Marks And Spencers Organizational Structure Business Essay - Free Essay Example

Sample details Pages: 4 Words: 1110 Downloads: 1 Date added: 2017/06/26 Category Business Essay Type Analytical essay Did you like this example? INTRODUCTION Every organization has some goals to achieve and these goals can be achieved only by combined efforts of various resources, this includes division of work and grouping of numerous activities performed in an organization, according to the required need and specialization. And to attain these goals it is important for an organization to have a proper organizational structure. In order to achieve maximum performance organizational structure has to be appropriate and matched with the rate of change in the environment. Don’t waste time! Our writers will create an original "Marks And Spencers Organizational Structure Business Essay" essay for you Create order (Burns and Stalker, 1961)Size of organizational structure depends on the size of the business small organizations have small structure and as it grows becomes mega structure. Structural development are of two types vertical and horizontal, line of authority and reporting channel comes under vertical structure while the horizontal structure is about the division of work and specialization. Tiers of organizational structure are indicative of power structure, positions and its inter-se relationship, roles, channels of reporting, delegation and accountability. For the effective organizational structure it must be reviewed time to time and modified particularly for the current state where the cut cost is the most important order for an organization to be competitive (Kondalkar, 2006). Organizational structure is defined as the establishment of authority relationships with provision for coordination between them, both vertically and horizontally in the enterprise structure (Koontz, 1994 ). Indicators of good organizational structure The structure must have formal reporting hierarchy from lowest to the highest level. Identical activities should be grouped in one department so that equipment, machines, processes and expertise should come under one departmental head and with other department formal reporting can be used. Coordination of various activities and coordinating authority must be specified. All departmental goals must be specified with the time frame. Superiority between the departmental heads is mostly the point of organizational conflict proper monitoring is essential for this. Standing orders, polices, procedures, drills and regulation should exit in an organization. These are obligatory to be placed in detail, duties of each and every job reduces operating problems (Kondalkar, 2006). Organizational structure of Marks Spencer MS follows a flat organizational structure; this type of organizational structure has limited levels of management between administrative level and front-line employees. This structure is followed in organization to encourage employees in more decision making process. This structure is followed basically to decrease bureaucracy and make employees more skilled by authorizing them to make decisions. And due to less management levels communication between upper managers and base line employees become easy which allows rapid change and problem solution (Strinfellow, 2010). Flat organizational structure has pyramid shape, but unlike traditional one its broader and flatter this is because there are fewer levels of management between top and bottom of pyramid it also may have different departments with head and manager leading each unit with the executive management at top of pyramid. C:UsersHASHAMDesktopCapture 2.JPG Source : The Times 100 Marks Spencer have a flat organizational structure as a result of reducing the layer of authority through delayering which increased the individual responsibility of employees and their departments. Due to this employees have to take quick decisions from time to time with the preparation to explain and justify their decisions and this increases there accountability without increasing the organizations expenditure (Appendix A). There are around 3000 people employed at Marks Spencer Head Office in London. All these employees are specialist of their own field and work for organization on their given task these people are involved in managing stocks and their layout within stores and working in marketing, managing and accounts. Around 65,000 people work in MS stores, many in management roles, lead and motivate their team and people. MS also got franchises outlets overseas. (MS, 2010) This new flatter structure increased the demand for more training so as to come over it MS star ted developing staff within the organization. It also recruits managers from outside the organization at three different levels: Trainee managers passed A level will have 24 months training Pick graduates from university and gives 12 months training Experienced managers from other operations have trained for 3 months. Each of these managers is supposed to have important managerial skills like working in team, leadership, financial skilled etc.(The Times 100). Significance and benefit of flatter organizational structure In large organizations, traditional organizational structure is basically used but due to many levels of management between top-level and baseline staff, decision making have to go through these process, leaving front-line staffs to answer the delay to customers which decrease productivity. While the flat organizational structure has less middle management, allows the whole organization work with ease and less resistance. This increase the productivity of organization as well as using a flat structure can decrease the budget by cutting the middles men cost and decrease the communication barriers (Borkar, 2010). Organization that analyse function of middle managers can allocate necessary tasks to other members by giving lower level staffs more responsibility or assigning some duties to upper management. Beside these there are lots of activities which are actually a burden on organization can be eliminated by eliminating middle managers (Strinfellow, 2010). Conclusion A flat organizational structure is good for small organizations, because in there it is possible to decentralize some decision-making while corporate integrity is maintained, though it is hard for a big business organization because it can result in loss of control of upper manager in the functioning of business. Flat organizational structure can be used by large companies only by setting up in different divisions but corporate control and final decision at executive level is important at the end. MS followed the flat organizational structure so as to cut the overall cost of organization and speed up the working. They achieve this but still there are some block holes like increase in bosses makes lower level to report 2 or 3 different bosses this can create confusion and communication problem. Overall MS followed a good organizational structure but because it is vast organization so they have to make and follow more suitable organizational structure for better future of company. Reference Borkar, R. (2010) Flat Organizational Structure. Burns, T. and Stalker, G. M. (1961) The Management of Innovation. Accessible from: https://www.buzzle.com/articles/flat-organizational-structure.html Kondalkar, V.G. (2006) Organizational Behaviour, New Age International Edition. Koontz. H (1994) Management, Mc Graw Hills International Edition. MS (2007) Organisational structure and careers. Accessible from: www.thetimes100.co.uk MS (2010) Student Information. Accessible from: https://corporate.marksandspencer.com/aboutus/student_info MS (2010) The Official Board. Accessible from: https://www.theofficialboard.com/org-chart/marks-and-spencer-group Strinfellow, A. (2010) About Flat Organization Structure. Accessible from: https://www.ehow.com/about_5087590_flat-organization-structure.html

Spartan Social Structure- Importance Free Essays

Explain the Social Structure of Sparta and its Significance in Spartan Society Good morning According to historical accounts, the Spartan constitution was created around the 750th C BC, by the great lawgiver, Lycurgus. The new system established a social structure that maintained a military power of Sparta and kept the conquered Messenians in cheque. Xenophon, writing 4th Century BC, recognised Lycurgus as the Spartan lawgiver. We will write a custom essay sample on Spartan Social Structure- Importance or any similar topic only for you Order Now At the bottom of the social ladder were the helots. The Helots were state owned serfs from conquered Greek states, who would work on Spartan kleros.Their duty was to supply a fixed annual produce to their Spartan masters. The Helots were believed to have outnumbered their Spartan masters by at least 10 to 1. This placed great fear on the Spartans who controlled the Helots under a strict regime. Relations between the helots and Spartans were hostile. Thucydides remarked that â€Å"Spartan policy is always mainly governed by the necessity of taking precautions against the helots. † According to Myron of Priene of the middle 3rd century BC,They â€Å"receive a stipulated number of beatings every year regardless of any wrongdoing, so that they would never forget they were slaves. † Each year, the Ephors declared war on the helots and the Krypteia slaughtered many. The Spartan Military system depended on the helots to cultivate and maintain the Spartan Kleros. The helots were the property of the state and could thus be called upon for services as light armed troops during a war. The helots were enlisted to add numbers to the Spartan army. They were significant in the fact that they were the foundations of Spartan society.They supplied the whole Spartan society with food and assisted in conflicts and wars. Spartan men had to make a monthly contribution to the syssition. This came from the produce taken from the helot workers. The contribution allowed the Spartans to stay in the military mess, tying the functions of the helots into the maintenance of militaristic factors of the Spartan society. The helots caused a fear of rebellions resulting in a fierce military training so as to quell the rebellions swiftly. Next up the social ladder were the inferiors. These were the illegitimate children of Spartiate fathers and helot mothers, helots freed for some courageous act or for service to the state, the adopted playmates of Spartan boys and the Spartan peers and cowards who had lost citizenship. It is unclear how they survived in Spartan society but some records suggest that they could own land and pay contribution to the Spartan state. The Perioekoi, lived in scattered villages in Sparta and were believed to have been a buffer zone against escaping Helots. They lived in self-governing communities but had to pay homage to Sparta.They had local citizenship but had no role in formulating the Spartan policy. They were not allowed to marry Spartans and if they conflicted with one, the Ephors would play judge. The perioekoi were significant as they controlled most economic aspects of Spartan society. They were engaged mainly in mining, manufacture and commerce. All mineral and marine resources of Sparta were in control of the Perioekoi. It was the Perioekoi who manufactured the weapons that kept the Spartan military in operation. A major obligation for the Perioekoi communities was their military service.They did not undergo the same training system as Spartans but were expected to provide hoplites during a war. Herodotus writes of the Persian wars that the Spartans â€Å"sent a force of 5000 spartiate men to Plataea accompanied by 5000 picked Lacedaemonian troops drawn from outlying towns†. The Peroiekoi oversaw the economic functions of the Spartan society allowing the Spartiate men to focus on military training and maintaining a militaristic society. Spartan women had much better lives than their Athenian counterparts.They could not hold public office or vote but were able to mingle freely with their men. They were trained rigorously, usually with the men, so as to be able to produce healthy and strong babies. The women held about 40% of Sparta’s land and wielded significant economic control. The main job of Spartan women was to be fit and healthy so as to produce fierce warrior children. They trained with the men, so as to encourage a harder workout and maintained the household whilst men concentrated on military training. At the top of the Spartan social structure were the homoioi or Spartiates. These men were full blooded citizens of Sparta and were the elite group in Spartan society. The main criteria for belonging in the citizen class was membership and the sharing of common meals in the syssitia, being able to prove that he was descended from the sons of Herakles or the conquerors, ownership of Kleros and successful completion of the agoge. The Spartan men lived a life of loyalty and obedience to the state. The men were forbidden to engage in farming, trade and industry but were rather supported by the state, each having a kleros and helots to work it.The Spartan men were at the top of the social structure and thus held power over all the other classes. They were significant in the social structure group in Spartan society as they maintained the defence and security of the state through the agoge. The agoge, allowed an effective military system to be developed in the Spartan society. The purpose of the system was to create fearless and loyal Spartan warriors, developing a victorious army that was highly significant in Spartan society and creating a powerful defence force that could also quell any rebellions.The Spartan system required, as stated by Plutarch, that â€Å"†¦ as boys reached the age of seven †¦ their whole education was aimed at developing smart obedience, perseverance under stress, and victory in battle†. The men maintained the strength of the nation. Their importance on the social ladder was that they kept the other peoples in their place. The governing powers made sure to keep the Spartan system the way it was, which eventually led to their downfall. The Spartan social structure was highly significant in the Spartan society.The structure was designed to maintain a militaristic society with each class making a contribution to the maintenance of a powerful nation. The Helots provided food for the Syssistion and Spartan men and also added numbers during a war. The Inferiors were believed to have owned land and may have supplied the society with produce. The Periokoi maintained the Spartan trade and economy, so that the Spartan men did not get distracted from their primary military focus. They supplied the Spartan army with their weaponry and were required to add troops to the Spartan army during a conflict.The Spartan women also trained with the men, so as to encourage a harder workout and have a fit body to produce healthy warriors. The Spartan men trained constantly so as to keep the nation’s military strength one of the Strongest. They also ran the government to continue the militaristic system implemented. The social structure in Sparta was based on the strength of the nation’s military power and was designed to keep the helots under the control of the Spartans and to maintain a strong warrior force. 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Role and Responsibilities of a Teacher in Montessori Essay Example

Role and Responsibilities of a Teacher in Montessori Essay The Montessori teacher plays an important role in the Montessori environment. The teacher needs to acquire a deeper sense of the dignity of the child as a human being, a new appreciation of the significance of his spontaneous activities, a wider and thorough understanding of his needs. The most essential part of the teacher is that the teacher should go through spiritual preparation. The moral preparation is necessary before one is fit to be entrusted with the care of the children in a principle hitherto chiefly confined to members of religious orders. According to Montessori such preparation should be first step in the training of every teacher whatever nationality or creed. She must purify her heart and render it burning with charity towards the child. She must learn to appreciate and should gather all those tiny and delicate manifestation of the opening life in the Childs soul. The teacher must be initiated, he must begin by studying his own defects, his own evil tendencies rather than by being excessively pre occupied with a â€Å"child’s tendencies, â€Å"with the manner of â€Å"correcting a Childs mistakes,† or even with the effects of original sin. â€Å"First remove the beam from your own eye and then you will see clearly how to remove the speck from the eye of the child†. The secret of childhood. pg. no. 149. The first step an intending Montessori teacher must take is to prepare herself. She must always keep her imagination alive and when she begins her work she must have a kind of faith and she mus t free herself from all preconceived ideas concerning the levels at which the children may be. (Meaning they are more or less deviated) must not worry her. We will write a custom essay sample on Role and Responsibilities of a Teacher in Montessori specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Role and Responsibilities of a Teacher in Montessori specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Role and Responsibilities of a Teacher in Montessori specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The teacher, when she begins work in our schools, must have a kind faith that the child will reveal himself through work, she must free herself from all preconceived ideas concerning the levels at which the children may be. † The Absorbent Mind pg. 276. In The Absorbent Mind (pp. 277-81), Maria Montessori offered some general principles of behavior for teachers in the Montessori classroom. * The teacher becomes the keeper and custodian of the environment. She attends to this instead of being distracted by the childrens restlessness. . . All the apparatus is to be kept meticulously in order, beautiful and shining, in perfect condition. . . . This means that the teacher also must be attractive pleasing in appearance tidy and clean, calm and dignified. . . . The teacher’s appearance is the first step to gaining the Childs confidence because the child of this age idealizes his mother. The teachers first duty is therefore to watch over the environment, and this takes preceden ce over all the rest. Its influence is indirect, but unless it is well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual. * The teacher must . . . entice the children. . . . The teacher, in this first period, before concentration has shown itself, must be like the flame, which heartens all by its warmth, enlivens and invites. There is no need to fear that she will interrupt some important psychic process, since these have not yet begun. Before concentration occurs, the Montessori teacher may do more or less what she thinks well; she can interfere with the childrens activities as she deems necessary. . . She can tell stories, have some games and singing, use nursery rhymes and poetry. The teacher who has a gift for charming the children can have them do various exercises, which, even if they have no great value educationally, are useful in calming them. Everyone knows that a lively teacher attracts more than a dull one, and we can all be lively if we try. . . . If at this stage there is some child who persistently annoys the others, the most practical thing to do is interrupt him . . . to break the flow of disturbing activity. The interruption may take the form of any kind of exclamation, or in showing a special and affectionate interest in the troublesome child. * Finally the time comes in which the children begin to take an interest in something: usually, in the exercises of Practical Life, for experience shows that it is useless and harmful to give the children Sensorial and Cultural apparatus before they are ready to benefit from it. Before introducing this kind of material, one must wait until the children have acquired the power to concentrate on something, and usually . . this occurs with the exercises of Practical Life. When the child begins to show interest in one of these, the teacher must not interrupt, because this interest corresponds with natural laws and opens up a whole cycle of new activities. . . . The teacher, now, must be most careful. Not to interfere means not to interfere in any way. This is the moment at which the teacher most often goes wrong. The child, who up to that moment has been very difficult, finally concentrates on a piece of work. . . Praise, help, or even a look, may be enough to interrupt him, or destroy the activity. It seems a strange thing to say, but this can happen even if the child merely becomes aware of being watched. . . . The great principle that brings success to the teacher is this: as soon as concentration has begun, act as if the child does not exist. . . . The duty of the teacher is only to present new things when she knows that a child has exhausted all the possibilities of those he was using before. An important task of the teacher is careful observation. The teacher should guide each child, introducing materials, and assisting where needed and she should make sure that all the material necessary for children at a particular stage of development is available for them to use. This helps the teacher prepare the environment with the child’s interest in mind. The teacher is constantly alert to the direction in which the child is going, and actively works to help the child achieve their goals. The Montessori teacher facilitates the classroom activities, carefully planning the environment, and helping progress from one activity to the next. The teacher must be aware of the need for day-to- day preparation of the environment. They should make sure the room is clean and fresh, and it is adequately heated in winter, and cool and airy in summer and there should be various pictures displayed on the walls, flowers are changed daily or not and the calendar is changed regularly. Montessori professionals are trained to deal with each child individually. This is often called following the child. A Montessori teacher often stands back while the child is working, allowing them to gain satisfaction in their own discoveries. Montessori tools promote motor skills as well as development of the mind. This idea allows students to think critically about the solution, rather than just sit back the formula or method that his or her teacher dictated. The Montessori teacher embodies these ideas and creates in the child the feeling of confidence and accomplishment. Montessori teachers are not the center of attention in the classroom. Their role centers on the preparation and organization of learning materials to meet the needs and interests of the Montessori children. The focus is on children learning, not on teachers teaching. Dr. Montessori believed that the teacher should focus on the child as a person rather than on the daily lesson plans. Although the Montessori teacher plans daily lessons for each child, she must be alert to changes in the child’s interest, progress, mood, and behavior. Montessori teachers are scientific observers of children. They avoid using rewards and punishments for good or poor work. Montessori teachers never criticize or interfere in a child’s work. It is only in a trusting atmosphere that a child’s personality has room to grow. Children must have the freedom to choose their own activities and learn to behave without restriction. Dr. Montessori thought this was real work and that the child would reveal his/her true nature once he/she found work that commanded his/her full attention. Anne Burke Neubert, in A Way of Learning (1973), listed the following elements in the special role of the Montessori teacher: * Montessori teachers are the dynamic link between children and the Prepared Environment. * They systematically observe their students and interpret their needs. They are constantly experimenting, modifying the environment to meet their perceptions of each childs needs and interests, and objectively noting the result. * They prepare an environment meant to facilitate children’s independence and ability to freely select work that they find appealing, selecting activities that will appeal to their interests and keeping the environment in perfect condition, adding to it and removing materials as needed . * They carefully evaluate the effectiveness of their work and the design of the environment every day. They observe and evaluate each child’s individual progress. * They respect and protect their students independence. They must know when to step in and set limits or lend a helping hand, and when it is in a childs best interests for them to step back and not interfere. * They are supportive, offering warmth, security, stability, and non-judgmental acceptance to each child. * They facilitate communication among the children and help the children to learn how to communicate their thoughts to adults. They interpret the childrens progress and their work in the classroom to parents, the school staff, and the community. * They present clear, interesting and relevant lessons to the children. They attempt to engage the child’s interest and focus on the lessons and activities in the environment. * They model desirable behavior for the children, following the ground-rules of t he class, exhibiting a sense of calm, consistency, grace and courtesy, and demonstrating respect for every child. * They are peace educators, consistently working to teach courteous behaviors and conflict. They are diagnosticians who can interpret patterns of growth, development, and behavior in order to better understand the children and make necessary referrals and suggestions to parents. The role of a Montessori teacher is that of an observer whose ultimate goal is to intervene less and less as the child develops. The teacher creates an atmosphere of calm, order and joy in the classroom and is there to help and encourage the children in all their efforts, allowing them to develop self-confidence and inner discipline. With the younger students at each level, the teacher is more active, demonstrating the use of materials and presenting activities based on an assessment of the childs requirements. Knowing how to observe constructively and when, and how much, to intervene, is one of the most important talents the Montessori teacher acquires during a rigorous course of training at AMI training centers throughout the world. The role of a Montessori Directress is the vital link between that of the child and the environment. Under her guidance a child will develop both as a person and intellectually to reach their full potential and become the man of the future. â€Å"She is the main connecting link between the material that is the objects and the child†. Maria Montessori It is the Directress’ role is to prepare a beautiful and enticing environment which will welcome the child in and provide a safe, calm and peaceful atmosphere in which they can learn. She must carefully arrange the room with child size furnishings and must ensure that all the educational materials are on display for a child to see in an orderly fashion. The apparatus should be stimulating, purposeful and invoke * Montessori philosophy purports that children learn best when they choose their own activities, within a richly educative environment. The duties of a Montessori teacher are to observe and assess children’s individual abilities and interests in order to provide an environment that stimulates and challenges them to learn. A Montessori teacher gives children opportunities to make their own discoveries, instead of telling them how to do something or giving them answers to problems. He or she also encourages children to feel at ease when they make a mistake, and to see mistakes as opportunities for further learning. * The duties of a Montessori teacher are to encourage a child’s enthusiasm for learning and natural work ethic. The Montessori approach gives children time to develop their concentration because a Montessori teacher remains sensitive to the focus of a child’s attention. If a child is engrossed in an activity, a Montessori teacher will not disturb that concentration unnecessarily. The Montessori approach of mixed age groups enables younger children to learn from older children, and older children to learn by teaching the younger ones. It also enables each child to progress at his or her own pace. * The duties of a Montessori teacher are to prepare a calm, organized and stimulating learning environment for children, allowing them to move freely within appropriate guidelines and to work as part of a social group. A teacher using the Montessori Method demonstrates the use of learning resources and materials to the children. The function of these materials is to help children develop essential cognitive skills. Teachers using the Montessori Method place children aged between 2 months and 3 years in a nurturing, homey environment that will help them develop cognitive, language, social and physical skills. The Montessori Method places older children in classroom settings of mixed age groups: 3 to 6 years, 6 to 9 years and 9 to 12 years. 1. The Montessori teacher is the dynamic link between the child and the Prepared Environment. 2. She is a systematic observer of the child and an interpreter of his needs. 3. She is an experimenter, tailoring the environment to meet his perceptions of the childs needs and interests, and objectively noting the results. 4. The Montessori teacher is a programmer, preparing the environment and keeping in perfect condition, adding to it and removing materials as needed. 5. She is an evaluator, judging the effectiveness of her own work and the environment every day. She must also evaluate the progress of each child. 6. She respects and protects the child. She must know when to step in and set limits or lend a helping hand, and when it is in the childs best interests to step back and not interfere. 7. The Montessori teacher is a supporter, offering warmth, security, stability, and non-judgemental acceptance to each child. 8. She is a facilitator of communication among the children and of the childs effort to communicate with her. She must also interpret the childs progress and her work to parents, the school staff, and the community. 9. She is a demonstrator, presenting clear, interesting and relevant lessons to the child. Her role is to seduce the child into spontaneous fascination with the materials through her demonstrations. 10. The Montessori teacher is a consistent good example of desirable behaviour for the children, following the ground-rules of the class herself, and exhibiting a sense of calm, consistency, grace and courtesy, and demonstrating respect for every child. 11. She is a peacemaker, consistently working to teach courteous behaviours and conflict resolution. 12. The Montessori teacher is a diagnostician, able to interpret the patterns of diversity, and non-judgemental acceptance to each child.

Pander Code

Pander Code Pander Code Pander Code By Maeve Maddox A word that jumps incessantly out of newspapers, magazines, and the mouths of political pundits these days is some form of pander. Its especially popular as a headline word: Florida Gov. Charlie Crist pandering to get vice presidential nod Speech doesnt pander; does it explain? Pander and Run POLL-VERIZED ELIOT SHIFTS INTO PANDER GEAR How Can Hillary Out-Pander Obama? John McCain, Pander Bear So where did this word come from and what does it mean? To begin with, pander was another word for pimp. Pandare was a character in a poem about the Trojan War written by Italian Giovanni Boccaccio (1313-1375). English poet Geoffrey Chaucer (c. 1343-1400) used the character in his long poem Troilus and Criseyde. William Shakespeare (1564-1616) used the character in his play Troilus and Cressida. Pandare was a pimp. In all the stories he is responsible for hooking Creseyde (Cressida) up with another lover after she has sworn to be faithful forever to Troilus. Pandare evolved into the eponym pander with the meaning of arranger of sexual liaisons, one who supplies another with the means of gratifying lust, procurer, pimp. The verb meaning to indulge, to minister to base passions is first recorded in 1602. Presumably this is the meaning with which the word is used in all these political references. Originally, the noun pander was sufficient as the word for one who did such things: Fie, sir! Will you be your own daughters pander?! Now, however, because the form of the verb is pander, American speakers have added the agent suffix -er to create the noun panderer. Here are some recent uses of this family of words: All politicians pander, and some are much better at it than others. Obama is particularly good at pandering, in part because hes skilled enough to not look obvious while doing it, but also because he does a very deft job of mixing in some uncomfortable truths (albeit with a very soft edge) to different groups while in the process of telling them things they want to hear. Real Clear Politics Many politicians pander, as Edwards does with gusto, to Americans current penchant for self-pity. Hence the incessant talk about the forgotten middle class. Because such talk is incessant, it of course refutes itself. George Will When politicians pander by creating artificial markets and then use financial incentives such as tax breaks to turn their exquisite wisdom into self-fulfilling prophecy risk is buried under a pile of manure. Pittsburgh-Tribune Review In his show of May 5, 2008, Jon Stewart mocks candidates Barack Obama and Hillary Clinton for shamelessly pandering to North Carolina and Indiana voters before the primaries. Playing on the story of Pandoras Box, the accompanying graphics label the segment Panderers Box. Obamas pandering takes the form of playing impromptu basketball in his shirtsleeves, while Clinton associates herself with NASCAR and falls into a southern regional accent. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:"Because Of" and "Due To" Loan, Lend, Loaned, LentTypes of Plots

Mass Shootings and Related Issues of Race and Gender

Mass Shootings and Related Issues of Race and Gender â€Å"Sick,† â€Å"twisted,† â€Å"disturbed,† â€Å"psychotic,† â€Å"mentally ill,† â€Å"psychopath,† â€Å"acted alone.† These words  are familiar to anyone who pays attention to news accounts of mass shootings carried out by white males over the last three decades. Trouble is, none of these guys- Eliot Rodger, Adam Lanza, James Holmes, Jared Loughner, Anders Breivik in Norway, among others- really acted alone. While news accounts typically frame mass shootings by white males as the work of  deranged individuals, the actions of these  men and boys are expressive of widely held patriarchal and white supremacist beliefs. They are the manifestation of  a sick society. The  shooters who left digital trails have made it clear that their actions were prompted by their perceived loss of power and status in society. They felt slighted by women who do not obey them and their desires, by people of color and queer folks who have fought for, earned, and defended their civil rights, and by a society that doesn’t afford them the respect and place they believe they deserve by accident of their race and gender. They are the product of a changed and ever-changing social context in which historic forms of power and domination are being slowly but loudly destabilized, and of a society that socializes them to believe that this is wrong, and that they deserve to be in positions of power. Demographic Shifts in the U.S. and Anomie Among White Men​ Writing in 1897, sociologist Émile Durkheim popularized a theoretical concept that can be  usefully applied to understanding how this perceived problem of individuals is actually a social problem. Anomie, Durkheim explained, is a condition that results when the values and expectations of an individual do not match those that predominate in society. When an individual experiences anomie, they feel disconnected from their society; they feel destabilized. Anomie, per Durkheim, is a state of social derangement. Applying the theory of anomie to the phenomenon of white male shooters throws into relief the conditions of social derangement experienced by boys and men who take such action. White males, especially those with economic privilege relative to others, have historically lived at the top of the power hierarchy in the United States. They hold power in terms of their gender, their race, sometimes their class, and often, their sexuality. But, in today’s social context in which patriarchy, heteronormativity, white supremacy, and economic power have been destabilized by various social movements, legislation, and paradigm shifts in popular consciousness, their power over others is waning. With it, so too is their historically unjustly inflated social status. The Violent Death Grip of Patriarchy and White Supremacy This is not to say that patriarchy, heteronormativity, white supremacy, and economic control by white men are things of the past. These forms of domination live today in a wide variety of attitudes, values, beliefs, and practices. The actions of white male shooters make it fatally clear that the ideologies that undergird these forms of oppression are not only alive, but thriving today. They are expressed in their most overt and terrifying forms in the Youtube videos, chat logs, conversations, and manifestos of Anders Breivik, Elliot Rodger, and Jared Loughner, among others. They were expressed with violence and hatred in a rash of hate crimes against women, people of color, LGBT people, and immigrants following the 2016 presidential election. In this social context of anomie, shooting others is a desperate attempt to reclaim norms lost. It is an assertion of power that has been destabilized by the changing nature of society, its norms, and its values. Yet, the actions of white male shooters are couched within the larger social problem of a troubled masculinity that transcends race. Viewed through a wider lens, the connections between shootings perpetrated by white males and other forms of violent masculine expression, like street harassment, gendered and sexualized violence, hate crimes, gang violence, and white separatist and nationalist movements become clear. Society Needs Masculinity Rooted in Respect and Care for Others A social problem like this requires a social solution. Background checks and reforms to gun laws might reduce gun violence, but they will not stop other forms of violence that stem from a social sickness. Alleviating the social sickness of racism, and the gendered and heterosexist norms of patriarchy  is work that must be done collectively by all of us. We, as a society, must reconfigure what masculinity means, and cast off the dangerous values and expectations that we socialize boys to hold and express in their behavior. Curing this social sickness requires a new masculinity detached from notions of superiority, dominance, control, and compliance of others. It requires what the writers at Rad Dad advocate for in their call for a Feminist Fathers’ Day: a masculinity premised on respect and care for others.

HR case study Essay Example | Topics and Well Written Essays - 750 words

HR case study - Essay Example It is generally accepted that this high rate is due to the above-average aptitudes of the personnel in the department has its own in-house set of training courses and purchases â€Å"space† in various seminar classes. These programs are geared to making the employee significantly more valuable to the department. The managers in the programming department have been very proud of the development of their personnel and feel that education from all sources has improved departmental performances. Recently, however, the system seemed to backfire in the programming department. Ezra Brooks, a very bright and aspiring young programmer for whom management had high hopes, quit. Ezra had found that the extensive intraorganization training, the invaluable work experience, and a newly awarded college diploma represented a fairly lucrative portfolio of credentials, which he took to a large national accounting firm. Ezra had expressed a desire to stay, but he was told that there were no anticipated openings at managerial levels in the computer area. Ezra’s manager had a dilemma. Loss of Ezra meant a ten-month setback for the project Ezra was working on. He also felt that the extensive training Ezra had received at the company’s expense was little utilized compared to what Ezra would have contributed had he remained with the company. However, the manager’s greatest concern was that Ezra was the first in a group of several employees who would graduate from college under company sponsorship in the near future. Ezra had shown to the remaining group that if the firm would not recognize his achievement and aspirations, other employment could be easily found. The case clearly reveals that Ezra Brooks is a valuable employee for the organization. He has been given training to improve his computer programming skills such that he could easily secure his aspired job in some other big firm. Since he seems to be under no obligation to say back and complete the ongoing

Crime Causation and Diversion Essay Example | Topics and Well Written Essays - 1000 words

Crime Causation and Diversion - Essay Example Younger people are more inclined to take part in violence and this can lead to criminal activity. Violent behavior can lead to dangerous criminal activities in the society therefore state intervention is important in this regard. The Miami-Dade County Prevention Initiative is also designed by Miami’s Juvenile Services Department and it aims at helping the younger population who is going through family problems (Miami-Dade County Juvenile Services 1). The initiative also helps the youth of Miami who are at the risk of being arrested. The prevention program offers anger management, disruptive behavior, family issues and drug experimentation solutions to younger population. Violence Intervention Program Violence Intervention Program by the Miami Juvenile services department is an important step in order to restrict the violent streak of youth. Young people are more incline towards violence because they have defying nature. They want to go against everyone and are more probable to have an extreme approach towards life. There is a serious threat of violence from the youth and this can have a great impact on community peace. Such programs can help youth because they need a direction. Guidance is what they require and such programs offer them that. Young people who are violent are also more inclined to end up in juvenile prisons because violent behavior is a precursor of many crimes. Young people also resort to violence because they are at a stage in life where they are not aware of their aims and ambitions. This lack of direction allows them to tread on the path of violence where they are a threat to the society. Most juvenile crimes are as a result of violent behavior. Younger generation today is more open to movies and online games and this adds to their violent stream. There can be seen a surge of violence in the younger generation after popularity of video games and internet. Juvenile crimes are not done with some ill intention because young people are not mature enough to do that. Most juvenile crimes are a spur of moment thing and violent behavior plays a major role in those crimes. A simple argument in a public place can lead to a big fight among young members of the society just because one or both parties displayed violent behaviors towards each other. The program also aims at identifying causes of violent behavior in youth and then through intervention sessions systematically decrease that violent streak. Violence in youth can also be a product of the capitalistic system of the country where everyone is interested in getting the best deal. The focus is just on earning money and not on aesthetic values. Youth today will try to earn and spend more today instead of reading books or poetry. This is also a major reason of violent behavior of youth. Miami-Dade County Prevention Initiative This prevention initiative focuses on family issues that the youth face and tries to change the behavior patterns of young people. The program is a lso focusing on behavior difficulties that most youth face today. Family issues are increasing in today’s individualistic society and young members of the society are not equipped to handle such problems. They are not mature enough to understand family conflicts and complex issues. Therefore they react by taking out their frustration on the society. Family problems can definitely change the behavior of youth as they can become angry and can resolve to drug experimentation. For adolescents family