Employee Engagement and Intrinsic Motivation Thesis

Employee Engagement and Intrinsic Motivation - Thesis Example In 2006, the Conference Board published ‘Employee Engagement, A Review of Current Research and Its Implications’. Going by this report we see that twelve extensive studies have been published over the course of four years mainly by research firms such as Gallup, Towers Perrin, Blessing White, and the Corporate Leadership Council among others (Soldati, 2007). The Conference Board as a result took and combined all the results in order to come up with a blended definition that incorporated all the themes in it. They define employee engagement as â€Å"a heightened emotional connection that an employee feels for his or her organization, that influences him or her to exert greater discretionary effort to his or her work†. According to at least four of the studies agree upon eight of the key drivers: 1. Trust and integrity – how efficiently do managers commune and do what they preach? 2. Nature of the job –Is it psychologically inspiring every day? 3. The line between company performance and employee performance – Does the employer have an idea of how their performance will affect the company as a whole? 4. Opportunities for career growth – Will there be opportunities to grow in the future? 5. Pride about the company – Does the employee feel proud to be associated by the organization? 6. Coworkers/team members – Teamwork will greatly improve the employee motivation 7. Development of the employees – Does the organization make an effort to improve the employee’s skills and abilities? 8. Relationship with the manager – Does the employee treasure his or her relations with the boss? The other vital findings of the study included the fact that in comparison to the smaller companies, the larger companies tend to involve the workers more in the workplace. Employee age also creates a big difference in the vitality of the various drivers. As an example we can quote that employees who fall over t he age of 44 will place more importance on ‘recognition and reward for their contribution’, in comparison to their younger counterparts who place a higher value on ‘challenging environment/career growth opportunities’. However, one things that came across as the most important factor among all studies was the factor of one’s relationship with one’s manager. It was seen that it highly influenced the motivation levels of the employees in almost every case. Also according to the report, employee engagement is plays a very important part in the workplace. There is obvious and rising proof that high levels of employee engagement eagerly associates to individual, group as well as corporate performance in a number of crucial areas such as loyalty, retention, productivity, customer service and turnover. It is also seen that this difference is not just by small margins but big ones. Even though the results varied from study to study, the employees who were highly engaged usually outperformed their counterparts by a whopping 20-28%. This is a clear image of how employee engagement influences their workplace decisions as well as paves a way towards further organizational success by effectively instilling into the workers a desire to work efficiently. Finally, there is some verification that companies are reacting to this concept of employee engagement challenge mostly by creating flatter chains of command and also providing training for first-line managers to improve the communication at all levels (Flemund &

Make Green Delicious Essay Example for Free

Make Green Delicious Essay With global accolades, rave reviews and local food critics, its customer bases has grown substantially. Kennedy wants to expose the thought of slow food philosophy to as many people as possible, from his customers, workers, to the community. In order to set up a foundation, build public relation and reach more people in the community, Kennedy has to spend more time and extra money which a lot of his chefs found it unnecessary. To balance between grown and sustainability, Kennedy should cut costs in other areas. C. Alternatives: 1. Set up foundation * Cut costs * Pair up with a local non-governmental organization as it may be hard to run a foundation without proper skills training 2. Do not set up foundation D. - Recommendation: Set up the foundation. If the foundation succeeds, it can achieve Kennedy`s goal of educating the public about the slow food philosophy. It will help the corporation overall as it furthers differentiate the brand. If the foundation fails, it will hurt the corporation a bit but with its 33 years of experience and brand building, it should be able to recover. E. - Implementation Plan: It may be a good idea to pair up with a local non-governmental organization so that it reduces the risk of failing to manage the foundation. It is important to look for a local non-governmental organization that agrees and aligns with the firm`s own philosophy and goals. In terms of cutting costs, as mentioned in the case, it can move the production kitchen to a lower cost location and supply Jamie Kennedy Kitchens with his own rural farm. In this way, efficiency is improved. One issue that should be taken into consideration is that by supplying the corporation with its own farm, it may be competing with the local suppliers and damage the established relationship between suppliers.

Woodstock 1969 :: essays research papers fc

Many large concerts have occurred in the United States, but none have been as symbolic as the three-day music and art fest that touted the slogans of peace and love. This event was identified as such as a result of the peace movement and the emergence of the flower children. Woodstock Music Festival took place near Woodstock New York on August 15, 16, and 17, 1969, and became a symbol of the 1960s American counterculture. Woodstock began with the following four partners: Michael Lang, the manager of a rock band, Artie Kronfeld, an executive at Capitol Records, and two capitalists, John Roberts and Joel Rosenman who supplied most of the money and the original idea. Their original plan was to build a recording studio in Woodstock, a small town in the Catskill Mountains that had become a rock music Mecca when musician Bob Dylan and his rock group called the Band settled there. To get the word out, the four partners decided to hold a concert, which they called the Woodstock Music and Art Fair. The group originally tried to have the festival in the town of Woodstock, but the citizens would not permit it. Then after much debate Michael Lang decided to move the concert to Wallkill, New York, where the people also protested, so finally he decided to move it about 70 miles away from the town of Woodstock to Max Yasgur’s dairy farm. Looking back on the sighting of the Bethel farm Lang remarked "It was magic, it was perfect. The sloping bowl, a little rise for the stage, and the lake in the background.† Woodstock had more acts scheduled to play then any other single event ever held before. They were trying to sign the biggest rock ‘n’ roll bands in America. The problem was getting the bands. Bands didn’t want to take contracts from an unproven venture, because they had no credibility. â€Å"To get the contracts, we have to have the credibility, and to get the credibility, we have to get the contracts,† Rosenman said. Woodstock Ventures solved that problem by paying enormous sums unheard of in 1969. The breakthrough came when they signed the Jefferson Airplane, the biggest psychedelic band back then. They signed for $12,000. An incredible sum of money considering the Jefferson Airplane usually took gigs for five or six thousand dollars. Credence Clearwater Revival signed for $11,500, and the Who signed for $12,500.

Essay --

During 26 December, the Fiji Meteorological Service's Tropical Cyclone Warning Center in Nadi, Fiji (TCWC Nadi), started to monitor a tropical depression that had developed within the Intertropical Convergence Zone about 575 km (355 mi) to the south-east of Nauru.[1][2] Over the next few days the depression gradually developed and organised further, as it moved towards the west-southwest under the influence of a north-easterly steering flow.[1][3] During 28 December, the JTWC classified the depression as Tropical Cyclone 05P, before TCWC Nadi reported that the system had developed into a category 1 tropical cyclone on the Australian tropical cyclone intensity scale and named it Rewa.[4][5][6] Over the next few days, the system gradually intensified under the influence of favourable upper-level winds while it moved towards the south-southwest, passing through the Solomon Islands on 29 December and affecting the southeastern islands of Papua New Guinea.[3][7] As it moved through the So lomon Islands, Rewa moved out of the South Pacific basin and into the Australian region, where the Bureau of Meteorology's Brisbane tropical cyclone warning centre (TCWC Brisbane) took the primary warning responsibility for the system.[4][8] On 30 December, the JTWC reported that Rewa had become equivalent to a category 1 hurricane on the Saffir-Simpson hurricane scale (SSHS); early the next day TCWC Brisbane reported that the system had developed into a category 3 severe tropical cyclone, and an eye became visible on satellite imagery.[1][2][5] The system then abruptly turned and started to move towards the south parallel to the Queensland coast because of an interaction with an upper-level trough of low pressure.[3][4] On 2 January both the JTWC and... ... a tropical storm while throughout that day TCWC Brisbane assessed Rewa as a category 3 severe tropical cyclone.[2][7] During the next day, TCWC Brisbane reported that Rewa had weakened into a category 2 tropical cyclone as it recurved and started to move towards the south-east about 265 km (165 mi) to the east of Mackay, Queensland.[7][5] Over the next couple of days the system moved towards the south-southeast along the Queensland coast while maintaining its intensity.[5] During 21 January, TCWC Brisbane and the JTWC reported that Rewa had weakened below cyclone strength, as the system moved back into the South Pacific basin for the third and final time.[4][6] Rewa's remnants were last noted late on 23 January, by TCWC Wellington, bringing heavy rain to New Zealand, while dissipating over water about 400 km (250 mi) to the east of Wellington, New Zealand.[4][5][11]

Edu100 Artefact Analysis

What does it mean to be a teacher in the 21st century? Schoolteachers provide students with education and preparation for adulthood. However, what it means to be a teacher in the 21st century is rife with ambiguity. An analysis of educational artefacts will aid in answering this question. One is a system-level document titled Closing the Gap (Appendix A), while the other is a school-level document outlining the homework guidelines at Siena Catholic College (Appendix B).Discussion on these documents will relate to one of four educational discourses and the effects of policies on students, teachers and the schooling milieu. The four educational discourses include academic rationalism, social and economic efficiency, child centred learning, and social reconstruction (Morris, 1998, p. 12). The Department of Education and Training produced the document Closing the Gap in July 2009. This document outlines an initiative to reduce Indigenous disadvantages under the pretence of education as a dominant catalyst for improved health and personal human capital.Ross & Wu (1995, p. 719) advocate this pretence, stating ‘high educational attainment improves health directly, and it improves health indirectly through work and economic conditions, social-psychological resources, and health lifestyle’. Halving the gap for Indigenous reading, writing, numeracy, and Year 12 attainment within a decade is the predominant goal for the Closing the Gap scheme. Essentially then, a discourse of social reconstruction underpins this document, as it focuses on community interaction, injustices, social problems and inequalities.Generally, the policies introduced enforce a foundation of inclusivity and anti-discrimination in the actions of teachers. The effects on students, however, will be more profound. Higher levels of education bring wealth and changes in social class, which in turn allows resources for further education (Orr, 2003, p. 282). This will narrow the social classes b etween students, encouraging collaboration between Indigenous and non-Indigenous students. Although a discourse of social reconstruction is prevalent throughout this document, some policies that are introduced are based on other discourses.Academic rationalism is another discourse that can be associated with the policies in Closing the Gap. The ‘Deadly Maths’ initiative encourages high expectations of attendance, behaviour and performance to raise numeracy education outcomes for Indigenous students. This policy aims to improve schoolteacher understanding of the nature and pedagogy of mathematics, particularly the role of symbols and pattern recognition. It also aims to improve the teachers understanding of the nature and pedagogy of Aboriginal and Torres Strait Islander knowledge, culture, language, and out of school life.Initially, this may seem unrelated to mathematics, or any academic discipline. However, teachers are not removed from traditions other than science, t hat is, rational inquiry and the search for truth. As Moran (2005) states, ‘An historian or a sociologist who is ignorant of religion will be hampered within his or her own field of scholarship. The classroom is not a place for proselytising but the traditions of the students deserve respect and the tradition of the teacher needs acknowledgment’.Differences in literacy and numeracy levels between Indigenous and non-Indigenous students were revealed through NAPLAN and will continue to be tested this way in the future. This method of testing can be attributed to the academic rationalist educational discourse and can be detrimental to achieving the goals and ideals detailed throughout this document. ‘The potentially destructive affects of such data on school, teachers' and students' self-esteem was suggested as a real negative of NAPLAN for Indigenous students’ (Lingard, 2011, p. 230).Ironically, the use of these tests is in opposition to a discourse of social reconstruction, the discourse which underpins the entirety of Closing the Gap. ‘From a social constructivist perspective, five explanations for the literacy achievement gap appear plausible: linguistic differences, cultural differences, discrimination, inferior education, and rationales for schooling’ (Au, 1998, p. 297). Au’s last three explanations given are now in the process of rectification. However, English is a second language for many rural Indigenous students, giving them an immediate disadvantage in IQ and NAPLAN tests.Figueroa & Garcia (1994, p. 10) state that tests and testing need to be racially and culturally non-discriminatory and should be provided in the primary language. If NAPLAN is used to measure the gap in literacy and numeracy skills, an overwhelming burden will be placed on schoolteachers. Indigenous parents will be encouraged to speak in English to their children from birth in order to close the gap, eventually leading to the abolishment of their native language. Alternatively, NAPLAN tests can be available in the native language.In this scenario, schoolteachers will be required to learn the native language; otherwise large numbers of teachers who are proficient in the native language will need to be trained. Another educational discourse presented in this document is one of social and economic efficiency. Closing the Gap also introduces some policies based on a discourse of social and economic efficiency. An example of this is the introduction of wraparound support for Indigenous school-based apprenticeships and traineeships (SATs).These services assist in the participation and completion of SATs, mentoring, and successful transitions from school to employment or further training. This can be categorised into the social an economic efficiency discourse, as it focuses on current and future labour needs. This discourse adopts a ‘hands-on’ approach for students, expanding on vocational knowledge and skill s. Teachers play a major role in the advertising of such services and the modification of curriculum and co-curricular activities for students participating in SATs. When detailing their research, Smith & Wilson (2002, p. 7) reported that ‘more than half of the students had learned about the school-based new apprenticeship through school, either through a teacher or co-ordinator (58%) or from a notice board at school (6. 7%)’. These services positively impact on students, particularly those at risk of becoming socially isolated or disengaging from school. When speaking on students who are unlikely to pursue a bachelor’s degree, Bishop (1995, p. 14) states that ‘at-risk students should be advised to start building their foundation of occupational skills and knowledge while they are still in school’.Another policy presented in this document may also have a positive impact on Indigenous students. The ‘Flexible Alternative Learning Program’ presented in Closing the Gap is designed for students who are at-risk of separating themselves from school. This program delivers culturally relevant and capability appropriate curriculum, whether vocational or academic. The full range of student needs will be addressed, including basic material needs, travel requirements, health and nutrition and personal support requirements.This initiative is based on a child centred learning discourse as it focuses on the individual, providing opportunities for personal growth. However, all four educational discourses characterise different areas of this program. This program will allow students with special needs to have more time with teachers, ensuring teachers maintain a caring and nurturing environment. However, to further clarify the role of teachers in the 21st century, another document will be analysed. Siena Catholic College produced the document Homework Guidelines in 2007.This document outlines what homework is, why it is necessary, t he amount of homework given, and categorises the different types of homework. This document introduces homework with two definitions; as a method of consolidating or preparing for class studies, and as formal assessment that may be completed using both class time and time outside normal lessons. Against this first definition, Otto (1957, p. 367) states, ‘homework is not significantly related to achievement as measured by teacher marks or standardized tests’. However, many academics praise homework. Goldstein (1960, p. 22) believes that authors have a tendency to frame their conclusions of the values of homework in terms that favour preconceived notions about homework and for subsequent authors to cite these unfavourable conclusions rather than the actual research findings. The second definition given in this document is founded in a discourse of academic rationalism, where teachers test students on their ability to complete set tasks. This discourse can affect students negatively, giving those with more resources, such as access to tutors, ICT’s, and textbooks, a distinct advantage.Also, teachers should be cautious when conducting this form of assessment, as plagiarism can occur when students are not under direct supervision of the teacher. Although academic rationalism may impact negatively on teachers and students, other discourses presented in this document will not. A discourse of social and economic efficiency is prevalent throughout this document. The document praises homework for fostering good learning habits, self-discipline, planning, organising, ICT skills, resource collection and multimedia knowledge.These tacit skills can be utilised in many career pathways. Teachers have a duty to foster these skills in students, ensuring the homework tasks address these skills. Teachers also have an obligation to facilitate the acquisition of these skills, enforcing the use of planners such as diaries or timetables. As well as this discourse, social reconstruction is portrayed throughout the homework guidelines. An educational discourse of social reconstruction is apparent in this document.The document states that homework strengthens the partnership between home and school, providing parents with insights as to what is being taught. This encourages cooperation between schoolteachers and parents, especially when resources such as ICTs are not available to the student outside of school. Students are also encouraged to balance homework with family, social, work and extracurricular activities. This promotes collaborative learning and community interaction, which are also categorised under a discourse of social reconstruction.Lastly, the child centred discourse is also contextualised within this document. Homework Guidelines states that homework provides an opportunity for students to be responsible for their own learning. According to this document, homework also challenges gifted students to explore open-ended tasks, deve loping self-learning and independent inquiry. This quasi-acceleration rescues talented students from the boredom of insufficient challenges, helping them to develop better study habits and more realistic self-concept (Kulik & Kulik, 1984, p. 10). This teaching method is based on a child centred discourse. In taking this discourse to its extreme, teachers may set different homework tasks for each student according to their aptitude and future prospects. What it means to be a teacher in the 21st century is still to be determined. However, an answer to this question has been attempted through the use of academic artefacts which summarise policies and procedures at both the school and system level. The Department of Education and Training developed he document, Closing the Gap, which outlines initiatives to narrow the academic gap between Indigenous and non-Indigenous students. As this document focuses on community interaction, injustices, social problems and inequalities, it is based o n a discourse of social reconstruction. This document delves into other discourses however, with the ‘Deadly Maths’ and ‘Parents as First Teachers’ initiatives being founded on a discourse of academic rationalism. The use of NAPLAN for testing students also falls under this category.A discourse of social and economic efficiency is portrayed in the use of SATs and the ‘Flexible Alternative Learning Program’ presents a child centred approach. The homework guidelines at Siena Catholic College are also embedded within the four discourses. Although the testing of students on homework is based on an academic rationalist discourse and may produce negative results, the tacit skills and knowledge gained from independent study can be applicable to many career pathways. The document outlines other positive outcomes of homework, such as parent-teacher interaction, and the challenging of gifted students.These policies and discourses may affect the teacherâ €™s inclusiveness, knowledge of other languages and traditions, knowledge of alternative educational pathways, ability to cater for those with special needs, understanding of resource limitations, fostering of work habits, ability to talk to parents, and development of aptitude based homework. Reference List Au, K 1998, Social constructivism and the school literacy: Learning of students of diverse backgrounds, Vol. 30, no. 2, p. 297, viewed 1 May 2012, Journal of Literacy Research. Bishop, J 1995, Vocational education and at-risk youth in the United States, Vol. 5, no. 19, p. 14, viewed 4 May 2012, Centre for Advanced Human Resource Studies. Goldstein, A 1960, Does homework help? A review of research, Vol. 60, no. 4, p. 222, viewed 1 May 2012, The Elementary School Journal. Kulik, J & Kulik, C 1984, Effects of accelerated instruction on students, Vol. 54, no. 3, p. 410, viewed 4 May 2012, Review of Educational Research. Moran, G 2005, On being deeply conservative, viewed 5 May 2 012, http://old. religiouseducation. net/member/05_rea_papers/moran_2005. pdf. Morris, P 1998, The Hong Kong school curriculum: Development, issues and policies (2nd Edition), p. 2, Hong Kong University Press, Aberdeen, Hong Kong. Orr, A 2003, Black-white differences in achievement: The importance of wealth, Vol. 76, p. 282, viewed 4 May 2012, Sociology of education. Otto, H 1957, Elementary education-Ill: Organization and administration, p. 367, Encyclopaedia of Educational Research, Macmillan, New York. Ross, C & Wu, C 1995, The links between education and health, Vol. 60, no. 5, p. 719, viewed 29 April 2012, American Sociological Review. Smith, E & Wilson, L 2002, Learning and training in school-based new apprenticeships, p. 27, viewed 29 April 2012, National Centre for Vocational Education Research.

Consumerism in Weeks Lintons Article Burden of the Modern Beast

Consumerism in Weeks Lintons Article Burden of the Modern Beast Introduction This paper analyzes impacts of consumer-driven society in the modern culture. Actually, Weeks Linton wrote an article entitled â€Å"Burden of the Modern Beast† to explain effects of consumers-driven custom in human community. Weeks Linton made an exciting study when he observed that people normally carry many belongings during commitments. Indeed, the article asserted that many persons carry bags when moving from one place to another or when doing different activities.Advertising We will write a custom essay sample on Consumerism in Weeks Lintons Article â€Å"Burden of the Modern Beast† specifically for you for only $16.05 $11/page Learn More In the modern life, people are burdened with much stuff they carry out in their daily events. Actually, modern human being carries much stuff than inhabitants who lived in earlier generation. For example, in 1900s, people who engaged in painting profession never carried complicated stuff. Ne vertheless, in the modern time, painting task has become so much sophisticated due to technological advancement. For instance, modern Laptop holders have pouches meant to carry whole lot of stuff. Weeks Linton viewed that human being carry many belongings because he/she do not want to depend on a fellow being. In fact, such things people carry do not promote community life in human society. Indeed, such people usually become self dependent and isolated from others. For instance, this is evident when modern people engage in portable games, purchase complex Laptop cases, Cell Phones, and IPods (Rosa Eschhol, 2009). Moreover, modern human beings carry much stuff due to the fact that they feel insecure. Actually, people perceive that adversary is always out to attack them. In fact, people carry preferred devices for survival means. In addition, Himes asserts that human life, in the modern era, is much liquefied. Thus, they carry belongings in order to be equipped to engage in various a ctivities such as family commitments, school activities, work occupation, and leisure time (2007). According to Rosa Eschhol, modern people have become concerned whether human gains of material richness have prepared them to acquire happiness in life or not (2009). In fact, modern people are not happy and contented in life. Actually, modern people have incurred too much cost of acquiring materialism at expense of losing integration of community life in society. Modern human being has attained impressive progression in terms of global invention over the last three decades. Indeed, people have access to many material choices. For example, human being has acquired efficient products such as Whistle, Bells, and Gadgets (Fine, 2005). Actually, people have acquired sophisticated devices that efficiently and progressively make human life better. However, modern human being is not faring well simply because he/she sets aside minimal time to share human values with acquaintances. Indeed, pr omotion of environmental and social conscientiousness is a failed approach. Besides, Fine opines that it is important to note that modern people cannot segregate democracy from capitalism (2005). Actually, capitalism flourishes well where democracy deteriorates. However, capitalism has over powered democracy. At present, people refer to modern world as democratic capitalism.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Rosa Eschhol, it is inevitable that consumerism is growing because of increase in rationalization (2009). On the other hand, rationalization is growing because of need for consumerism. Actually, consumption is a real mass phenomenon due to the fact that people have to use goods and services in order to exist in life. Indeed, consumerism is an essential means of survival. In fact, people usually use material possession in order to live. However, rational ization is a blame for modern consumption in human society. Indeed, rationality has promoted people’s search for desired aims. People normally focus on satisfying their wants through consumerism. In addition, Rosa Eschhol opine that materialism is not just objects, but a device in which human being expects to attain visions in social status, reputation, esteem and aspiration (2009). Moreover, consumerism has offered a prospect for people to display and convey their identity (Himes, 2007). In fact, this justifies why people hold material things. Human superficial preoccupation to exterior manifestation of materialism is part of blame and problem. Modern people have been influenced into harmful livelihood due to wickedness of rationality (Rosa Eschhol, 2009). Moreover, consistent involvement in media images and human willingness to be ahead of other people has caused selfish attitude in people who always aspire to acquire massive wealth more than others. Conclusion People nee d to embrace shared human values by abandoning cycles of purchasing and requiring more materialism through establishing consciously essential and legitimate natural life in their human activities. Such attitude is acquired through adopting Godly life. Indeed, people need to be involved in creative social events and resting involvement while minimizing exposure of non-intercreative activity and noise experience. Moreover, power of endurance and patience is helpful to reduce psychological depression and establish God’s inspiration into people’s lives. In fact, people need to explore kindness in many natural ways rather than engaging in quest for individual prosperity accretion. Furthermore, consumers’ culture needs to put their interest on mission of God rather than material possession. Generally, the culture of value attainment is influenced by personal attitude and norms. These norms control property acquisition and belief in inter and intra personal commitment and interaction.Advertising We will write a custom essay sample on Consumerism in Weeks Lintons Article â€Å"Burden of the Modern Beast† specifically for you for only $16.05 $11/page Learn More References Fine, B. (2005). Consumerism in 20th Century Britain: the Search for a Historical Movement. Review of Social Economy, 63, 10-26. Himes, K. (2007). Consumerism and Christine Ethics. Theological Studies, 68, 54-80. Rosa, A., Eschhol, P. (2009). Models for Writers: Short Essays for Composition. 10th ed. New York: Bedford/St. Martin’s.

L essays

L essays De plus en plus, le nombre de Qubecois qui voulaient de l'autonomie pour le Qubec agrandissait. Daniel Johnson, le chef de l'Union nationale, a couru et gagn contre Lesage avec le slogan, >. Aprs son lection en 1966, Johnson a donn le nom d'Assemble nationale du Qubec la lgislature qubcoise. A ce temps, il y avait deja deux petits partis indpendantistes qui voulaient que le Qubec soit son propre pays: Le Ralliement National et le Ralliement pour l'Indpendance Nationale. Il y avait aussi quelques groupes radicaux comme le FLQ, qui croyait qu'il fallait utiliser la violence pour atteindre l'indpendance. Aprs le mort soudain du premier ministre Johnson, l'Union nationale a perdu leur influence et le gouvernement librale est arriv au pouvoir en 1970, men par Robert Bourassa. Lui, il croyait que le Qubec pouvait rester dans le Canada, mais il y avait encore de la vigueur dans le mouvement indpendantiste, et l'opposition officielle l'Assemble nationale est devenu le Parti qubcois de Ren Lvesque, qui avait mit son focus sur l'indpendance du Qubec. Ren Lvesque tait connu et respect au Qubec. En 1960, il tait le ministre dans le cabinet Lesage. Puis, en 1967, Lvasque est parti du Parti libral pour runir les petits partis indpendantistes en un parti unique et structur, appell le Parti qubcois. Le Parti qubcois avait pris racine au Qubec et le nombre de ses membres augmentait. La question de l'indpendance divisait les Qubecois, tandis que les actions du FLQ ajoutaient l'embarras. Le FLQ avait ...