Promotion of Language Proficiency Among Newcomers in Canada

Promotion of Language Proficiency Among Newcomers in Canada Son Ian Lam, Candice Outline Introduction: a.Is it successful in promoting two official language among newcomers in Canada in recent centuries?b. the multicultural policy implemented in 1971 and claim to help immigrant learned at least one of the official language. But before this implement, government also help immigrant to learn these two languages. c. Canada help newcomers in language learning by providing several language program but they also meet obstacles. Body paragraph Official language programs in Canada have a long history until now. These language programs developed along with the change of immigration and language policy in recent centuries. Some may argued newcomers have no time to work while they go to linguistic classes. 13% of students were having a full-time job and 13% of students were having a part-time job. According to the study of Okrainec, K., et al., there is a small group of immigrants having persistent language barrier (2015). 34% of immigrant interviewees revealed that they had persistent language barrier and they had live in Canada for over 15 years. Tendency of these interviewees is older, having family in Canada and married. Conclusion Canada government promote the two official languages by subsidizing newcomers to take part in language programs while they meet some difficulties. In Canada, a multiculturalism country, these language program funding by government boost the promotion of language proficiency and also help newcomers to integrate in the society and economy quicker. Introduction Is it successful in promoting two official language among newcomers in Canada? After the implement of multiculturalism policy in 1971, newcomers from worldwide come to Canada. Most of the recent immigrants have well language proficiency. However, there still have numerous of newcomers are lacking of language skill. This scarcity of language proficiency might lead them meet difficulties to find a job, to see a doctor or integrate into the society. Government have the responsibility to help immigrants to integrate in economy and society. Government develop linguistic program for newcomers from the old days and they also meet obstacle when promoting the widespread of language proficiency.Language programs for newcomers funding by federal and provincial government Official language programs in Canada have a long history until now. These language programs developed along with the change of immigration and language policy. In 1947, Federal government in Canada started a curriculum called CILT (Citizen and Language Instruction and Language Textbook Agreement) for immigrants to develop knowledge and language skills to pass the citizen test (Tollefson, 2002). According to Tollefson, although the supply of this program could not meet the demand, it was hard to know how immigrants understand the instruction and their progress virtually. Soon, the Federal government gave the responsibility to provinces to determine the program content and service (2002). After the Immigration Act at 1967, federal government withdrew the right for province managing education and started a subsidized program called Manpower program which helped immigrants prepare for working (Tollefson, 2002). Immigrants in these language program received 24 weeks training and financial subsidy for living and they were also for higher level education (Tollefson, 2002). In 1969, the Official Language Act declared that there was no clause for people who cannot speak either one official language to learn either one. But sooner in 1971, federal government implement the multiculturalism policy which declared that the government will continue to assist immigrants to acquire at least one of Canadians official language in order to become full participants in Canadian society (Burnaby, 2008). During 1990, the Manpower program was replaced by LINC (current Language Instruction for Newcomers to Canada) which is for newcomers in the first three years and LMLT (Labor Market Language Training) which is for LINC graduates (Tollefson, 2002). LINC program works until now. It provides to permanent citizen or refugee for free and participants need to take a language test to know which level they are (Settlement.org, n.d.). The program mostly teach in English and some of the class t each in French. Moreover, some might argue that newcomers have no time to go to class as they need to work. The programs is divided into full time and part time so that students who have a job can also take part in. 13% of students in LINC had a full-time job and 13% of students were having s part-time job (Government of Canada, 2010). According to the survey of Workpermit, 50% of immigrant interviewee reveal they had participated in employment training program and 54.7% had participated in language training program (2012). Additionally, a survey of Government of Canada indicated that 33.6% of students can get a job after taking LINC program and 47.1% improve their English (2010). These statistics reveal that numerous newcomers benefit from these language program no matter their daily life or employment. Language barrier among immigrants According to the study of Okrainec, K., et al., there is a small group of immigrants having persistent language barrier. They collected the data of 2323 immigrants who had completed the Canadian Community Health Survey 2007-2008 and been in the CIC data and also self-reported having language barrier. The study found an abundant percentage of immigrants had long term language barrier even they had lived in Canada for longer than 15 years. This group of interviewee tend to be older (mean age of 52), married or having family member in Canada (2015). These individuals might have more difficulties to their daily life. Yet, they were more likely to have social supports like family member or spouse and they were also not in the main workforce in the society because of their elder age. Conclusion Canada government promote the two official languages by subsidizing newcomers to take part in language programs overtime even they meet some difficulties. From 1947, Canada start helping newcomers to overcome the language barrier. Until now, the LINC program help more than 60,000 newcomers every year (Government of Canada, 2013). In Canada, a multiculturalism country, these language program funding by government boost the promotion of language proficiency and also help newcomers to integrate in the society and economy quicker. Canada accept multitudinous of immigrants every year and many of them are family reunification. Some of them might not know either one of the language. Yet, those immigrants have relatives for supporting. Newcomers can jump to the workforce more straightforward. It is one of the factor makes multiculturalism success as language can help social integration, individuals speak different language need a mutual language to communicate as the consideration of conform ing the multiculturalism policy: the government will continue to assist immigrants to acquire at least one of Canadians official language in order to become full participants in Canadian society (Burnaby, 2008). References Burnaby, B. (2008). Language policy and education in Canada. In Encyclopedia of language and education (pp. 331-341). Springer US. Statistics Canada. (2013). 2011 National Household Survey: Immigration, place of birth, citizenship, ethnic origin, visible minorities, language and religion. Retrieved from Statistics Canada: http://www.statcan.gc.ca/daily-quotidien/130508/dq130508b-eng.htm Tollefson, J.W. (Ed). (2002). Language policies in education: critical issues. Mahwah, N.J. : L. Okrainec, K., Booth, G. L., Hollands, S., Bell, C. M. (2015). Language Barriers Among the Foreign-Born in Canada: Agreement of Self-Reported Measures and Persistence Over Time. Journal of immigrant and minority health, 1-7. Workpermit. (2012). Language and employment biggest barriers for new Canadian immigrants. Retrieved from Workpermit: http://www.workpermit.com/news/language-and-employment-biggest-barriers-new-canadian-immigrants-20120725 Settlement.org. (n.d.). What is the Language Instruction for Newcomers to Canada (LINC) program?. Retrieved from Settlement.org: http://settlement.org/ontario/education/english-as-a-second-language-esl/linc-program/what-is-the-language-instruction-for-newcomers-to-canada-linc-program/ Government of Canada. (2013). Backgrounder Language Instruction for Newcomers to Canada (LINC) Program. Retrieved from Government of Canada: http://www.cic.gc.ca/english/department/media/backgrounders/2013/2013-10-18.asp Government of Canada. (2010). Evaluation of the Language Instruction for Newcomers to Canada (LINC) Program. Retrieved from Government of Canada: http://www.cic.gc.ca/ENGLISH/resources/evaluation/linc/2010/appendix-a.asp#bftn55

Better Find Your Loving Essay -- Literary Analysis, Allen, Gilman, Ste

Better Find Your Loving Restraints are set by parents on their children to aid with the developmental process and help with the maturity level. Restrictions and the ability to control are present in our society and our lives. We encounter restraints daily: job, doors, people, and the most frequently used and arduous become intangible. In the following stories we are seen both the tangible and intangible scenarios. The Autonomy, desires and talents spurned by the husbands in John Steinbeck’s â€Å"The Chrysanthemums and Charlotte Gilman’s â€Å"The Yellow Wallpaper.† The authors are of opposite sexes who share views regarding a similar theme of male domination and imprisonment. â€Å"The Yellow Wallpaper† involves the treatment of a depressed woman who is driven insane in a male imposed detention of her own room. On the other hand, Elisa Allen in the â€Å"The Chrysanthemums† struggles internally to find her place in a male dominated society or definite gender roles. The m irror-like situations bring upon a different reaction for both the women in different ways. The importance of symbolism, control from their husbands, and the lack of a healthy marriage will be discussed in this paper on the two different stories written by authors of different sexes. Elisa Allen and the narrator of â€Å"The Yellow Wallpaper† are both trapped in various ways and their sexuality of a woman leads to this entrapment. Elisa feels confined and limited, â€Å"the high grey-flannel fog of winter closed off the Salinas Valley from the sky and from all the rest of the world† (226). She feels trapped from the outside world that feels emotionally and spiritually inhibited. The chrysanthemums symbolize her scope of life to which she spends extra time to care off. The chrysanthemums st... ...wer that leads to lack of understanding in their marriage. The wallpaper symbolizes the trapped narrator and the strucure of the tradition. Also, Elisa’s chrysanthemums are rejected which portray the rejection of women and nothing important as housewives can be applied with the narrator. Elisa ends up â€Å"crying weakly like an old woman† and settles in for wine (233). Whereas, the narrator actions leads to the husband â€Å"fainted? But he did, and right across my path by the wall, so that I had to creep over him every time† (447). The narrator is insane and causes faintness in her husband, hoping that she now has an escape. To conclude, John Steinbecks â€Å"The Chrysanthemums† and Charloette Perkins â€Å"The Yellow Wallpaper† show two different outcomes mainly arisen due to being trapped inside an isolated house or a garden and having a limited life under a husband's control.

Transformational Leadership in Safety :: essays research papers

Running head: TRANSFORMATIONAL LEADERSHIP AND SAFETY Transformational Leadership and Safety Transformational Leadership and Safety The Postal Service in Baton Rouge and cities around the nation has a poor reputation when it comes to safety and health of its employees. In an attempt to debunk this unjust accusation, Management and craft employees alike set out to accomplish a task never before achieved by a postal facility with more than 20 employees. Many managers in the Southwest Area thought it suicide to invite the Occupational Safety and Health Administration (OSHA) in for an inspection and try to achieve the highest recommendation obtainable, the coveted â€Å"STAR† award. The plants 491 employees, supervisors and managers using transformational leadership, prepared for and accomplished this achievement in only 90 days. Transformational Leadership by definition is the broadening and elevating of the awareness, acceptance and attitudes of the workforce beyond their personal interest for the good of a group or company (Bass, 1990) Management, union officials, and craft employees acting as safety captains, worked together to motivate the workforce to see a bigger picture. The first and most important task was building a relationship of trust. The Postal Service is notorious for discipline of its employees when something goes wrong but is slow to reward these same employees for a job well done. The Plant Manager at Baton Rouge, Joseph Tate a 42-year veteran of the service, decided that charisma, intellectual stimulation and individualized consideration, as discussed by Sally A. Carless (1998) were necessary in achieving a cultural change. He believed that in order to achieve a STAR rating the employees would have to come onboard. With the blessings of the Louisiana District office, he instituted a new safety program that was fashioned after that of Dow Chemical, 3-M and other industry leaders. Employee involvement, as in every industrial success, was the key. Employees selected their own safety captains from the craft workers. Instead of the supervisors of each unit giving the same old boring safety talks, it was now the responsibility of the safety captains to present relevant safety information for each unit. Safety captains gathered information throughout the week, and used examples, tasks, tools and materials used within the unit for these talks. Weekly safety meetings became participative and interesting from the onset. Monthly meetings attended by the safety captains, the plant manager, and the district safety manager proved extremely productive. Monthly safety contests with prizes, job safety analysis completed by the employees themselves, additional OSHA sanctioned training, and a safety information centers on the workroom floor were but a few of the ideas implemented.

Christian Gospel Essay

This is an inspiring story of how a man of God grew into a man of great influence. Examining his life and ministry from the wise and humble perspective that has made him one of the world’s most beloved and respected leaders, in this memoir, Graham looks back at age 78 on his lifetime of personal relationships, ministry, leadership, and experiences. He chronicles such events and stories as his boyhood in North Carolina, his first steps in ministry, details of evangelistic trips and revivals, and meetings with world and local leaders. Billy Graham’s gift has been to appreciate that in matters of faith there is no approach too simple, no argument too crude, no question too basic. The most striking thing to notice about Graham’s career concerns the most important matter, his view of God. Here the question is whether Graham’s strategies of access and ecumenicity undermine his message. The charge that perhaps they do arises from two ways in which Graham has seemed to reduce the Christian Gospel to a utilitarian device existing for other, more ultimate purposes. In the first instance, it is possible to glimpse pressure on his message from the moral calculus, singularly American, of republican citizenship. This calculus suggests that in a republic the good health of the polity depends upon the morality of the citizenry; that the best thing for personal morality is religion; and that, since Christianity is the best religion, it is positioned to do the most for America. Especially in the first part of his career, Graham was prone to statements that seemed to make the destiny of the United States loom larger than the fate of the Christian Gospel. â€Å"I seriously doubt if the old America is going to exist another generation unless we have a turning to Christ. † Some who share Graham’s beliefs would agree with him, but also wonder if he was making the penultimate into the ultimate. In the second instance, Graham throughout his career has spoken of Christianity, again in his words, as â€Å"alone† pointing â€Å"the way to individual peace, social harmony, life adjustment, and spiritual satisfaction. † For a Christian, true enough again. But priorities seem disarranged when sermons conclude as, for example, one did in New York in 1957: â€Å"All your life you’ve been searching for peace and joy, happiness, forgiveness. I want to tell you, before you leave Madison Square Garden this night of May 15, you can find everything that you have been searching for, in Christ. He can bring that inward, deepest peace to your soul. He can forgive every sin you’ve ever committed. † The charge that may be laid against the utilitarian drift of Graham’s Christian message is the charge that so troubled Martin Luther as he struggled to find a merciful God nearly five centuries ago. The heart of Luther’s spiritual dilemma was the fear that his supposed search for God was really a search for his own ease of soul, the fear that he was seeking God primarily for what God could do for him. Luther may have been overly scrupulous, but he could tell idolatry when he saw it, and tell it most clearly when he saw it up close. Billy Graham claims for himself neither Luther’s theological acumen nor his penetrating powers of self-analysis. Yet what rescued Luther from himself was also what has preserved the authenticity of Billy Graham’s message. The reason that Graham’s message, though admittedly soft at the edges, remains solid as a rock is that at its center is the Cross. In the early 1950s Graham solidified early practice by dedicating himself to the saving work of Christ as the heart of his message: â€Å"I made a commitment never to preach again without being sure that the Gospel was as complete and clear as possible, centering on Christ’s sacrificial death for our sins on the Cross and His resurrection from the dead for our salvation. â€Å" At the close of his memoirs, as at the close of so many sermons, Graham restates the appeal for conversion that is the trademark of his career. As he makes that appeal in this book there is his customary attention to what the Gospel does for us. But under girding all, from first to last, is an equally full sense of what the Gospel does to us: We are not here by chance. God has put us here for a purpose, and our lives are never fulfilled and complete until His purpose becomes the foundation and center of our lives. . . . When you [open your heart to Jesus Christ], you become a child of God, adopted into His family forever. He also comes to live within you and will begin to change you from within. No one who truly gives his or her life to Christ will ever be the same, for the promise of His Word is true: â€Å"Therefore, if anyone is in Christ, he is a new creation; the old has gone, the new has come! All this is from God, who reconciled us to himself through Christ and gave us the ministry of reconciliation† (2 Corinthians 5:17-18). We have seen this happen countless times all over the world, and it can happen in your life as well. Open your life to Christ today. If in the hands of Billy Graham, the Gospel bends, nonetheless, it does not break. To conclude that Graham has remained faithful to the message that God saves sinners for His own purposes, as well as for theirs, is the highest accolade a fellow-believer can bestow on this remarkable man. But Graham, of course, has become more than just a rallying point for Christian believers. Graham’s apparently bottomless kindness, combined with the lightning pace of his narrative—so many visits, so many good friends, so many celebrities—means that Just As I Am is not a particularly challenging book. It is, nonetheless, worth reading carefully, both because Graham is the genuine article and because many of its details and much of its tone are in fact quite useful for attempting a more complex assessment of his career.

Orang Asli Customary Law Essay

Orang Asli is a Malay term for natives. Traditionally, natives make decisions and settle disputes by achieving consensus through processes like negotiation and consultation. These customary practices had become adat (customs) that governed indigenous communities in Sabah and Sarawak for generations, existed only in oral form. In Sabah, efforts were made to codify adat but all these attempts fell short of having these customs codified and made legally binding. Instead, they remained merely as guides to native chiefs and court officials. Among all, only the efforts of George Cathcart Woolley (Commissioner of Lands, North Borneo Company) have successfully printed the compiled customs as codes. These codes were published by government printing office in 1953 and reprinted in 1962 as Native Affairs Bulletins No. 1 to 7. The 7 Natives Affairs Bulletins published by the North Borneo Company, 1936 –1939 1. The Timoguns: A Murut Tribe of the Interior, North Borneo Native Affairs Bulletin No. 1, Sandakan: Government Printing Office, 1936 (Reprinted by the North Borneo Government Printing Office, 1962.32 p). 2. Tuaran Adat: Some Customs of the Dusun, North Borneo, Native Affairs Bulletin No. 2, Sandakan: Government Printing Office, 1937. (Reprinted by the North Borneo Government Printing Office, 1953). 3. Murut Adat: Customs Regulating Inheritance amongst the Nabai Tribe of Keningau and the Timogun Tribe of Tenom, Native Affairs Bulletin No. 3, Sandakan: Government Printing Office, 1939, 27 p. 4. Dusun Adat: Customs Re gulating Inheritance amongst the Dusun Tribes in the Coastal Plains of Putatan and Papar, Native Affairs Bulletin No. Below are distinct types of compensation for injuries stated in this Rule: Types of compensation Interpretation 1. Babas any customary conciliatory gift to an aggrieved party designed to preserve the bonds of friendship. 2. Denda Malu a customary compensation in respect of any breach of native customary law which exposes the aggrieved party to the possibility of disgrace before the relatives or community to whom or which such aggrieved party belongs. 3. Kepanasan kampung a customary fine in respect of an offence against the general virtues and dignity of a village. 4. Sogit Customary haematic penalty. All these compensation for injuries comes in the form of fine, adat fine and restorative justice. Restorative justice is an approach to justice  that focuses on the needs of the victims and the offenders, as well as the involved community, instead of satisfying abstract legal principles or punishing the offender. Usually, the offenders have to compensate the aggrieved party with livestock or other things of equivalent value in accordance with adat fine. Mr Anthony  John Noel  Richards must be mentioned in the codification of Dayak customary laws in Sarawak. After graduating from college, he entered the Sarawak civil service as a  Brooke  cadet officer  in September  1938. His first posting was to the  Secretariat  where he worked under Mr Andrew MacPherson, then Secretary for Native Affairs. Here, he rapidly gained  fluency  in both Iban and Malay. In the year 1961, he published: Dayak Adat Law in the Second Division (in Iban and English, 1963, Kuching: Government Printer), and Dayak Adat Law in the First Division-Bidayuh (in English, 1964, Kuching: Government Printer). In Sarawak, the Sea-Dayaks (Iban) are the largest indigenous group. They are animists who believe in various deities. Legends say that these deities gave the Sea-Dayaks’ ancestors natural law which has become the customary law. These customary laws became the basis on settling disputes and cases. The very first codification of Sea-Dayak law has started with Mr A. B. Ward in the year 1907. He was the Resident of the Second Division at Simanggang. His code was successfully published in Sarawak Museum Journal. A conference took place in the Third Division, year 1932 to record these customary laws.

Joining Charles

How Is Charles? Thesis on â€Å"Joining Charles† â€Å"Joining Charles† written by Elizabeth Bowen tells the story of the young woman Louise who is going to shift to France as it is the place where her husband Charles works and lives. The story takes place on the morning of her depature in the White House which is the home of Charles’ family and Louise isn’t happy about herself joining Charles in France. Even though Charles isn’t the protagonist of the story and doesn’t interact at all, he is present throughout the whole story. Louise constantly thinks about him and how it is going to be for her in France and in the future with Charles together. She doesn’t seem to like him at all. This emotion becomes obvious in many parts of the story when she thinks about him. Louise doesn’t want to get a baby of Charles, she turns her head away from his picture in the morning and in the end she doesn’t know what to tell to the mother of charles most probably because her whole attitude towards Charles is so repellent and it would be very unlikely something positive. Yet the reader can only guess how Charles actually is as there is no clear description of him, nor does he interact at all. The only hints to his character gives the oneeyed cat Polyphemus which can talk according to Louise, some phrases of charles’ sisters and mother and the thoughts of Louise. The cat doesn’t have any good experiences with Charles and asks Louise to ask Charles what had happend to his other eye. Louise is the only one who can understand Polyphemus and the sisters interprete the cat’s behaviour different. For them Polyphemus loves Charles and thats why he spends so much time with Louise. The sisters see Charles as a brother who takes care of them. They look up to him and make him in their thoughts to a perfect lover, brother and son. Even if his arrangements gives them disadvantage they remain nice as they are ‘good souls’ how Louise calls them. For the mother Charles is a kind of hero, someone who is ‘sensitive, gallant, generous, a knightly person and who is transcending modern conventions’. But still she realizes that Louise isn’t really happy. Perhaps she somehow knows how Charles really is and that is why she tells Louise in the end that ‘marriage isn’t easy and that many things might be difficult’. From other parts of Louises thoughts the reader comes to know how he takes part in the family life. He isn’t really interested in how the family goes, asks only very unintimate things and makes kind of fun of his sister’s feelings. All in all Charles doesn’t seem to be a very nice person more likely an egostic and perhaps evem evil character. All those who have been really close to him don’t want to interact with him. Louise aswell as the cat don’t seem to have good experiences with him. The sisters mostly don’t see him the way he really is because he seemed to be always nice. He perhaps kind of bedazzeld them, them and his mother but as for the mother it is not clear how she actually thinks of him. The perfect son image which is created doesn’t stand with her last action. That gives another hint that he is a rather bad, egostic and ‘difficult’ person.

Organizational Transformation Q & a Paper

Organizational Transformation Q & A Paper Organizational transformation is vital to an organization. Organizational transformation â€Å"refers to organization-wide changes, such as reconstruction operations, introducing new technologies, processes, services or products, implementing new programs, re-engineering, ect (â€Å"Business / human,†). † Identifying and characterizing the roles of incentives, training, and education in promoting innovation in the organization can assist in organizational transformation.Also, knowing the role of leadership in creating, managing, and sustaining innovation in your organization will also assist in the transformation. Third assistance to a transformation would be to ensure that ethical implications are in place and lastly, if my personal organization is innovative or not. How would you identify and characterize the roles of incentives, training, and education in promoting innovation in your organization? Creativity and innovation ar e on the menu of skills that companies are now looking for in recruiting employees.This is why companies are increasingly hiring graduates of colleges. For existing employees, according to a Boston Consulting Group survey, not enough companies link incentives to innovation, â€Å"†¦while many companies clearly recognize the potential impact of metrics on behavior, very few firms attempt to aggressively leverage it by tying employee incentives directly to metrics. Indeed, less than a fourth of respondents said their companies link the two consistently, and nearly a third of our respondents said that their companies do not link incentives to innovation metrics at all (Lichtenberg, 2008). †In my own experiences, while many companies may not have explicit incentive programs to motivate innovation, many recognized innovation implicitly in their mainline compensation programs. However it is up to the supervisor to recognize an employee’s innovation contribution, there a re some employee suggestion programs that offer incentives for innovation. An example is Canon – when employees make a suggestion for a new idea to benefit the company, they are awarded variable amount of points. Every year the company has a President’s Award to the top 20 employees who have acquired the most points since the program began.They are awarded cash and a gold medal. While employers indicate that creativity skills are important, they are not doing much to train their employees. According to a study by the Conference Board, â€Å"Educators and employers both feel they have a responsibility for instilling creativity in the U. S. workforce (83 and 61 percent, respectively). However, their current creativity building offerings don’t match this desire (Lichtenberg, 2008). † What is the role of leadership in creating, managing, and sustaining innovation in your organization? The key to fostering innovation is leadership and how leaders influence the corporate culture.Leaders must build a culture of trust, one that promotes information sharing and a clear statement that creativity and innovation are encourage and will be rewarded. Here is an example, â€Å"Seth Waugh, CEO of Deutsche Bank Americas, cited culture as a critical factor in promoting innovation. Business leaders, he said, create this environment by offering incentives for workers who innovate and by making it clear that innovation is expected. You must have people with that hunger to always learn, who are always open and who think about things in a different way.You always have to reinvent yourself tomorrow (â€Å"Connecting the dots,† 2006). † What are the ethical implications of an individual reward system? Support your answer. While there is substantial material on Business Ethics in finance, executive behavior and other business functions there is little on the ethical considerations regarding compensation or reward systems. However, ethics as appl ied to rewards or compensation systems involve how these systems are designed to encourage employees to go beyond legal compliance and motivate them to act in morally, ethically manner.It also places a requirement on leaders to fair in how employees are compensated and rewarded. Would you describe your organization as innovative or non-innovative? Why? My organization, the United States Navy, is most definitely innovative. The mission statement of the Office of Naval Research states, â€Å"The Directorate of Innovation cultivates innovative science and technology approaches that support the Department of the Navy and facilitate rapid and agile responses to our changing national security environment (â€Å"Office of naval,†). With a mission statement such as that, it is clear that the United States Navy thrives on the most innovative technology, techniques, intelligence, and sciences. Without a mission statement like this, the world’s finest Navy could face security fl aws and intelligence deficiencies. Our Navy has the top of the line equipment and procedures with thanks to the innovators at the Office of Naval Research. References: Business / human resources (hr) / organizational transformation. (n. d. ). Retrieved from http://www. superglossary. om/Definition/Human_Resources_(HR)/Organizational_Transformation. html Connecting the dots between innovation and leadership. (2006, October 04). Retrieved from http://knowledge. wharton. upenn. edu/article. cfm? articleid=1569 Lichtenberg, J. (2008). Ready to innovate. Retrieved from http://www. artsusa. org/pdf/information_services/research/policy_roundtable/ready_to_innovate. pdf Office of naval research. (n. d. ). Retrieved from http://www. onr. navy. mil/Science-Technology/Directorates/office-innovation. aspx