their status and character needs alteration in the context of Omani healthcare environments that will be possible by the availability of high-quality in-service clinical nursing education. In this regard, findings and outcomes of the proposed research will act as foundation of such premise that will be beneficial for the new generation of nurses in the country in terms of new opportunities for the acquisition of capabilities and skills required. In addition, it will be advantageous for the government, as it will have the opening to redefine the notion of nursing in the country. PRELIMINARY LITERATURE REVIEW Brief review of the literature (Marquis & Huston, 2008) has indicated that nursing enjoys massive popularity in developed parts of the globe due to its significant role of caring in human lives. However, in developing nations, it still lacks importance, and most importantly, there seems a gap between realistic circumstances and theoretical frameworks existing in clinical nursing education. The basic disparity is that all nurses receive the same nature of education during their learning process; however, it is an observation (Miller, 2008) that when confront realistic healthcare settings, nurses feel disparity between... This paper approves that researcher completely understands the significance of ethical consideration in the research, and thus, while carrying out primary research methodology, the researcher will put extra efforts to ensure confidentiality and privacy of participants for the fulfillment of ethical guidelines. For this purpose, the researcher will endeavor to acquire written permission from the ethics committee of the universities, as well as from the hospitals. At the same time, researcher will inform participants about objectives of the proposed study before beginning of the data collection process that will be a way of encouraging truthful answers from the participants and ensuring data integrity. In addition, during the interview, the researcher will ensure that name of the participant remain anonymous in order to avoid any unwilling response during the study. This paper makes a conclusion that in particular, the proposal indicates intention of the researcher to bring a change, particularly, in the regulatory organization for nurses in the Sultanate of Oman in terms of the status of nursing as a profession. In addition, the researcher anticipates an alteration in the form of a new framework of in-service education that will be beneficial for the healthcare industry, as well as for education sector of the country. Briefly, the researcher expects that after approval of the research, findings of the proposed study will be an efficient contribution to the world of academia in the form of a published report, and believes that recommendations of the proposed study will play a noteworthy role in enhancing the role of nurses and nursing in the future.

Issues in Family business Essay Example | Topics and Well Written Essays - 2250 words

Issues in Family business - Essay Example A family business is different from a traditional business because the business stakeholders are related to each other unlike the conventional business where stakeholders are individuals and not related by blood. Secondly, in a family business there are three primary roles and they are family, ownership and business. The family means relationships, i.e. mom, dad, son etc, ownership means who owns the business (who are the primary stockholders) and business means people who work at the business. Since, the business is tied together with more than just professional attitudes the day to day functioning of the business is not as easy as it seems. Conflicts occur more in family businesses as compared to the traditional business and these conflicts are extremely hard to resolve especially if there are close blood relations (Family Business Conflict Resolution). With emotions playing a vital role in decision making, not everything is simple as it may seem. While traditional business success can be judged by a lot factors which include use of technology, level and capability of resources, growth opportunities, using electronic commerce for business, customer satisfaction, customer retention and the company’s market share (Top 7 critical Business Success Factors 2000). Family business can only be judged using special factors that take into consideration the dynamics of the family business. One of the most important factors in accessing the success of a family business is to determine whether work boundaries are specified or not. For the smooth running of a business it is necessary that the roles of individuals are well defined and communicated (Essentials for Family Business Success). In a family business it is easy that roles may often be neglected or might not even be defined. In such situations a single person gets overburdened with work while the others simply remain absent from work.

Embracing Ict In Nigerian Secondary Schools Education Essay

Embracing Ict In Nigerian Secondary Schools Education Essay Aim: The aim of this literature review is to describe the current state of ICT development in Nigerian Secondary Schools, discuss the problems of ICT development in Nigerian Secondary Schools, suggest possible solutions and highlight the importance of embracing ICT in education in Nigerian Secondary Schools. Introduction: The Federal Republic of Nigeria is a country located in the western part of the African Continent with an approximate land mass of 923,768.00 sq kilometres, lying between Latitude 40 140 North of the Equator, Longitude 30 and 140 East of the Greenwich meridian bordered on the west with the Republic of Benin, on the north with the Republic of Niger and on the east with the Federal Republic of Cameroun. The topic of ICT integration into the Nigerian economy is very crucial however , for the purpose of this literature review the importance of integrating ICT into Nigerias Secondary School Environment will be discussed. Information and Communication Technology (ICT) involves the use of all forms of Computer, Communications, Software ,Network and Mobile Technologies to process, maintain and mediate information. Communication Technologies include all media such as; Cable,Satellite, Fibre Optics, Wireless (radio, Infrared,Bluetooth,wi-fi) employed in transmitting audio,video,data or multimedia. Network Technologies include Personal Area Networks (PAN), Campus Area Networks (CAN), Intranets, Extranets, Local Area Networks (LAN),Wide Area Networks(WAN),Metropolitan Area Networks(MAN) and the Internet. Computer Technologies include all removable media such as optical disks, disks, flash memories, video books, multi-media projectors, interactive electronic boards, and continuously emerging state-of-the art PCs. Mobile Technologies comprise Mobile Phones, PDAs, Palmtops etc.(Illoanusi,O.N., Osuagwu,C.C. 2005).ICTs have become part of our very existence as a matter of fact, it affects all of human activities . Over the years, ICTs have created significant impact on the way we live. Significant improvements and developments have occurred in various fields as a result of ICT integration to those fields. The field of education is not excluded as ICTs have undoubtedly affected learning, teaching and research methods.(Yusuf 2005) cited by (Adomi, A.E., Kpangban,E. 2010).The impact of ICT on education has improved educational standards in developed economies, however this impact is still to be felt in developing economies such as Nigeria. Current Situation of ICT development in Nigerian Secondary Schools ICT in education involves embracing major components of ICT to enhance teaching and learning methodologies in institutions of learning.Presently,the integration of ICT in Nigerian Secondary Schools is minimal.In 1988,in an attempt to keep pace with development in computer education ,Nigeria enacted a policy on computer education. According to Okebukola(1997) the plan was to implement this innovation first to some selected federal government colleges and thereafter spread this innovation to other secondary schools and later to primary schools, unfortunately this project was never successful as intended because beyond the distribution and installation of computers in federal government colleges this project never took off ground.(Aduwa-Ogiegbaen, S.E. , Iyamu,E.O.S. 2005). The Federal Republic of Nigeria has no specific policy on ICT in education.The Ministry of Education created its ICT department in February 2007 more so, several government agencies and other stakeholders in the private sectors have initiated ICT-driven projects and programmes to impact all levels of the educational sectors.(Agyeman,O.T. 2007).At School level,the use of ICT aided instructional materials is minimal or rather not encouraging.This could be attributed to the fact that majority of Nigerian Secondary School teachers do not see the importance of improving their professional practice using ICT and are consequentially, less eager to adopt the use ICT in their teaching practice. If however the secondary teachers in Nigeria perceive the importance of integrating ICT in teaching methods they are more likely to embrace the use of ICT in their professional practice. A study which investigated teachers self efficacy in implementing computer education in Nigerian Secondary Schools found that most teachers in Federal Government Colleges in Nigeria lack experience in the use of computers for educational or industrial purposes ,most teachers in Federal Government Colleges cannot use common computer software because they lack knowledge of basic computer operations.(Yusuf 2005) cited by Ololube,N.P (2006).Students on the other hand are embracing ICT however not in the right manner .Nigerian Secondary School Students are yet to maximise the benefits of the internet in research and learning. This is evident in the use of Internet by these students who stay long hours on the internet chatting on social networking sites such as facebook and yahoo messenger. Problems of ICT development in Nigerian Secondary Schools Various factors are responsible for the problems of ICT development in Nigerian Secondary Schools. Nevertheless, the most significant amongst these factors are; Lack of adequate ICT infrastructure, Low percentage of teachers with ICT skills, Absence of National policy on ICT in education ,Low access to the Internet and Cost of acquiring ICT facilities where available. Lack of adequate ICT infrastructure in Nigeria seems a major issue. Though the International Telecommunication Union(ITU) has rated Nigerias Telecommunication Sector as the fastest growing in Africa, majority of Nigerians still have inadequate access to the Internet.(Aduwa-Ogiegbaen,S.E Iyamu,E.O.S 2005).Information,data,audio,video and multimedia are meant to be transmitted on reliable networks supported by adequate ICT Infrastructures unfortunately, these infrastructures are lacking in most Nigerian Secondary Schools. Inadequate funding and lack of technology budget exacerbate the problems of ICT infrastructures (Illoanusi,O.N Osuagwu,C.C 2005).Moreover ICT equipments were made to function with other infrastructures such as electricity (Aduwa-Ogiegbaen,S.E Iyamu,E.O.S 2005) the irregular and unstable supply of electricity in Nigeria poses a major difficulty in the proper functioning of ICT equipments even when they are acquired .There are recorded cases of electrical home appliance s damaged due to lack electrical power supply over period of months. The absence of electric power grids in most parts of the country even where adequate telecommunication facilities are available contribute to the irregular power supply.(Agyeman, O.T 2007). The percentage of Nigerian Secondary School Teachers with basic computer skills is low compared to their counterparts in developed economies.Nigerian Secondary School teachers attach little importance to IT literacy .Consequently,the use of ICT aids in teaching is minimal.Additionally there is widespread ignorance and misconception about ICTs among Nigerians (Ighoroye and Ajayi. n.d) cited by (Adomi,E.E., Kpangban,E. 2010).Secondary School teachers in Nigeria need to be trained on educational technologies and the importance of integrating computers into classroom teaching.(Aduwa-Ogiegbaen,S.E., Iyamu,E.O.S. 2005). Presently,there is no existing National Policy on ICT in education. Although the Nigerian Federal Government policy in 1988 introduced computer education in high schools(Okebukola 1997) cited by (Adomi,E.E, Kpangban,E. 2010).This policy was not successful as the only implementation was distributing computers to Federal Government High Schools which were never used for computer education of the students (Adomi,E.E, Kpangban,E. 2010).The Nigerian Federal Government have on several occasions revealed plans to integrate ICTs into school systems and provide infrastructure to schools,yet actions are still to be taken on these plans. In 2001,Nigeria started implementing its ICT policy which led to the establishment of the National Information and Technology Development Agency(NITDA) the purpose of establishing NITDA was to help Nigeria become an ICT capable country in Africa and a major player in the information society by 2005.This vision is yet to be fulfilled even few years after the set time for achieving this vision.(Agyeman,O.T.,2007) Major development of ICT in education depends largely on access to the adequate ICT infrastructures especially the internet.Access to computer equipment,internet and other accessories in most Nigerian Secondary Schools is low.(Agyeman,O.T. 2007).Underfunding and inadequate financial capacities lead to this problem. Irregular electricity supply exacerbates this problem. The availability of computers in few Nigerian Secondary Schools located in urban areas is in the ratio of 5 computers to 1 student on the contrary,the case in rural areas is absolutely not encouraging. Some rural areas still face total absence of power supply. Secondary Schools in Nigeria are not adequately funded to provide furniture, requisite books,laboratories and adequate classrooms let alone being given adequate funds for computers and internet connectivity.(Aduwa-Ogiegbaen,S.E, Iyamu E.O.S. 2005). The High cost of acquiring ICT facilities even when they are available cannot be overlooked. The cost of purchasing computers in Nigeria is high not so many can afford it. Moreover, monthly internet rates are exorbitant and the charges are unaffordable for most people in Nigeria consequently,it is difficult for secondary schools to acquire and install ICT facilities for the use of teachers and students (Adomi,E.E., Kpangban,E. 2001).Additionally,the high cost of computers still make most secondary schools unable to acquire these facilities. Suggested Solutions to ICT development problems in Nigerian Secondary Schools The integration of ICT in education in Nigerian Secondary Schools will produce sustainable development in the secondary school system..However,if the effort to integrate ICT into Nigerian Secondary Schools will be successful then it is pertinent that the Nigerian Government ensure ICT policy statements in education are translated into reality. Furthermore, the Federal Ministry of Power and Mines should work towards stabilising electricity power supply in Nigeria(Adomi, E.E., Kpangban,E., 2010).Additionally, stakeholders in Nigerian ICT industry must help spread the knowledge and usage of ICT amongst Nigerian Secondary School Teachers and students in the best way possible. The Federal Ministry of Science and Technology most importantly must ensure the NigComSat-1R which is meant to be a replacement of the failed NigComSat1 and the SAT3 submarine cable is delivered as scheduled in the fourth quarter of 2011 as this will immensely reduce telecommunication and internet connection rates. Adequate funding and budgets for ICT integration in secondary schools should also be made possible by the Federal Ministry of Education. The Importance of Embracing ICT in Education in Nigerian Secondary Schools ICT integration in Nigerian Secondary Schools system will gradually transform the quality of the Nigerian Secondary Educational System (Osuagwu,C.C., Illoanusi,O.N., 2009).The successful integration of ICT in Nigerian Secondary Schools will enhance teaching, learning and research methods moreover, significant development in Nigerias secondary educational system will occur. There is no doubt that teachers and students in secondary schools in Nigeria will have incredible resources at their disposal with reliable access to the internet.(Aduwa-Ogiegbaen,S.E., Iyamu,E.O.S., 2005). Conclusion There is no doubt what significant improvement successful ICT integration will bring in the Nigerian Secondary Educational System however the Nigerian Government must make adequate efforts to implement National policies on ICT in education, stabilizing electrical power supply,and provide adequate funding to secondary schools for the acquisition of ICT facilities if this goal of Integrating ICT in Nigerian Secondary Education System will become a reality.

Sir John A. Macdonald Essay -- Canadian History

Sir John A. Macdonald Sir John A. Macdonald was born in Glasgow, Scotland, on January 10, 1815. His fathers name was Hugh Macdonald and his mothers name was Helen Shaw. His father had migrated to Glasgow from the town of Dornach. His father was a very pleasant and easy going guy and he alwasys wanted to make everyhting better but he usually made things worst. He was a man that had lots of friends, he would talk a lot and drink too. His mother came from Spey Vally. His mother was a very smart girl, she was like the opposite of his father. His mother and father got married on 1811, and after 8 years they had 5 children, the eldest child died and after John was the eldest. In Glasgow his fathers business wansn't doing that good and he thought that if they would move to upper Canada they would have a better life there. So finally in 1820 they sailed to upper Canada. They arrived at Kingston in mid July, and John was only five years old. When he arrived his thought about Scotland just disapeard. The M acdonald family decided to stay in Kingston. Sir John A. only went to school untill 1829, when he was only 15. His parents couldn't afford to send him to University. He says that if had went to University he wouldn't have went into politics. When he turned 15 Sir John A. articled to a Kingston lawyer, George Mackenzie, so he was learining Law. In 1832 Mackenzie opened a branch office where he put Macdonald in charge of it. Later on he had taken over another law practice i...

School Lunches

Emma Bennett Master Block 7th 7 November 2012 School Lunches When students buy their lunch in a typical cafeteria, they expect decent, put together meals. Students usually see long lunch lines, hear loud talking, and eat fatty and disgusting food. In the lunch rooms I see unhealthy nasty food that everyone eats every single day. I have seen chili that smells like dog poop, nacho cheese that looks like barbeque sauce that got mixed in. Also the burritos tastes like vomit which was as hard as a rock. School cafeterias need to make more edible food and provide a healthier and more delicious variety of food.School lunches can be delicious but sometimes they can be gross as road kill, and most students regret buying lunch. I have been buying lunch since my freshman year and I have gotten cheese that had a brown tint to it, uncooked pizza, chunky milk and much more. I spend two dollars and thirty five cents daily on lunch at Oakville that you would be able to find in a dumpster. School caf eterias should have a lot of healthy foods like, fruits, vegetables instead of the entire ala carte section. The lunch workers who make the lunch use frozen or canned foods and most of the food that seems appealing cost extra.Therefore, the food that looks and taste good cost more than the food students waste or do not choose to eat. Given these facts the food should be fully cooked and checked. To conclude, Oakville should put out healthier food to eat, and the food should be at a lower cost to buy. Many consequences affect many people like, the students, lunch workers, principles and parents. Students that have gotten sick and have certain allergies to foods that most workers do not realize they have. Yet they have given the students these sicknesses and allergic reactions.My friend has an allergy to wheat noodles and he has gotten noodles that he did not realize that, they contained wheat. When workers are required to wear a hair net students seem to find hairs in their food, whi ch causes them to suddenly not feel hungry. Students getting sick from school cafeteria seems to happen from eating expired foods and sometimes foods that have not been cooked all the way through. I have gotten a slice of pizza that didn’t seem to have the right color to it and it felt like it just came out of the fridge. The results after eating the uncooked pizza was me home with the so called â€Å"flu. To conclude school cafeterias should be putting out sign that show what the foods are made out of and workers should be careful with the foods they give to students. Improvements that can make school lunches healthier and less disgusting is including healthier foods. Schools should have different types of lunch lines such as specific lines for vegetarians and different parts of a lunch. For example, students who just want to buy one item can easily get in line and buy. However the amount of lunch lines at school is not enough, there are too many students that cut in front of other students because the lunch lines are way too long.Our school should add more lunch lines that way everyone can have enough time to eat their lunch. Schools should make more accurate serving sizes instead of giving to much or not giving enough. Some students get too much food and what they do not eat ends up in the trash. Students who do not get enough food have to go back in the lunch line and buy more food. Schools need to listen to the complaints about lunch that way they can figure out a way to make the school lunches better. So school principles and lunch workers need to follow the guidelines of the students because the students know what is best for them.Several students do not agree that our school lunches are not healthy, however they are the kids that are a little over weight. Some students believe our lunches are perfect and should not be changed into healthier food. Our lunches do not have the correct amount of serving sizes and they do not have enough nutrients i n the food. Lunch lines are perfect and they go by fast and not many people cut in front of you. Lines are longer because too many people cut and I have been late to class because I have not had enough time to eat lunch.Students can argue about our lunches as much as they want but our school lunches need to change. Lunches at school need a huge change and many students and principles do not realize they are so unhealthy. Schools should include more fruits and vegetables no more sugars, no more fatty foods. More students are eating lunches which gives them a chance of diabetes and are gaining more weight everyday from eating unhealthy school lunches. Schools need to listen to students guidelines and help prevent diabetes and being overweight. School Lunches The lunch menu of Meadow Oaks Academy consists of turkey and noodles, two salads, macaroni and cheese, turkey meat loaf, sloppy Joes, chicken enchiladas, fish sticks, spaghetti of meat sauce, baked chicken, hamburgers, beans of hen, Spanish rice and beef toast, hamburger buns and hot dog buns. Mixed fruits, apples, bananas, peaches, Mandarin oranges and pineapples are the fruits that are provided. They are also provided a variety of vegetables like spinach, broccoli, green peas, baked squash, carrots, sweet potatoes, corn, mashed potatoes etc. as well as mixed vegetables. In addition to this there is whole milk too in the menu. Achiger Elementary school provides fiesta nachos, pepperoni pizza, chicken tenders, beef and pasta casserole, soft taco, crispy chicken wrap, breaded beef patty, breaded chicken on bun, hamburger, corndog, cheese dippers, fish sticks, toast hamburger buns and hot dog buns. Fruits consist of pineapple chunks, Mandarin oranges, pears, fruit cocktail, chilled peaches and orange slices. Vegetables that are provided to the children are sweet corn, green beans, broccoli of cheese, baby carrots, peas etc. The milk is strawberry and / or chocolate flavored. Desserts include ice creams, gelatin, apple sauce, frozen fruit treat and cookie. Chips are offered twice a month. After analysis I feel that comparatively, the lunch menu of Meadow Oaks Academy is better than that of Achiger Elementary school. This is because Meadow Oaks Academy pays more attention on the heath and nutrition aspect of the children and this is why the children of that school are not allowed any sweets or food items that are high in sugar. This school also provides unflavored whole milk whereas the Achiger Elementary school provides strawberry or chocolate flavored milk. It was observed that the chocolate flavored milk is popular amongst the children of the school as a result they are consuming more sugar than the Meadow Oaks Academy. The Achiger Elementary school makes the fruit section a lot more attractive by providing varieties like fruit cocktail, chilled peaches, orange slices etc. Thus, the Achiger Elementary school scores high in the presentation and variety quotient whereas the Meadow Oaks Academy scores high on the health quotient. It provides ten percent butter in vegetables, and the vegetables are steamed unlike the vegetables of Achiger Elementary school which are canned and frozen. However, the vegetables of Achiger Elementary school do not have any butter at all. It should be noted that main course of both the institutions are more or less on equal level.

History of Early New York Immigration

Immigration is an event that has been occurring in New York since 1624 when the Dutch West India Company assembled thirty families from Holland to established a settlement that became known as New Netherland. Many immigrants came to our nation looking for opportunities that their country could not provide for them. The prospect of political and religious liberty, as well as opportunities for economic advancements brought millions of immigrants to America. Through the years, immigration has played a key role in the New York†s economic, political and social development in both positive and negative ways. During the colonial era most immigrants came from northern European countries. Their numbers declined with the onset of the Revolutionary War during the 1770†³s, but immigration picked up strongly again during the 1840s and 1850s. Between 1840 and 1860, the New York received its first great wave of immigrants. In Europe as a whole, famine, poor harvests, rising populations and political unrest caused an estimated five million people to leave their homelands each year. In Ireland, blight attacked the potato crop, and upwards of 750,000 people starved to death. Many of the survivors emigrated. The failure of the German Confederation†s Revolution of 1848-49 led many of its people to emigrate. Many settled in New York City, where the population increased from 200,000 residents in 1830 to 515,000 in 1850. By 1860, New York was home to over one million residents. More than half of the city†s population at that time were immigrants and their American-born children. The masses of immigrants were overwhelming. By 1887, it became obvious that Castle Garden (immigrant receiving station) was too small to process the large numbers of immigrants pouring into the New York. The Castle Garden was so small that criminals were simply hanging out at the receiving station to rob the immigrants inside, instead of waiting for them to get on the streets. Thus, the government built Ellis Island in 1892 and immigrants continued pouring in. The number of immigrants was so great that by 1910 immigrants and their families composed over half the total population of New York. During Industrialization many â€Å"new† immigrants on their way out of Southern and Eastern Europe due to over population and religious persecution. Approximately 25 million arrived between 1866 and 1915. While earlier immigrants had come mainly from northern European countries such as England, Germany, and the Scandinavian countries, by the 1880s most â€Å"new† immigrants were arriving from southern and eastern countries such as Italy, Poland, and Russia. More than a million immigrants arrived in each of the years 1905, 1907, and 1910, some fleeing the â€Å"pogroms† (organized massacres) taking place in Eastern Europe, and others seeking a life that they could never have within the borders of their poverty-stricken countries. These later immigrants, arriving from southern and eastern Europe, were Czechs, Poles, Ukrainians, Serbs, Slovaks and Russian, as well as Italians, Greeks, Hungarians, and Rumanians. Approximately ten percent of them were Jews fleeing the repressive policies of Czarist Russia under Alexander III, although Roman and Orthodox Catholics were among the arrivals. The tremendous industrial growth of the late nineteenth century created an unprecedented demand for workers. The construction of canals and railroads required an enormous force of unskilled laborers. Hence, practically all the â€Å"new† immigrants found jobs in transportation, mining, and manufacturing. Without this supply of labor, New York â€Å"s industrial expansion could not have taken place. A few exceptional immigrants rose to positions of wealth and power. But for the great mass of immigrants, success meant something much more limited. It meant better wages, money in the bank, ownership of a home, and a brighter future for their children. Even though immigrants helped to make the Industrial Revolution possible they faced opposition in economics and politics. The response to these newcomers was unfriendly and inhospitable. The Americans who saw their job security challenged by immigrants that were willing to work longer hours for lower wages did not welcome. The new comers did not have the same culture as the first immigrants that had come from Northern and Western Europe. Most lacked skills and very few spoke English, some could not read or write in any language. The Slavic and Polish (excluding Jewish) immigrants groups were viewed as unskilled, illiterate, and transient and were seen as a bigger threat to New York institutions than the other European ethnic groups. They were not ambitious people, tended to keep to themselves, and were opposed to the American idea of materialism. Many of the Slavs and Poles distrusted New York public schools; they withdrew their children from school and encouraged them to seek training in a trade, thus allowing a high rate of dropouts. Likewise, Italians were discriminated against because they also provided cheap labor and, naturally of a clannish nature, tended to move and settle as a group in Italian communities where they only worked with fellow countrymen and did not learn the ways of urban life. Americans thought that Italians did not assimilate into the American culture well since they held on their old-country traditions and cultures so strongly. Assimilation was important to the Americans because they were fearful of the change that came with other cultures, not to mention their resentment towards the new languages already replacing English in several parts of the cities. The Italians also brought the Mafia, which although in Italy enforced justice, came under the control of criminals in New York, and became known for racketeering, blackmail, and extortion. The immigrants were blamed for creating disorder and violence in the cities, and in general, were thought to be â€Å"birds of passage† who would use the American economy to make their fortunes, then return to their native land taking American dollars. The ever-growing influx of immigrants disturbed many native-born Americans who were annoyed by the newcomers† appearance and way of life. They expected these people, no matter what their place of origin, to conform to Anglo-Saxon patterns of behavior and to cherish the institutions of America. These anti-immigrant, natives, sentiments, and the hatred and prejudice toward these immigrants led to the passing of immigration laws that greatly restricted the flow of immigration . The first restrictive law prevented immigration of lunatics, criminals, polygamists, people with diseases, and those likely to be public charges. In August of 1882, the first federal immigration law was adopted. This law put a head tax on all immigrant passengers. Laws from notes. Many American believed that these immigration restrictions were necessary to keep the New York city from deteriorating. The population living in cities of over 30,000 increased from ten percent of the total in 1860 to more than twenty-five percent of the total US population by 1900. The pressure of the tremendous inflow of immigrants quickly outstripped the ability of the New York†s established institutions to cope with them. Already poor in the Old Country, for the most part, they arrived in America penniless and made their homes in the growing tenements of America†s major cities, like New York. The severe strain on the housing situation coupled with discriminatory practices eventually led to the creation of ghettos. Women and children were often sent to work to contribute to the survival of the family, old-world views that eventually led to wholesale exploitation of child labor. Poverty on a never-before-seen scale became the norm in America†s urban centers. Perplexed, poor, and lacking knowledge of the American lifestyle, these immigrants were used as a low-paid labor force for dirty jobs that nobody else wanted and felt the harshness of Industrialism the most. They did not know their bosses, class animosity often divided management and labor, and their interests and wants were of little concern to the corporations. Because these people did not have the proper education, many of them remained unskilled or semi-unskilled throughout their lives. Although many could not attain the work skills they needed, they gained many other things. By the early 1900†³s, ninety percent of those who could not speak English learned to do so in less than ten years after they arrived, and only a third was still illiterate. Despite their many hardships, the new immigrants were determined to make it in the New World. For example, the Slavs† ability to take the worst jobs and stick with them enabled them to become one of the top two ethnic groups representing employees of America†s leading industries . It was the clashing of old-world views with those of new-world ideas that forced compromises that helped to advance social and political thoughts. The cities would not have grown without people to provide cheap labor in the factories, and it was the willingness to provide a cheap source of labor and to work the most difficult and menial jobs that helped enable the United Stated to make the economic gains that she made. The stamina and perseverance of the immigrants made America and industrial giant and the world economic power it is today Even though immigrants helped to make the Industrial Revolution possible they faced opposition in economics and politics. Although New York benefited from immigration they tended to regard the newcomers as competitors for their jobs. This is understandable not only because of fluctuations of the economy, which caused unemployment but because immigrants were often used as strike. The â€Å"new† immigrants that came to America that could read, write, speak, and understand English were lated by many political supports. Those people feared that if an immigrant were gain power in politics that they might try to incorporate their old customs and traditions in politics. Many Americans even opposed the idea of allowing immigrants the right to vote. Even after immigrants were to become Americanized, political supports fought to keep immigrants from participating in politics.