Organisation Structure Essay Example for Free

Organisation Structure Essay The structure is totally centralized. The strategic leader makes all key decisions and most communication is done by one on one conversations. It is particularly useful for new (entrepreneurial) business as it enables the founder to control growth and development. They are usually based on traditional domination or charismatic domination in the sense of Max Webers tripartite classification of authority. [edit] Bureaucratic structures Weber (1948, p. 214) gives the analogy that â€Å"the fully developed bureaucratic mechanism compares with other organizations exactly as does the machine compare with the non-mechanical modes of production. Precision, speed, unambiguity, †¦ strict subordination, reduction of friction and of material and personal costs- these are raised to the optimum point in the strictly bureaucratic administration. †[5] Bureaucratic structures have a certain degree of standardization. They are better suited for more complex or larger scale organizations. They usually adopt a tall structure. Then tension between bureaucratic structures and non-bureaucratic is echoed in Burns and Stalker[6] distinction between mechanistic and organic structures. It is not the entire thing about bureaucratic structure. It is very much complex and useful for hierarchical structures organization, mostly in tall organizations. [edit] Post-bureaucratic The term of post bureaucratic is used in two senses in the organizational literature: one generic and one much more specific [7]. In the generic sense the term post bureaucratic is often used to describe a range of ideas developed since the 1980s that specifically contrast themselves with Webers ideal type bureaucracy. This may include total quality management, culture management and matrix management, amongst others. None of these however has left behind the core tenets of Bureaucracy. Hierarchies still exist, authority is still Webers rational, legal type, and the organization is still rule bound. Heckscher, arguing along these lines, describes them as cleaned up bureaucracies [8], rather than a fundamental shift away from bureaucracy. Gideon Kunda, in his classic study of culture management at Tech argued that the essence of bureaucratic control the formalisation, codification and enforcement of rules and regulations does not change in principle.. it shifts focus from organizational structure to the organizations culture. Another smaller group of theorists have developed the theory of the Post-Bureaucratic Organization. [8], provide a detailed discussion which attempts to describe an organization that is fundamentally not bureaucratic. Charles Heckscher has developed an ideal type, the post-bureaucratic organization, in which decisions are based on dialogue and consensus rather than authority and command, the organization is a network rather than a hierarchy, open at the boundaries (in direct contrast to culture management); there is an emphasis on meta-decision making rules rather than decision making rules. This sort of horizontal decision making by consensus model is often used in housing cooperatives, other cooperatives and when running a non-profit or community organization. It is used in order to encourage participation and help to empower people who normally experience oppression in groups. Still other theorists are developing a resurgence of interest in complexity theory and organizations, and have focused on how simple structures can be used to engender organizational adaptations.

Impact of the Media in America :: Media Argumentative Persuasive Argument

Impact of the Media in America Imagine that you have a younger brother who has an obsession for video games. At the same time, you have a sister who is very fond of a particular music group. Your brother buys a video game, which has a massive amount of violence in it, and plays non-stop. Now imagine a week later after the day he purchased the game. He finds a gun located in your family's storage, takes it to school, takes aim at a fellow student (Like in the game, except not against students) and fires. Your innocent little brother has just transformed from a video game loving freak, to a brain washed homicidal killer. Your sister on the other hand buys her favorite band's new CD and begins listening to it relentlessly. You overhear a passage of one song while passing by her room that states a very provocative message about drug use; you think it's a little bit inappropriate, but you continue walking. Later during that same week you come across a marijuana-smoking device while searching for the phone. Has the music corrupted the mind of your sweet little sister and prohibited her decipher of right from wrong? And is the video game producer at fault for the death of the young student that was committed by your younger brother? Though it may be hard to say so from a standpoint of a relative, the answer is undoubtfully "no." Though there have been recent studies conducted by many organizations such as NBC, ABC, and CBS, which were in relation to the made-up incident above. One of which I saw personally was an experiment conducted by the Army and covered by NBC. The Army had soldiers play a virtual reality simulator in order to simulate a real battle sequence and give them the feel for the "real deal" of shooting enemies. The object of this experiment was to give soldiers not so much the urge to kill but to sort of aid them in the process of actually firing on and killing another human being. However, there is a big difference between video games, which are used for entertainment, and the program, which was used for firing training that I just mentioned.

Development as a second language teacher

Teaching a second language means teaching a language to learners who are not originally natives to that language. This form of instruction can either be carried out in the learner’s own nation either within the public school system or privately for instance in a part time language school or with a private tutor. The teachers can either be native or non-native speakers of the language. Teaching techniques Reading There is an increasing popularity in teaching that uses literature targeting the young children and teenagers.Teenager oriented literature provides simpler resources especially the reading material printed by major publishers and mostly gives a more comprehensive method than the one found in the adult literature (Tarone et al, 2009). Communicative language teaching Communicative language (CLT) concentrates on interaction as both a technique and an objective of learning a second language. The method is also described as the communicative approach to the instruction of f oreign languages or the communicative method.CLT is often found to be a response to the audio-lingual method (ALM) and a complementation or advancement of the notional-functional syllabus (Tarone et al, 2009). Blended learning Blended learning is an arrangement that incorporates both classroom teaching and online interactions and is also called CALL or computer-guided language learning which is realized through a virtual learning environment. Input and input processing Input and input processing are major components of developing a second language or second language acquisition.The term input describes all the information that the learner actually processes from the information offered to them. It is not possible to acquire second language without input and input processing. Acquisition models vary in the kind of input which is found to be the most significant factor to second language acquisition. Induction models view acquisition as a product from informal message-centered input w hile instructional models view formal instruction as a significant component of second language acquisition.Any of the acquisition models recognizes the direct relationship between language input which the students are exposed to and the language output they deliver. When input is offered by interaction in natural environment learners concentrate majorly on trying to comprehend and produce a message and end up acquiring the second language as a coincidence. Conversely, if learners emphasize on the language itself, they pick the language intentionally. The above analysis of input however suggests that input is always available to the learners whether in their conscious state or otherwise.Though the intention to learn is not vital to the learning process, attention to the input is essential to begin processing the input in order to acquire or develop the second language (Tarone et al, 2009). Social cultural perspective in language learning A social cultural viewpoint in language learn ing is based on theoretical assumptions and empirical investigation of learning acquired from different fields including human development, linguistic anthropology and social theory.According to this viewpoint, language development starts with an individual’s social world which encompasses a diverse mix of regularly appearing goal-oriented intellectual as well as practical activities. Through the learner’s direct involvement in the activities as well as transformations in the learner’s life, the structural components of language are acquired together with communicative intentions and particular perspectives of the language. It is though ultimate internalization of self-regulation of the particular methods of achievement of success in the activities that characterizes growth in language acquisition.From this view point, learning is regarded as the process of altering the patterns of participating in particular social practices among the communities as opposed to internal assimilation of structural features of language structures. Since schools are significant social setups, the activities constituting their classrooms are regarded as fundamental sites of learning a second language (Tarone et al, 2009). Classroom interaction Classroom interaction is a method in which learning is achieved in classrooms.In language classrooms, interaction assumes a significant role in language acquisition in that it’s both a medium of language acquisition as well as an object of educational attention. By interacting with each other, learners and teachers form a common body of knowledge. They also establish mutual understanding of their functions and relationships and the values and anticipations of their participation as members in the classrooms. This implies that through interactions, learners and teachers socialize into specific understanding of what constitutes the formal curriculum.The forms of interactions also assist in describing the values by w hich individual learners achieve their targets (Duff, 2000). Peer-to-peer dialogue in language acquisition In mutual dialogue, learners share ideas to solve linguistic challenges and/or construct language or ay information about language. Language mediates this activity as cognitive equipment to process and control meaning formulation and also as a social equipment to convey information to others. This implies that any word spoken can be viewed as both a process as well as a product.Peer-to-peer dialogue is important in all the four skills acquired in second language development, that is, reading, writing, speaking as well as listening. Peer-to-peer dialogue can thus be considered as a mediator to second language learning (Oxford, 1993). Value of reflection and reflective teaching Reflection or critical reflection describes an activity or procedure whereby an experience is remembered, considered and assessed normally in regard to a wider purpose.It is a reaction to past experiences and entails conscious recall and assessment of the experience as a basis for valuation and decision making and a directive for planning and plan execution. Reflective teaching has various approaches which include study of oneself and others, group teaching and exploring ones perspective of instructing through writing. In spite of the approach chosen, three parts that are a component of the method include: the event, recollection of the event and review and reaction to the event (Abbott, 2000). Errors and error correctionLearning of a second language involves Errors and error correction. Error analysts differentiate between errors, which are logical, and mistakes, which are not. They are concerned with identification of errors in the acquisition of second languages. An error can be categorized as a basic error, covert errors, overt errors or domain. They can also be classified on the basis of the level of the language. The classification of an error is very important since its correc tion is possible if it is positively identified (Corder, 2001). Qualities of a good second language teacherA good second language teacher is a pre-requisite to the learning of a second language. A good and qualified teacher will motivate the learners by making the lessons more interesting and educational. A good second language teacher should have the appropriate qualification and education. For instance, it is not obvious that a person whose native language is English is necessarily capable of teaching English. Teaching the language requires special training to equip the tutor with the necessary skills appropriate for teaching the language.Qualified tutors should have a firm knowledge of linguistics, language skills and the modern teaching methodologies and theories. The tutors should consistently keep themselves updated, for instance, by extensive or wide reading and participating in language conferences (Tarone & Swierzbin, 2009). Dedication and sense of humor A good second langu age teacher should have a passion for teaching and should be dedicated to the teaching career. The tutor should teach with the intention of making a difference in the learner and assist them to learn.A good second language teacher should not be solely be motivated by money but should have the inner motivation to teach and help. Motivation by money would imply that the tutor is more interested with acquiring money rather than the needs of the learners. The teacher should possess a good sense of humor. Such a teacher will be able to make the learning enjoyable and fun (Tarone & Swierzbin, 2009) Four skills in second language acquisition Listening Listening is the language skill which students mostly find the most difficult to comprehend. This is as a result of the students’ feeling that they not compelled to learn every word.To realize their objectives in relation to this skill, the tutor plays a significant role that is described by the following steps: first, it is necessary to assist all the learners prepare for the listening task properly before the text is introduced to them. It is therefore necessary for the tutor to make certain that the learners comprehend the language they require to finish the task and are fully informed of their expectations in the course. The learners need to be reassured that it is not necessary that they comprehend every word but most of the words especially the common ones.The next significant step is to encourage the learners to anticipate the words they would hear. In real life, the condition, the speaker, and the image clues all assist everyone to decipher oral messages (Duff, 2000). Speaking In teaching the speaking skill, the tutor must take into consideration that the language input used in the instructional process is higher than the level of the language production anticipated from the learners. Learners especially those in primary schools should be exposed to several speaking activities to enable them participate w ith little verbal response.At higher levels however, learners are motivated to start to manipulate language and convey themselves in a clearer and more personal means. In the primary school for instance, the two major speaking activities utilized are: songs, chants, and poems to encourage learners to imitate the model they hear on the cassette. Other activities are the game and pair work activities which should at all times emphasize on a particular model. These motivate the learners to start to manipulate the language by exposing them to certain amount of choice, although within a supposedly controlled situation (Duff, 2000).Reading In order to make reading a relaxed and interesting activity as opposed to a boring and tedious duty, it is significant to ensure that the learners do not struggle to read every word they come across, whether they are skimming for the wording for general meaning or scanning it to look for particular information. At this point, the teachers should select texts while considering the difficulty level. They should also consider the interest of the learners as well as their humor so that the learners are encouraged to read as they would do with their native language.The selected texts should be motivating enough to keep the learners entertained as well anxious to read and learn more of the language. As far as the listening activities are concerned, it is significant to invest more time preparing for the tasks by utilizing illustrations (Duff, 2000). Writing In the lower levels, EFL learners progress from writing secluded words and phrases, to short paragraphs about some specific topics or very common topics like family, home, and hobbies and friends. Since most of the learners at this level are unable to either linguistically or intellectually create written text from the start.The writing activities mainly show towards the end of a course to enable the learners have adequate exposure to the language and practice of the major structures and vocabulary they require. At this point, the learners work will invariably contain errors. The teacher should be more sensitive in the correction process and not focus much on every error that is identified. A piece of written work that is full of correction work is de-motivating and usually counter-productive. In as much as possible the learners should be encouraged to make corrections in their own work (Duff, 2000).Difficulties to the learners Language instructing practice often presumes that most of the difficulties that students encounter while learning the language are as a result of the level to which their native language varies from the second language.. An indigenous speaker of Chinese may for instance encounter more difficulties than an indigenous speaker of German, because German is closely related to English more than Chinese is. This may also apply to individuals of any first language intending to study any other language.Language learners commonly make mistakes esp ecially syntax and pronunciation mistakes due to the influence of their first language like mapping its grammatical structure inappropriately onto the second language, pronouncing certain sounds wrongly or with difficulty and confusing certain aspects of the vocabulary, referred to as false friends. This is known as first language transfer or language interference (Richards & Renandya, 2002). Conclusion A good second language instructor is a significant factor when learners are studying a second language.It has generally been agreed that great tutors are those that still recall what it was to be a learner and treat the learners as equals. When teaching a second language, the tutor must establish an open, free and close relationship with each of the learners and motivate the quieter ones or the slow ones to gather enough confident and courage. The teacher should have enough patience and appreciation and an understanding that everyone can make mistakes. Being in a position to teach a second language is the most rewarding job since it involves assisting learners to advance and communicate abroad (Richards & Renandya, 2002). References Abbott, M. (2000). Identifying reliable generalizations for spelling words: The importance of   Ã‚   multilevel analysis. The Elementary School Journal 101(2), 233-245 Corder, S. P. (2001). The significance of learners' errors. International Review of Applied   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Linguistics, 5, 160-170. Duff, P. (2000). Repetition in foreign language classroom interaction. Mahwah, NJ: Lawrence Erlbaum Oxford, R. (1993).Research on second language learning strategies. Annual Review of Applied Linguistics 13:175-187 Richards, J. C. & Renandya, W. A. (2002). Methodology in language teaching: an anthology of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   current practice. Cambridge: Cambridge University Press Tarone, E., Bigelow, M. & Hansen, K. (2009). Literacy and Second Language Oracy. Oxford: Oxford University Press Tarone, E., & Swierzbin, B. (2009). Exploring Learner Language. Oxford: Oxford University    Press

Structural Functionalism And Conflict Theory - 972 Words

The sociological perspective is a way of looking at the world through a â€Å"sociological lens†. In order to best use the sociological perspective, it is important to use a â€Å"beginner’s mind†, which is essentially seeing things in a new light and leaving behind all preconceptions. The macro level of the social world examines large-scale social structures, while the micro level of the social world involves face-to-face and small-group interactions. Both macrosociology and microsociology attempt to better understand society, groups, individuals, and institutions. Some sociological theories are better at explaining the social world at a macro level than they are at a micro level, and vice versa. Structural Functionalism and Conflict Theory are best for macrosociology while Symbolic Interactionism is best for microsociology. The purpose of this paper is to explain how the sociological perspective has helped me better understand the social world on both a macro a nd micro level. Structural Functionalism is the idea that society is a unified whole that functions because of the contributions of its separate structures. In structural functionalism, society is a stable, ordered system made up of interrelated parts or structures. Also, each structure has a function that contributes to the continued stability or equilibrium of the unified whole. In order to better understand Structural Functionalism, it is important to point out that a structure is a social institution that is relativelyShow MoreRelatedStructural Functionalism And Conflict Theory1882 Words   |  8 PagesShort Answer Questions 1) Based on your readings, in class lectures, notes and discussions, in one to two paragraphs for each, describe and explain the analytical tenets of a) Structural Functionalism; b) Symbolic Interactionism; and c) Conflict Theory. Structural Functionalism aims to understand society in an objective way. It views society as an entity that is â€Å"objectively real†. It emphasizes the unity of society, and how individuals perform roles and how these roles are vital in meeting theRead MoreStructural Functionalism and Conflict Theory1541 Words   |  7 PagesStructural Functionalism amp; Conflict Theory Karl Marx and Max Weber were the first conflict theorists in the 19th and early 20th centuries. Following Marx and Weber were three mid-20th century conflict theorists: Lewis Coser, Ralf Dahrendorf, and Randall Collins. Coser draws his theoretical ideas from Simmel. Like Simmel, Coser maintains that conflict is healthy for society. In contrast, Dahrendorf combines theoretical ideas from Marx and Weber. Dahrendorf sees power as the main feature in allRead MoreConflict Theory Vs. Structural Functionalism978 Words   |  4 PagesConflict Theory vs. Structural Functionalism, this is like a fight between conservative and liberal. Structural Functionalism is a sociological theory that focuses on the structures of society and their functional significance (positive and negative consequences) for other structures (Ritzer, 2013). In another word, Structural Functionalism focuses on hierarchy, high position in the society. The theory is based on the belief that a person who held a high posit ion like doctor or lawyer should getRead MoreStructural Functionalism, Neo-Functionalism Conflict Theory System3328 Words   |  14 PagesStructural Functionalism, Neo-Functionalism Conflict Theory System Theory The origin of sociology developed and took place in Europe during the early eighteenth and nineteenth centuries. The factors that led to the development of sociology are industrial economy, the growth of cities, and political change. Europe was changing from agriculture to factory production. Masses of people moved to the cities in search of work. In cities people met anonymity, crowding, filth, and poverty. The IndustrialRead MoreSociological Theories, Conflict, Structural Functionalism And Symbolic Interaction1588 Words   |  7 Pagesmethods of killing by parents were with â€Å"personal weapons,† such as choking, beating, or drowning. Caucasian men and women between the age of 20 to 30 middle and lower class parents are likely to commit filicide. Three sociological theories, conflict, structural functionalism and symbolic interaction explain the different aspects of the family institution and the problem of why these types of crime occur. Observation of the family, not just the infant may detect a problem before it turns into a criminalRead MoreEssay about Structural-Functionalism and Conflict Theory2741 Words   |  11 PagesTheories in sociology provide us with different perspectives with which to view our social world. A perspective is simply a way of looking at the world. A theory is a set of interrelated propositions or principles designed to answer a question or explain a particular phenomenon; it provides us with a perspective. Sociological theories help us to explain and predict the social world in which we live. Sociology includes three major theoretical perspectives: the structural-functionalist perspectiveRead MoreFunctionalism Vs. Conflict Theory1349 Words   |  6 PagesFunctionalism vs. Conflict Theory There are four known sociological theories and or theoretical perspective, and they are structural functionalism, conflict theory, symbolic interactionism, and feminism. These theories explain various aspects of social life through different perspective (OpenStax College 17). Some of the theories might view social life in a micro perspective, macro perspective or even both and each view might be completely opposing to each other, but it also has its pros and consRead MoreTheories And Nature Of Human Behavior951 Words   |  4 Pageshuman behavior is by how people view society. There are three major theories that provide a lens to compare how and individual see their environment. â€Å"A theory is a set of ideas that attempts to explain the known facts of a subject in a way that makes sense† (Claerbaut, 2015). The three major theories are sociology are structural functionalism, conflict theory, and symbolic interactionism. Structure functionalism â€Å"is a macro-level theory that views a society as a complete unit, in much the same way oneRead MoreStructural Functionalism : A Sociological Perspective1096 Words   |  5 Pagesview the world differently; either as structural functionalism, conflict theory, or symbolic interactionism. Each one of these refer to the world inversely. Some view the world as situations just work out, or it is continuously in conflict, or the world is just primarily a place where people have relationships. Structural functionalism best describes the view of the world and varies roles that are played by different people. Structural functionalism is a theory that views society as a complete unitRead MoreSociological Theories And The Structural Functional Theory1356 Words   |  6 PagesSociological Theories: Compare and Contrast The Structural-Functional theory definition: Two theorist who were major contributors to the structural functional theory where Herbert Spencer and Robert Merton. Also known as functionalism, it is a framework for building theory that views society as a complex system whose parts work together to promote stability and solidarity. Important concepts in the perspective of functionalism include social structure, social functions, latent functions and manifest