Montana 1948 free essay sample

Essay Montana 1948 â€Å"Don’t blame Montana! † He said, â€Å"Don’t ever blame Montana! † Who is to blame for the events of 1948? Discuss Montana 1948, by Larry Watson is novel set in American mid-west that raises a question who was to blame for the tragic events that occurred that summer. David Hayden the narrator of Montana re-collects powerful information that uphold his father Wesley Hayden losing control of himself and his emotion to his daughter-in-law due to the fact, she commented it was the â€Å"wild west† who was to blame. It became vibrant to the reader, that in response to Wesley’s actions that Montana was truly important to him and he would not accept anyone that held Montana responsible from the events the occurred within the summer of 1948. We will write a custom essay sample on Montana 1948 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page By clearly stating that Montana was not to blame, Sheriff Hayden means that it was the whites in Montana as well as his family and himself who were held responsible from the events that arose within the summer of 1948. The whole white population within Mercer County were partly responsible for the terrible events of Montana 1948. The social environment was one that favoured the white people’s value and discriminated against the Indians. The Indian’s lived away from the whites in little reservations allowing the Indians to have little or no contact with the white people. This had already proved the racial treatment within Montana. Furthermore Ollie Young Bear was an Indian but he was accepted from the whites because he lived as white. He was successful through every aspects of life and married a white woman. But the Indians, on the other hand had regard believing that Ollie young bear wouldn’t â€Å"be happy until he was white. The white societies within Montana were all well aware of the crimes committed by Frank against the Indians. When Wesley and Gail were to take action on the claims made by Marie about Frank’s wrongdoings, David heard a remark made by Daisy McAuley saying â€Å"Just the squaws though. † Daisy comment showed a racial statement about Indian women. It app eared that Daisy was justifying against Franks actions, because in her eyes Indian women were worthless and deserved the way they were being treated. After the conversation between Gail and Daisy, Gail informed Wesley that it was â€Å"around town more than you realize. † Gail’s statement proved that a lot of the citizens within Montana knew of Franks activities but choose to â€Å"look away† just like Len, Deputy Sheriff chose to do. It was the racial treatment of the white people that overlooked Frank’s actions which led them responsible for what occurred within the summer of 1948. Julian Hayden is the head of the family and holds great power within his family and the community. Therefore Wes has a boundless deal of obedience and loyalty towards him. When Gail informs Wes of Frank’s actions, Wes’ first response was â€Å"I don’t want this getting back to my father. † This showed how important it was to Wes, that his father doesn’t not get upset. However, it turned out Julian already was well aware of his favourite son’s wrongdoing but took it as a joke by stating â€Å"I wouldn’t be surprised if there weren’t some young ones out on the reservation who look a lot like your brother. Julian chose to side with Frank, as he thought very little of the Indians as he considered them to have lower status compared to the whites. Julian challenged Wes’ arrest of his brother by saying â€Å"Some Indian thinks he put his hands where he shouldn’t and you’re pulling out your badge? † Furthermore Frank also holds some responsibility to what happened in Montana. He abused his power as a doct or which led him to murder Marie Little Soldier and eventually commit suicide. Frank’s status in the community was that he was a genuine war hero and a doctor but sadly, he misused his status by molesting Indian girls and in some cases raping innocent women during private medical sessions. Frank was smart, because he knew no one would comfort him for his action because of the reputation of his family name and by the fact he had power. When he went to examine Marie at Wesley’s house, he made an assumption about Indian and how â€Å"they are used to being treated by the medicine man. But a doctor comes around and they think he’s the evil spirit. Throughout the novel, Wes makes a deal with Frank for him to stop what his doing and he wouldn’t press charges, but when Frank murdered Marie just to ‘get rid’ of his past and all the evidence, Wes doesn’t hesitate to arrest his brother. Thus, Julian and Frank hold a countless obligation to the events that occurred within the summer of 1948. Finally, the keepers of the law, Sheriff Wesley Hayden and his deputy Len McAuley must hold responsibility for what events went wrong during the summer on 1948. As sheriff, Wes had a duty to ensure the law was being upheld equally for both races. He failed to do this for a long time, first by denying his brother’s offences â€Å"I’m sure he does things to all his patients† and later by denying his arrest, â€Å"he’ll have to meet punishment in the hereafter. I won’t do anything to arrange it in this life. † Due to his lack of responsibility it led to the heartbreaking death of Marie and David’s entry fee of having to see his Uncle Frank at their house on the day of her death, this impacted Wesley to act upon his brother Frank. As a result of Wes arresting Frank, it causes further complications within the family. Julian responded by trying to free Frank by using violence and then Frank taking his life. Wesley finally realized that postponing justice from an earlier stage of the events had himself in some contribution to the tragic deaths of Marie and Frank. It was Wes himself, who failed to uphold the law, had failed Marie and all the Indian women; therefore he must be blamed for the tragedy, not Montana itself. However, Len failed to uphold his role as Deputy Sheriff, which acted upon his role in the tragedy. He obligated the Hayden’s, it was them that gave him his position as deputy â€Å"I have this job. Deputy Sheriff, which I owe to your granddad and your dad†, therefore he believed in â€Å"knowing when to look and when to look away. † Therefore, Len was both powerless and unwilling to challenge Wes’s inactions. Together, both these representatives of the law hold a responsibility to the events which occurred within Montana 1948. Montana 1948 clearly states that the events that occurred within the summer could not be blamed on the state itself. The Hayden was part of a culture that distinguished against the Indian people and overlooked crimes against these people. Due to the racism treatment the Indians coped from the white people it led Frank to get away with his corruptions. It seemed that the power, wealth and influence the Hayden had within the community was much more important than the rights of the Indians to receive justice and respect. Julian and Frank also take part of the blame due to them taking benefit of the power they had. In delaying justice for so long in order to protect his family, Wesley found himself denying justice towards the Indians and having obligation in the deaths of Marie and Frank. Wesley obviously admits that Montana shouldn’t be blamed for the events the occurred within the summer of 1948, when he attacks his daughter-in-law by defending a topic that meant a lot to him. He indicates that the white citizens that lived in Montana at the time, his family and he himself were the ones who were to blame for the tragic events that occurred within Montana 1948. Montana 1948 free essay sample You don’t want Marie getting into trouble right? † Ronnie broke the moment. You see, my mother is not one of those typical mothers that stayed in the house. She is usually out and with Marie; I don’t feel blue at all. Im only twelve years old and leaving in such a small town, I can pretty much do what I want as long as I get home before mum or dad does. Marie never tells on me anyway. Then at that dry warm night, a young Sioux woman lies on a bed in our house. She is feverish, delirious, and coughing so hard Im afraid she would die. My father kneels in the kitchen floor begging my mother to help him. It’s a summer night and the room is brightly lit. Tiny insects cluster around the light fixtures, and the pleading quality in my father’s voice reminds me of those insects- high pitched, insistent, frantic. We will write a custom essay sample on Montana 1948 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is a sound I never heard coming from him. My mother knocked a billion times but no one answered the door; not even a whimper of protest came out of Marie’s lips when mum opened it. If there is something my mother dreaded the most, it’s getting sick. I was on the untidy kitchen, just enough to hear mum ask poor Marie Little Soldier series of questions Im not even sure she understands. Her fever is high, like an ice melting in a very hot day. Then just as I enter the room carrying a glass of water, she rolled to her back and brushed her tangled black hair away from her narrow face. I wish I could do it for her without her realizing the truth. Her cheeks now glowed so brightly that they looked so painful. I can’t bear to look at her face, then just I backed out the door, I caught her eyes. They seem darker than ever, all pupil, black water that swallowed light and gave nothing back. Her red lips are now pale-dry and chapped. Her dress had ridden up and hung loosely over her knees and the sight of her sturdy brown legs was strangely shocking, a glimpse of the sensual in the sickroom but nothing new I had once seen Marie naked or nearly so. I came galloping downstairs one day obviously when Marie thought I would be out a little while longer and caught her just as she was stepping out the shower. She was quick with the towel but not quick enough. I just saw enough to embarrass us both. Dark nipples in a way that shocked me in the way they stood up like finger tips. A black triangle of pubic hair below a thick waist and gently rounded belly and above it all, a broad shoulders that seems as broad as my fathers. I stammer an apology and backed out as soon and quickly as possible but in my head; I play the same scene over and over again. It is as vivid and clear as the first time it happened.

What Teachers Do Beyond the Classroom Is Critical

What Teachers Do Beyond the Classroom Is Critical Many people believe that teachers have an easy job in part because they have the summers off and multiple days off for several holidays.   The truth is that teachers spend almost as much time working when students are gone as they do when students are in class.   Teaching is more than 8-3 job. Good teachers stay at school late into the evening, continue to work once they get home, and spend hours on the weekend preparing for the upcoming week.   Teachers often do amazing things beyond the classroom when no one is looking. Teaching is not a static job where you leave everything at the door and pick it back up the next morning.   Instead, teaching follows you wherever you go. It is a continuous mindset and state of mind that is rarely turned off. Teachers are always thinking about their students. Helping them learn and grow consumes us. It causes us to lose sleep sometimes, stresses us at others, yet provides us joy constantly.   What teachers truly do is not completely understood by those outside of the profession. Here we examine twenty critical things that teachers do once their students are gone that makes a significant impact.   This list only offers some insight into what teachers do once their students leave and is not comprehensive. Actively Participate on a Committee Most teachers set on various decision-making committees throughout the school year. For example, there are committees in which teachers help formulate a budget, adopt new textbooks, craft new policies, and hire new teachers or principals.   Sitting on these committees can require a lot of extra time and effort, but give the teachers a voice in what is happening within their school. Attend Professional Development or Faculty Meeting Professional development is an essential component of teacher growth and improvement. It provides teachers with new skills they can take back to their classroom.   Faculty meetings are another requirement held several times throughout the year to allow collaboration, present new information, or simply to keep teachers up-to-date. Breaking Down Curriculum and Standards Curriculum and standards come and go. They are cycled through every few years.   This ever revolving door requires teachers to break down the new curriculum and standards they are required to teach constantly. This is a tedious, yet necessary process in which many teachers dedicate hours to conducting. Clean Up and Organize Our Classrooms A teacher’s classroom is their second home, and most teachers want to make it comfortable for themselves and their students. They spend countless hours cleaning, organizing, and decorating their classrooms. Collaborate with Other Educators Building relationships with other educators are essential. Teachers spend a lot of time exchanging ideas and interacting with one another.   They understand what each other are going through and bring a different perspective that can help solve even the most difficult of situations. Contact Parents Teachers call email and message parents of their students continuously.   They keep them up-to-date on their progress, discuss concerns, and sometimes they just call to build rapport.   Additionally, they meet face-to-face with parents at scheduled conferences or whenever a need arises. Extrapolate, Examine, and Utilize Data to Drive Instruction Data drives modern education. Teachers recognize the value of data. When they assess their students, they study the data, looking for patterns, along with individual strengths and weaknesses. They tailor lessons to meet the needs of their students based on this data. Grade Papers/Record Grades Grading papers is time-consuming and tedious. Though it is necessary, it is one of the most boring parts of the job.   Once everything has been graded, then they must be recorded in their gradebook.   Thankfully technology has advanced where this part is much easier than it once was. Lesson Planning Lesson planning is an essential part of a teacher’s job.   Designing a week’s worth of great lessons can be challenging.   Teachers must examine their state and district standards, study their curriculum, plan for differentiation, and maximize the time they have with their students. Look for New Ideas on Social Media or Teacher Websites The Internet has become a focal point for teachers. It is a valuable resource and tool full with new and exciting ideas. Social media sites such as Facebook, Pinterest, Twitter also allows a different platform for teacher collaboration. Maintain a Mind of Improvement Teachers must have a growth mindset for themselves and their students. They must always be searching for the next great thing. Teachers must not become complacent. Instead, they must maintain a mind of improvement constantly studying and looking for ways to improve. Make Copies Teachers can spend what seems like an eternity at the copy machine.   Copy machines are a necessary evil that becomes even more frustrating when there is a paper jam. Teachers print all sorts of things such as learning activities, parent information letters, or monthly newsletters. Organize and Oversee School Fundraisers Many teachers conduct fundraisers to fund things such as equipment for their classrooms, a new playground, field trips, or new technology.   It can be a taxing endeavor to count and receipt all of the money, tally and submit the order, and then distribute all of the merchandise when it comes in. Plan for Differentiation Every student is different. They come with their own unique personalities and needs. Teachers must continuously think about their students, and how they can help each one. It takes a lot of time and effort to accurately tailor their lessons to accommodate each student’s strengths and weaknesses. Review Instructional Strategies Instructional strategies are a critical component of effective teaching.   New instructional strategies are being developed all the time.   Teachers must familiarize themselves with a wide variety of strategies to meet each of their student’s needs. Strategies that work well for one student or class may not necessarily work for another. Shop for Classroom Activities and/or Student Needs Many teachers invest hundreds to thousands of dollars out of their own pocket for materials and supplies for their classroom every year.   They also purchase materials such as clothing, shoes, and food for needy students.   Naturally, it takes time to go to the store and grab these items. Study New Educational Trends and Research Education is trendy. What is popular today, likely will not be popular tomorrow. Likewise, there is always new education research that can be applied to any classroom. Teachers are always studying, reading, and researching because they do not want to miss an opportunity to improve themselves or their students. Support Extra-Curricular Activities Many teachers double as coaches or sponsors of extra-curricular activities. Even if they do not draw an extra-duty assignment, it is likely that you will see several teachers in the audience at events. They are there to support and cheer on their students. Volunteer for Extra-Duty Assignments There are always opportunities for teachers to assist in other areas around the school. Many teachers volunteer their time to tutor struggling students. They keep gate or concession at athletic events. They pick up trash on the playground. They are willing to help out in any area of need. Work Another Job As you can see from the list above, a teacher’s life is already very busy, yet many work a second job. This is often out of necessity. Many teachers simply do not make enough money to support their family.   Working a second job cannot help but impact a teacher’s overall effectiveness.

Definition of Appendix in a Book or Written Work

Definition of Appendix in a Book or Written Work An appendix is a collection of supplementary materials, usually appearing at the end of a report, academic paper,  proposal  (such as a bid or a grant), or book. The word appendix comes from the Latin appendere, meaning hang upon. An appendix typically includes data and supporting documents used by a writer to develop the written work. Though such information should be of potential use to the reader (not  treated as an opportunity for padding), it would disrupt the flow of the argument if  it were included in the main body of the text. Examples of Supporting Materials Not every report, proposal, or  book needs an  appendix. However, including one allows you to point to  additional information that is relevant  but would be out of place in the main body of the text. It can  give the reader more depth to the topic, supply resources for further reading or contact lists, or provide documentation to make your case for your grant or bid proposal. Appendix information may include tables, figures, charts, letters, memos,  detailed technical specs, maps, drawings, diagrams, photos, or other materials. In the case of research papers, supporting materials may include surveys, questionnaires, or schematics and the like that were  used to produce the results included in the paper. Because of its supplementary nature, it is important that material in an appendix not be left to speak for itself, according to Eamon Fulcher in A Guide to Coursework in Psychology. This means that you must not put vital information only in an appendix without any indication in the main text that it is there, Fulcher says. An appendix is an ideal place to include information and other data that are simply too long or detailed to incorporate into the main body text. If these materials were used in the works development, readers may want to reference them to double-check or locate additional information. Including the materials in an appendix is often the most organized way to make them available. Should You Include an Appendix? Whether you include an appendix depends on your topic and what will benefit the reader. If you answer yes to one or more of these questions, create an appendix. Will supplemental materials aid the readers understanding of your topic? Will they provide resources for further reading or exploration? Will they supply additional depth to the data presented in your report, article, book, or proposal? Will the materials provide additional backup for your thesis or message? Do you have items  that would be unwieldy to present in a footnote? The appendix material should be streamlined, relevant to your topic or thesis, and useful to the reader- but its not a place to put all of your research materials. The citations in the references, bibliography, works cited, or endnotes will take care of citing your sources. An appendix is a place for items that help the readers understanding of your work and research and the topic at hand.  If the material is not important enough to refer to in your text, then dont include it in an appendix. Appendix vs. Addendum An addendum is new  material added to a book or other written work after its first edition has been produced. It may be updated research or additional sources that came to light or further explanation about the book from the author, for example. In a contract, an addendum can change the terms of the contract, such as canceling sections or updating terms or pricing in sections without the whole contract becoming null and void and needing everyone to sign it anew. The parties to the contract just need to sign the addendum with the noted changes. Formatting an Appendix The way in which you format your appendix depends on the style guide you have chosen to follow for your work. In general, each item referred to in your text (table, figure, chart, or other information) should be included as its own appendix- though if there are many data sets under one grouping, keep them together in their appendix and label each piece appropriately. If you have more than one appendix, label the appendices Appendix A, Appendix B, etc. so that you can easily cite them in the body of the  report, and start each on a separate page. Put them in the order that you refer to them in the paper, for ease of use for the reader, and dont forget to note them in the table of contents, if your work has one. Research papers, including academic and medical studies, usually follow APA style guidelines for the formatting of appendices. They can also follow the Chicago Manual of Style. For each of these styles, format the appendix as follows: APA: Center the title, and use upper and lowercase letters. The text of the appendix should be flush left, and you should indent your paragraphs. Chicago: The Chicago style manual also allows for numbered appendices (1, 2, 3, not just A, B, C). As far as location, they appear before any endnotes sections so that any information in the appendices that needs a note can refer to the notes section. If there are many tables in the appendices, though, it might be best to keep the notes with the tables.

Intro to Relat Dbase Mgt Syst week1 Essay Example | Topics and Well Written Essays - 250 words

Intro to Relat Dbase Mgt Syst week1 - Essay Example These include entities such as students, lecturers, courses, lecture halls, faculties and perhaps dormitories. For this project the key entities under consideration are the students, instructors, and courses. Therefore, it is logical that the first tables to be identified be Students, Instructors, and Courses tables. These are the tables in the 1st Normal Form. These key tables contain attributes that describe the entities they represent. However, the design follows two more tables that do not represent any key attributes that are initially identified. Relative Database Design makes use of relationships that are implemented using foreign keys that originate from parent tables. This process; therefore, proves challenging to implement while still exercising referential integrity. The two extra tables make the design practical since separation of the key entities is paramount (Churcher, 2012). Modification of a key entity does not affect the other key entities. These two tables are Students Allocation table and Instructor Allocation tables. Their attributes contain foreign keys for Students and Instructor tables, and they represent the action of ‘allocating’, which becomes

The Role of Women in Global Politics Essay Example | Topics and Well Written Essays - 5000 words

The Role of Women in Global Politics - Essay Example There are many agencies which would promote equality in politics including IDEA or the International Institute for Democracy and Electoral Assistance, the United Nations, and the National Democratic Institute for International Affairs. This is an exploration of women's political participation in the world today. Along with that will be an exploration of individual regions in regard to women's political participation and strategies and recommendations including quotas toward engaging women in the political processes worldwide. According to the United Nations, the first country to grant women the right to vote was New Zealand in 1893. The UN continues to state that only twenty-eight women worldwide have been elected as heads of state or government in this century. Women currently would only hold 11.7 percent of the seats in the world's parliaments. The first and currently only equally distributed male and female diplomatic cabinet belonged to Sweden in 1995. The United Nations is not immune to the distortions of men and women within its ranks having only seven women serving amidst a total of 185 of the highest-ranking diplomats. Between the years 1987 and 1996, the percentage of female cabinet ministers worldwide rose from 3.4 to 6.8 percent. Women have been facing many obstacles to their participation in ... This figure has increased over the year, but it has only increased a very minimal percent so even now, women in politics still remains distant. In order to manage increasing the level of female representation and participation in decision-making, the various governing and decision-making bodies require well-developed strategies and information on which measures have worked successfully in different countries with different political systems. IDEA remains committed to the provision of comparative information on how to advance gender and democratic issues in general, and how then to promote participation and representation of women in political life specifically. In a performance, 27 women had won political seats in the second legislative chamber known as the DPD. These 27 women would constitute more than one fifth of total membership of what media outlets have termed the "senate". The fact that more than twenty percent of the DPD seats were won by women was unexpected as a whole under the consideration that Indonesia's first democratic elections are so very recent, having occurred in 1999. A slight percentage, only nine percent, of women had captured seats in the House of Representatives. Factors affecting this would include that the electoral system used for the DPD is known to be disadvantageous for women candidates. The Pakistani political system of reservations for women would be 17 percent of seats in the national and provincial assemblies and 30 percent of seats in district and council assemblies. Dr. Reyes noted that it would be especially important to provide support and training for women in Pakistan who would be elected for these reserved seats. "Ms. Norden explained how in Sweden the system

Organizational Theory Essay Example for Free

Organizational Theory Essay 1. Develop your understanding of the nature of the key organisation perspectives and their related theories; 2. Demonstrate an understanding of the key perspectives and the meta-theoretical assumptions that underpin each; 3. Demonstrate an appreciation of the relationship between perspectives and their respective theories; 4. Develop research skills and the ability to assess the strengths and weaknesses of various debates and arguments; 5. Gain skills in the written presentation of an argument, including the ways in which scholars incorporate and acknowledge the ideas of other writers. Criteria for assessment For this assignment your essay will be assessed on the extent to which it demonstrates: 1. Your ability to present a clear, compelling, well-presented and properly referenced argument. 2. Your ability to respond directly to the key issues raised by the question. 3. Your ability to engage with the work of other authors and extract relevant detail and explanation. 4. Your ability to assess the arguments and debates of and between other authors and incorporate them into your response. QUESTION: What are the advantages and disadvantages of a multi-perspective approach to understanding organisations? In answering the question you will need to engage with the nature of the various perspectives and how they enable and limit our understanding of organisations. In answering the essay question you must focus explicitly on the key issues identified in the question. A failure to follow this and the following instructions will result in a significant loss of marks. Presenting your answer: Please use headings with care. It is better to avoid using them in an essay but if you must, please keep them to a minimum and ensure that they enhance rather than undermine your argument. In order to construct a logical response to the question the following structure is suggested. You do not need to use the provided headings (see above comment regarding ‘headings’) and the structure itself is not mandatory. But, if you are going to use an alternative structure please ensure that it enables you to present a clear and direct response to the question asked. In answering the essay question you must focus explicitly on the key issues identified in the question. Introduction: In this section you must provide an overview of your answer to the question; provide answers to the key what and why questions of your argument/answer. These should take the form of direct responses to the key issues raised by the question. Your argument should be informed by a critical analysis of the content of the key readings. Please keep in mind that in all sections of your response you must move past description to analysis, this means providing answers to the why questions that emerge from your key statements. Exploration of your argument: In this section of the essay you need to accomplish two tasks. First, you must explore the key perspectives showing how each is underpinned by different assumptions that determine the way organisations are interpreted and understood. You must also address the theoretical implications of these various ways of seeing and how they enable and limit our understanding of organisations. Second, having demonstrated an understanding of the perspectives and their theoretical implications you need to evaluate the different arguments for and against a multi-perspective approach to understanding organisations. This evaluation must draw on and relate to your discussion about the individual perspectives and how they enable and limit our understanding of organisations. The whole response must be informed by an engagement with relevant sources, especially the textbook and the readings provided on the Blackboard. You must draw upon and evaluate academic debates and arguments. This is not to be viewed as an exercise in which you make up a response off-the-top-of-your-head. Conclusion: You must conclude with your general answer to the question. It should reiterate the key argument and answer to the question provided in the introduction and indicate to what extent it has been supported or challenged by your analysis of the debates and arguments of other authors. ADDITIONAL GUIDENCE: – This essay question has been designed to encourage you to prepare your own individual essay. There is no single ‘right’ answer. Markers will be looking for evidence that you have read broadly, including the provided material, and have synthesised the material to develop your own answer/ argument. The markers will also expect you to answer the question in your own words. The following points are to help you to understand and complete your assignment: 1. The question asks you to compare and contrast perspectives with regards to how they enable and constrain our understanding of organisations. The focus for this comparison is on the perspectives meta-theoretical assumptions and how these shape their respective theories. This part of the essay allows you to demonstrate your understanding of the course material covered in weeks 1-4. 2. Do not try to cover every single detail; you only have 2000 words so concentrate on the major points rather than fine details. 3. The focus in this essay is on analysis rather than description. Any description of your chosen perspectives must form part of your analysis and must contribute to the argument that you are making in your essay. This means answering why questions and providing supporting evidence. 4. This is not an essay asking you to consider management practices or styles of management. It is asking you to focus on ‘ways of seeing’ and thinking about organisations (different perspectives) and ways of understanding and theorising about organisations. Think of yourself as a researcher (rather than manager) of an organisation and you have a range of devices you can use to study organisations. Each device provides you with the ability to learn something different about the organisation. Your job is to explain how each of the devices provides you with different ways of understanding organisations. Do not use actual organisations as examples because it is the theory that you are seeking to demonstrate an understanding of. 5. You must use the sources provided to develop your answer. They have been selected because they provide the essential material required to answer the question. You will lose marks if you fail to use them. 6. Before you begin to look for additional reading you should first acquire a good understanding of the basics from the textbook and the required readings. Once you acquire this understanding you can then look for other material. 7. You can make use of the Web sources but they need to be reliable sources- Wikipedia is not a reliable source of information. We encourage you to make use of journal articles which can be found via a range of library databases. I suggest you use Expanded Academic ASAP (Gale) database which is located through the Databases section of the library website because it allows you to search a range of journals using keywords. Some of the keywords you should consider are: organisational culture, power in organisations, organisational change, organisations and modernism, organisations and symbolic interpretivism, organisations and postmodernism, etc. You will find an enormous amount of relevant literature. You can also do author searches which can be helpful to locate recent articles by scholars mentioned in the textbook. We also encourage you to make use of the references and further reading suggested by the textbook at the end of each chapter. ‘Citation Linker’ found through the library website is a useful tool to locate some of the journal articles mentioned in the textbook. There is a lot of information out there regarding the topic. 8. Students are NOT allowed to use lecture notes as reference materials. 9. You should look at the assessment sheet found in the course guide. It will give you a feel for the sorts of things we will be assessing. 10. You should also look at the other part of the course guide which outlines the differences between the grades -i.e. what separates a ‘P’ from a ‘C’. A key point to remember in answering the questions is not to be overly descriptive. In answering the question you will need to develop an argument. An argument requires ‘expressing a point of view on a subject and supporting it with evidence’ (see http://www.unc.edu/depts/wcweb/handouts/argument.html) The basic components of an argument include: * Making a claim (informed by relevant organisational theories) * Supporting your claim with evidence

Televisions Positive Effects On Society Essay -- essays research paper

Television's Positive Effects on Society   Ã‚  Ã‚  Ã‚  Ã‚  According to Marie Winn and her essay â€Å"The Plug-In Drug,† television has various negative effects on our society today. In her essay Winn explores the ways in which television has harmfully caused disruptions with the quality of family life, rituals, and values. She recognizes there is a problem with our society and the way in which it is consistently influenced by television. I am able to agree with Winn on this point, but I do not feel that the totality of the influence is negative. Television today has a lot of positive effects and influences on our society and our American culture. Television gives us helpful information, various forms of education, and entertainment which are all a part of the positive effects that television has on our society.   Ã‚  Ã‚  Ã‚  Ã‚  On a day to day basis, the television keeps us informed with plenty of helpful information. We are informed through the television of the latest news, weather, and information which are important in our daily lives. The television often acts as an almanac, dictionary, and an eye into the world around us. It informs us of the most recent happenings around the world within seconds. Such as the O.J. Simpson trial, the Oklahoma City bombing, and the wars taking place in the Middle East. Through TV we can be warned about almost anything from a hurricane approaching to the fact that the stock market is falling. Th...

Fallacy

Racial Domination, Racial Progress Kareen Nalbandian Pasadena City College To look at racism through the Individualistic Fallacy is to look at racism as an individual’s own actions rather than a systematic problem. Throughout the day, choices that many make are dependent upon the beliefs they hold. For example, going to the store and asking the white employee for help rather than the black, to â€Å"feel more comfortable. This act is racist, however as per the Individualistic Fallacy, many who make these simple acts do not think of them as racist because their act was in the subconscious and â€Å"unintentional†, and they believe they held no malice in the act. However, one’s actions do not need to be intentional to be racist; racism is often â€Å"habitual, unintentional, commonplace, polite, implicit and well-meaning† (27).The Individualistic Fallacy focuses on the individual level of racism, where racism only exists in certain people and actions, rathe r than a systematic level, where racism exists in our â€Å"schools, political institutions, labor markets, and neighborhoods† (27). The problem with the Individualistic Fallacy is that although asking a white employee for help is one individual’s actions, that action is influenced by which school they attended, the neighborhood they live in, and by the stereotypes given to different races.The school one attends reflects the neighborhood they live in, and because of the segregation in many neighborhoods, some people do not interact with people of other races often, thus feeling more â€Å"comfortable† with the white dominant race. The stereotypes given to certain races are a result of the systematic level of inequality and oppression that that race has had to endure. Thus, the choices that many make throughout the day, though dependent upon the beliefs are hold, those beliefs are ultimately influenced by the systems of racism. Feagin, who has his Ph. D. n sociol ogy, said â€Å"racism is not in society, racism is of society†. In reference to the Individualistic Fallacy, it is difficult to look at racism as the â€Å"psychology† of persons, their beliefs, habits and prejudices, rather than the foundation (system) of society (Juge, 2013). If racism is in society, it should be easy to pick out racist individuals and stop racism, but when racism is of society, it means it is embedded into the systems of America. The Legalistic Fallacy is the belief that racism doesn’t exist because there are laws in place that make racism illegal.However, just as how laws against theft do not stop people from stealing, laws against racism does not mean that racism does not occur every day (28). There are laws set to ensure a fair and â€Å"colorblind† process of hiring employees in a business; however, statistics show nonwhites are much less preferred than whites, and more specifically, black men with no criminal record fared no bett er than whites with a criminal record when looking for jobs (Juge, 2012). Another problem with the legalistic fallacy is that laws are often political in nature.Many laws passed today, although do not explicitly state â€Å"racist†, give way for racism to exist i. e. The War on Drugs, New York’s â€Å"broken window† policy, Arizona’s immigration laws. The War on Drugs and â€Å"broken windows† policy both were passed to reduce deviance in the forms of drugs and criminal acts, however, there have been unequal enforcements of the law by the police department, which is reflected in the incarceration rates of blacks and Hispanics compared to whites.Arizona’s senate bill created to reduce the number of illegal immigrants has led to many unfair detainments and harassment of Hispanic citizens who live in Arizona. These government policies and laws not only refute the Legalistic Fallacy that racism does not exist because there are laws against it, b ut contradicts it a sense that there are now laws that fuel inequality and allow racism to exist. Schools are also segregated and unequal despite laws set against segregation (28). The area in which you live determines the type of education you will receive.Schools are used to ensure who will be doctors and lawyers compared to janitors and gardeners, thus, those who can afford to live in nicer neighborhoods where there are funds for better public education have better chances of future economic success. Consequently, those who live in poorer neighborhoods such as East L. A. where high school dropout rates reach 70-80% have less chances of reaching economic success. However, for those who graduate high school there are more obstacles in finding money to attend a university.This alludes to the fact that the cost of education is not to only get the best people in schools, but to keep some individuals out (Juge, 2012), which is racism in a certain form. School and education in oneâ€⠄¢s early life can determine a lot about the chances and obstacles an individual would have as he got older. For me, going to a private Armenian school in my younger years gave me the capital I needed to be successful throughout my high school and college years, which I otherwise would not have received going to the public school in my neighborhood.The Armenian culture stresses respect of elders, being close-knit to your family, and putting school and education of utmost priority. These ideas provided me with the knowledge I needed to be successful in the â€Å"real world†. Being respectful of your elders, an idea that would seem to be quite obvious, is not practiced by many teenagers in this generation, but because respect was so important for me to have when I was younger, I have the â€Å"know-how† to know how I should approach professors, law enforcement officers, and job employers, giving me an advantage when dealing with certain situations.High school and college are the years where you have fun and go crazy, which can result in less focus in school, and the domino effect of too much fun, terrible grades, using too much drugs, and then dropping out. Being raised in an Armenian family where your family is extremely close to you, although can’t prevent you from having fun, can prevent you from going too far down the hole to where you can’t get back out. When I transferred from the Armenian school to Pasadena High School in 10th grade, I spent the first year finding out of my surroundings, and in 11th grade, I was ready to experience things I hadn’t growing up in a private school.Through the end of my 11th grade year and halfway through my senior year, the levels of deviance I had reached had begun to get serious, and had it not for how I was raised and the support of my mom, I would have not graduated. Religion, specifically Christianity, is also a big part of Armenian culture. No matter which religion you follow in your current life, the religion you grew up with has certain effects on you. For me, the hope and the understanding of myself I learned through Christianity as I was growing up stuck with me even when I stopped following the religion.The same values I was taught from my culture as a child, along with the religious anecdotes, helped my transition from high school to college to be balanced. I know how to interact with different people, I understand myself in ways most people have not been able to find yet, and I have my family to push me back in the right path when they see I have strayed too far. In terms of Eurocentrism, the fact that there are many private Armenian schools in southern California, and because of what I know about the pride of Armenian people, I can see that what I was taught growing p reiterates the belief many Armenians hold that the Armenian culture is â€Å"better† than others. Many times when discussing things such as moving out from the family home, recent cr ime in our neighborhood, or the troubles many youths find themselves in, my mom would point out how other races do no support their family how Armenians do, certain crimes Armenians wouldn’t do that other races would, and how I should be thankful for being part of the Armenian culture for those reasons.My mom’s statements show her favor of Armenians before whites and nonwhites alike. References Desmond, M. , & Emirbayer, M. (2010). â€Å"Race in the 21st Century. † Racial domination, racial progress: The sociology of race in America (1st ed, pp. 27-28). New York: McGraw-Hill Juge, T. (2012-2013) Class Lecture Notes.

Coffee and Starbucks Background

Fourthly, the threats of substitute product is very likely to be high as coffee, juices, soft drinks, tea and many more can be easily substituted. In the mean time, consumers can also choose to go to pubs and bars and spend their time or to meet up to substituted struck. Lastly, the threat of competitor rivalry of struck in high as there are many presence of strong impetigo with deep pockets like Mcdonald's, coffee beans and dunking donuts. Not forgetting hundreds of small local coffee shops and houses fighting for the same market share. 7.Recommendation Based on the SOOT, PEST and Potter five forces that is conducted, I have made several recommendations. We can use concentric diversification to further expend the firms by making or obtaining new product and services which are related to the business. This is good for the business because it will bring down the cost and the main competencies can be move the the new business. Struck can also choose to use acquisition or restructuring diversification process to purchase other firms Or even merge with other firms to gain market share or even expend into a new market.Struck might also think of using differentiation strategy which involves conveying products and services that customers recognize as unique or special and must be better than what other people are doing in the same market. 8. Conclusion This is the completion of the environment analysis on struck in Singapore that have conducted. All in all with the SOOT analysis proves that struck s a very attractive company and struck is a very experienced company.PEST analysis that is conducted also proves that Singapore is a very safe and reliable country to invest in. Although Potters five forces shows that the industry is not very adjective but it also have some big limitations in today's market environment. Market environment sometimes changes as fast as we can anticipate but Potters five forces and other analysis can only serves as a guide to management to enab le them to think as a beginning for farther analysis. And vie made three suggestions base on all the analysis conducted.

rigoletto essays

rigoletto essays I attended the opera Rigoletto at the New York State Theater. Rigoletto was composed by Giuseppe Verdi and it was first performed in 1851, during the Romantic period. Act I of Rigoletto starts out in duple meter and sounds very dramatic, as if something dark and mysterious is going to happen. I think the dynamics play a role in this mood because of the constant changing from loud to soft. This act starts with an overture since the beginning is instrumental. All of a sudden, still in duple meter, the music turns lively as if the first part had nothing to do with it and the texture becomes homophonic as the opera singers come in. The music is lively because the Duke is holding a party. At the party, the Duke leaves with the Countess of Ceprano and Rigoletto, the court jester, starts making fun of the Count of Ceprano. The Count gets angry and hears that Rigoletto has a young lover so the Count plans to kidnap her. Towards the end of the party, the Count of Monterone enters and accuses the Duke of seducing his daughter. The Duke has him arrested and Rigoletto makes fun of him also. The Count then sings an aria where he is cursing both Rig oletto and the Duke. After the party, Rigoletto goes home to Gilda, who is really his daughter, not his lover. He talks to her for a while and then leaves. The Duke then enters and, posing as a student, seduces Gilda until he hears some noises outside and leaves. Upon his departure, Gilda sings an aria in coloratura about her new lover. The noise happens to come from the men who are planning to kidnap Rigolettos lover. Rigoletto returns unexpectedly so they blindfold him and lead him to believe that they are kidnapping the Countess of Ceprano for the Duke. The act ends with the trumpets in full blast as Rigoletto hears his daughter calling for help and he realizes what has happened. In Act II, the music starts out in duple meter, changes to triple meter, and goe...

What Is the PSAT Test Everything You Need to Know

What Is the PSAT Test Everything You Need to Know SAT / ACT Prep Online Guides and Tips Most students know what the SAT is,but what is the PSAT? Sure, it's got"SAT" in its name, but is the PSAT actually connected to the SAT? More importantly, how does the PSAT test work and what is its purpose? In this article,we’ll answer your most pressingquestion: what is thePSAT test?We'll start by explaining the meaning of PSAT and whystudents typically elect to take it. We'll then go over the logistics of the test and how PSAT scoring works. Finally, we'll finish with a brief discussion about how important PSAT scores actually are for students. What Is the PSAT? How Is It Connected to the SAT? To start, what is the PSAT test? Cosponsored by the College Board and National Merit Scholarship Corporation (NMSC), the Preliminary SAT/National Merit Scholarship Qualifying Test (NMSQT)- often shortened to PSAT- is a standardized testtargeting 10th and 11th graders in the US. Every year, approximately3.5 million students take the PSAT test at various high schools. But why take it at all? As it stands, the PSAT is heavily connected to the SAT.One of the test's primary purposes is to act as a precursor to the SAT- as the name suggests, as an SAT practice test. Thus, thePSAT and SAT heavilymirror each other in regard tocontent, structure, and even scoring. But the two tests aren't identical. Here are some majordifferences between the PSAT and SAT: The SAT hasan optional Essay section, whereas the PSAT does not The PSAT is slightly easier than the SAT There are fewer questions on the PSAT than there are on the SAT Now, let's jump back to the"NMSQT" part of the full PSAT name. In addition to being a preparatory test for the SAT, the PSAT is a qualifying test for the National Merit Scholarship Program. In other words, PSAT scores determine students' eligibility for National Merit scholarships.Each year the top 1% of 11th-grade PSAT takers becomeSemifinalists. Of these, about 7,500 go on to win scholarship money. Finally, what about the PSAT 10 and PSAT 8/9? The main purpose of these two tests is to prepare students for the PSAT/NMSQT and eventually the SAT. Nearly identical to the PSAT/NMSQT, the PSAT 10 is only offered in the spring and is specifically geared toward 10th graders. As a result,the PSAT 10 is slightly easier than the PSAT/NMSQT. Additionally, because only 10th graders can take the PSAT 10, this test cannotqualify you for National Merit. The PSAT 8/9, on the other hand, targets even younger folks- you guessed it: 8th and 9th graders- and is administeredin the fall and spring. Unlike both the PSAT 10 and PSAT/NMSQT, the PSAT 8/9 uses a different scoring scale and is both shorter and easier than the PSAT 10. Why Do Students Take the PSAT? 10th and 11th graders take the PSAT primarily forthe following three reasons: To practice for the SAT:One of the most common reasons students, especially juniors, take the PSAT is to get familiar with the layout and content of the SAT, which is often required for college admission. The PSAT provides students with the opportunity to get a feel for the SAT, and helps them identify potential strengths and weaknesses. To secure a National Merit distinction or scholarship:The other major reason students take the PSAT is to try to win a National Merit scholarship. Each year about 1.6 million juniors enter the National Merit competition viathe PSAT. Of these test takers 16,000 will become Semifinalists, and of these Semifinalists 15,000 will become Finalists. In the end,7,500 entrants will each win a $2,500 scholarship along with the (extremely prestigious) distinction of National Merit Scholar. To prepare for a second attempt at the PSAT (if taking it as a sophomore): The final reason students take the PSAT is to practice for the PSAT as sophomores before taking it again as juniors. Although sophomores aren’t eligible for National Merit,taking the PSAT earlycanincrease your shot at getting a high PSAT score- and a coveted National Merit scholarship- later on. One thing should be noted, though: at some high schools, the PSAT is mandatory for certain grade levels or groups of students. This means that some studentswill take the PSAT simply because they have to. Even if the test is required by your school, your PSAT score will never affect your GPA or your chance of getting into college. Bonus: Aiming for a National Merit Scholarship? If you're not sure you can self-study your way to a qualifying PSAT score, you'll love our PSAT prep program, PrepScholar. We designed our program to learn your strengths and weaknesses through advanced statistics and customize your prep to be as effective as possible for you. When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty PSAT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Where and When Is the PSAT? Unlike the SAT, you do notget to choose your test center; rather, you register for and take the PSAT test at your own high school (or a nearbyschool, should your school not offer it). If you’re uncertain whether your school will be administering the PSAT, or if you'd like to look for a list of schools in your area that will be administering it, use the College Board’s school search tool. Sowhen can you take the PSAT? The PSAT is administered every autumn, usually starting in early or mid-October, on three dates: A primary date A Saturday date An alternate date Again, you donot get to choose when you take the test. Instead, your school will decide on which date it will administer the PSAT. By far the vast majority of schools hold the PSATon the primary date. To confirmyour school's PSAT test date, consult your counselor. Here is the anticipated 2019 official PSAT testing schedule: Primary Date Saturday Date Alternate Date Wednesday, October 16, 2019 Saturday, October 19, 2019 Wednesday, October 30, 2019 Source: The College Board How Much Does the PSAT Cost? The PSAT costs $16, butthis price varies depending on the school. Some schools might cover all or part of this fee, making the test free for students, whereas others might require students to pay more so asto compensate for the hiring of test proctors. Your school (or the school at which you're taking the PSAT test) should give youinstructions on how to pay for the testand by when you'll need to submit your payment. Most schools request PSAT payments from students by around September. Note that you will neverneed to pay the College Board directly (that’s theschool’s job!). If you can’t afford the test fee, you might be eligible for a PSAT fee waiver. Feewaivers are typically available to low-income 11th graders only. To see whether you qualify for a waiver, consult your counselor. Only schools- not students- can request fee waivers from the College Board. What Does the PSAT Cover? The PSAT, which underwent a redesign in 2015 to accompany the 2016 SAT redesign, is extremely similar to the SAT in bothform and content. There are three sections on the PSAT: Reading, Writing and Language (hereafter "Writing"), and Math. (AsI mentioned, there's no optional Essay section on the PSAT.)Each section appears only once on the PSAT in a predetermined order: (1) Reading, (2) Writing, and (3) Math. Similar to theSAT, the PSAT Math section consists of two subsections: a No Calculator subsection on which you may not use a calculator, and a Calculator subsection on which you may use a (pre-approved) calculator. Most questions on the PSAT are multiple choice. The only exceptions are the Math section's grid-in questions. For these questions, you must come up with and write in your own answers. According to the College Board, 17% of PSAT Math, oreight questions, are grid-ins. Belowis the general breakdown of the PSAT. You can see when eachsection appears on the test, how much time you’ll havefor each section, and how many questions there are.Foran even better idea of what’ll be on the PSAT, I suggest looking atanofficial PSAT practice test. PSAT Section Order on Test Time Allotted # of Questions Reading 1 60 mins 47 Writing and Language 2 35 mins 44 Math No Calculator 3 25 mins 17 Math Calculator 4 45 mins 31 How Is the PSAT Scored? The total PSAT score range is 320-1520 in 10-point increments.This score consists of your Math score and your Evidence-Based Reading and Writing (EBRW) score, both of which are scored on a scale of160-760.(EBRW is a combination of the Reading and Writing sections.) These two section scores are actually your scaled, or equated, scores.Buthow do you getthese scores? On the PSAT, you start off with three raw scores, one each for Reading, Writing, and Math.A raw score is equal tothe number of questions you answered correctly. You do not lose any points for incorrect answers! Your raw scores for each section are then converted into test scores on a scale of 8-38through a special equating process described in our guide to PSAT scoring. It should also be noted here that thesetest scores, when combined and multiplied by 2, give you yourSelection Index score, which the NMSC uses to determine eligibility for the National Merit competition. Your Math test score is multiplied by 20 to give you a scaled Math score out of 760. Similarly, your Reading and Writing scores are combined and multiplied by 10 to give you a single scaled EBRW score (also out of 760). In addition to section scores, you’ll be givensubscores and cross-test scores. These scores are the same as those on the SAT and indicate your mastery of specific skills. Subscores have a score range of1-15,whereas cross-test scores have a score range of8-38. Here is a list of the sevensubscores on the PSAT test: EBRW Command of Evidence Words in Context Expression of Ideas Standard English Conventions Math Heart of Algebra Problem Solving and Data Analysis Passport to Advanced Math And here are the twocross-test scores on the PSAT: Analysis in History/Social Studies Analysis in Science At present,the average PSAT score is 1014 for 11th graders and 934 for 10th graders. A good PSAT score for you, though, will depend on what your PSAT goals are. If youhope to qualify for National Merit, you’ll need a score thatplaces you in the top 1% of test takers foryour state. A good PSAT score could also be any score in the75th percentile or higher, or simply any score similartowhat you'll need on the SAT to get into the colleges you're planning on applying to. But in the end, does your PSAT score really mean anything? Does Your PSAT Score Actually Matter? The truth is that your PSAT score is far less important than your SAT (or ACT) score is. This is mainly because the PSAT isn't used for college admissions. Moreover, your PSAT score has no effect on your GPA, so if you really don’t want to take the test, you don't actually need to (unless it’s mandatory at your school). The only major function of PSAT scores is to win scholarship money and the honor of National Merit Scholar. But unless you’re actively aiming for National Merit status, your PSAT score isn't actually that important. Nevertheless, if you’re hoping to eventually secure a high SAT score, approaching the PSAT with diligence will be critical for your success. Why? You see, PSAT scores directly translate into SAT scores.So a 1400 on the PSAT equals a 1400 on the SAT, a 900 equals a 900, and so on. In short, your PSAT score acts as a predictor of your SAT score. Of course, your PSAT score doesn’t take into account any additional time you’ll spend studying for the SAT, so it's not likely going to be 100% accurate. But whatyour PSAT score does offer is a clear idea as towhere you’re currently scoring and how much of an improvement you’ll need to make in order to hityour SAT goal score. Simply put,you can use yourPSAT score as your baseline SAT score,making it a fairly useful (and thusimportant) score to know. Summary: What Is the PSAT? Is It Important? The PSAT/NMSQT, or PSAT, is a practice test for the SAT that's offered every fall for10th and 11th graders. Italso serves as a qualifying test for the National Merit Scholarship Program, which awards $2,500 scholarships annually to high-scoring 11th graders. You must register for thePSAT test at your own school (or a nearby school) and take it on the test date chosenby your school. The testfee is $16, but this cost varies depending on the school. Fee waivers are usuallyavailable to low-income juniors. The overall structure and content of the PSAT is similar to that of the SAT.There are three sections (Reading, Writing, and Math) that combine to give you a score between 320 and 1520. PSAT scores directly correspond toSAT scores,meaning a score on the PSAT will always equalthe same score on the SAT. Ultimately, how important your PSAT score is depends on what you planto do with it.If you want toqualify for National Meritor eventually get a high SAT score, it's critical that you get a good PSAT score. But if not, your PSAT score won't hold much significance for you or anyone else. In any case,your PSAT score will always be far less important than your SAT (or ACT) score will be! What’s Next? Want to learn more about thePSAT?Check out our expert guide to the PSATfor an extensive overview of everything you'll need to know about the test and what's on it. Confused about PSAT scores?Our in-depth analysis of the PSAT score rangetakes aclose look athow the PSAT is scored andexplains howyou can usethis knowledge to your advantage. Readyto register for the PSAT?Follow our step-by-step guide to learn how the PSAT registration process works as well as how it differs from theSAT registrationprocess. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

(Organizational Behaviour) You are asked to write an essay focusing on

(Organizational Behaviour) You are asked to write an focusing on ONE of the themes explored in the course. In support, you should make reference to at least two of the exhibits reproduced below - Essay Example This paper intends to deal with the issue of post bureaucratic organizations and the concern of flexibility with them. This new form is defined as a hybrid form of organizational structure and offers â€Å"insight into the intrinsic difficulties involved in the refurbishment of large complex organizations† (Josserand, Teo & Clegg, 2006, pp. 54-55). The form of post-bureaucratic organization has grown significant in the recent years (Erickson et al, 2009, p. 144). This term had been devised in the 1980’s (Corporate Planning and Strategic Human Resources Management, n.d). The structure of a post-bureaucratic organization exceeds the traditional bureaucratic organizations in the sense that in these newer structures facilitate the handling a vast range of conditions. Post bureaucratic organization allows a â€Å"flexible and self-(re-)fashioning enactments of work and self† (Iedema, 2003, p. 53). The â€Å"elements of an organic structure† (Josserand, Teo & Clegg, 2006, pp. 54-55) are combined with more internalized as well as indirect forms of control. Post bureaucracy is no t entirely achievable in its pure form. Some organizations adopt a post-bureaucratic rhetoric as well as maintain the traditional structural hierarchies. But it often creates â€Å"tensions between post-bureaucratic aspirations and traditional work practices† (Iedema, 2003, p. 2). Enhancement of the transparency of work is one of the key goals of the post-bureaucratic organization. This is to be achieved through â€Å"knowledging, communication and interaction† (Iedema, 2003, p. 193). It is aimed at changing the practices that lead to the maintenance of preset benchmarks, standards and other meta-discursive constructs. This calls for proper communications within and among teams and verticals. This increases the credibility of the organizations and improves the level of efficacy of