Generations Essay -- Sociology, Baby Boomers

Generations at Work The dynamics associated with working with people in an office, department, or organization are difficult to classify or explain. Also, personalities, positions, ages, and values are all aspects of how people relate in order to get the job done. Moreover, each generation brings elements and distinct predilections to the work environment. Thus, the four generations represented in today’s workforce is examined. My Generation People born between 1946 and 1964 are classified in American society as baby boomers. I found out in my thirties that I was part of this generation. While I had heard of the term growing up it never occurred to me that I was a member, especially since I barely qualify. According to a survey conducted by Pew Social & Demographic Trends Project, baby boomers are the gloomiest generation. Moreover, their outlook on everything from health, finances, and quality of life is bleak (Cohn, 2008). However, some experts refute this assessment. They maintain baby boomers also referred to as the â€Å"Me† generation, are competitive, self-sufficient and are called are considered workaholics. Hence, their serious work ethic prompted many to remain in the workforce longer than expected. Consequently, baby boomers stay on the job in some capacity typically as part-time workers to sustain a certain level of income to support hobbies and other non-career interests (Cordington, 2010). Clearly, some baby boomers have a sense of despair heightened by a combined dread of aging and loss of income (Cohn, 2008). Although this generation’s median household income is more than adults 25 to 44 ($53,000) and adults 65 and over ($30,000), transitioning to a fixed income with increased medical bills is... ... â€Å"While older workers make more errors, perhaps due to declining physical attributes, they hardly make an severe errors, perhaps due to more experience,† (Fernandez, 2011, p.1). Ironically, the skills older workers have are too specific and unique to fit the needs of today’s multi-layer positions. Therefore, multi-dimensional, computer savvy younger workers, weaned on cutting edge technology are preferred (â€Å"The New York Times,† 2009). Conclusion The four generations represented in today’s workforce have tendencies perceptions and misconceptions about the other that can hamper work relationships. However, each group brings capabilities, beliefs, and values necessary to make a company successful. Hence, the creativity, innovations, and ingenuity indicative of the American workforce are due in no small part to tolerating the gaps perceived in each generation. Generations Essay -- Sociology, Baby Boomers Generations at Work The dynamics associated with working with people in an office, department, or organization are difficult to classify or explain. Also, personalities, positions, ages, and values are all aspects of how people relate in order to get the job done. Moreover, each generation brings elements and distinct predilections to the work environment. Thus, the four generations represented in today’s workforce is examined. My Generation People born between 1946 and 1964 are classified in American society as baby boomers. I found out in my thirties that I was part of this generation. While I had heard of the term growing up it never occurred to me that I was a member, especially since I barely qualify. According to a survey conducted by Pew Social & Demographic Trends Project, baby boomers are the gloomiest generation. Moreover, their outlook on everything from health, finances, and quality of life is bleak (Cohn, 2008). However, some experts refute this assessment. They maintain baby boomers also referred to as the â€Å"Me† generation, are competitive, self-sufficient and are called are considered workaholics. Hence, their serious work ethic prompted many to remain in the workforce longer than expected. Consequently, baby boomers stay on the job in some capacity typically as part-time workers to sustain a certain level of income to support hobbies and other non-career interests (Cordington, 2010). Clearly, some baby boomers have a sense of despair heightened by a combined dread of aging and loss of income (Cohn, 2008). Although this generation’s median household income is more than adults 25 to 44 ($53,000) and adults 65 and over ($30,000), transitioning to a fixed income with increased medical bills is... ... â€Å"While older workers make more errors, perhaps due to declining physical attributes, they hardly make an severe errors, perhaps due to more experience,† (Fernandez, 2011, p.1). Ironically, the skills older workers have are too specific and unique to fit the needs of today’s multi-layer positions. Therefore, multi-dimensional, computer savvy younger workers, weaned on cutting edge technology are preferred (â€Å"The New York Times,† 2009). Conclusion The four generations represented in today’s workforce have tendencies perceptions and misconceptions about the other that can hamper work relationships. However, each group brings capabilities, beliefs, and values necessary to make a company successful. Hence, the creativity, innovations, and ingenuity indicative of the American workforce are due in no small part to tolerating the gaps perceived in each generation.

Affirmative Action :: essays research papers

Affirmative Action in Higher Education In its tumultuous forty year history, affirmative action has been both praised and attacked as an answer to racial inequality. The policy was introduced by President Lyndon Johnson in 1965 as a method of redressing discrimination that persisted despite civil right efforts and constitutional guarantees. After the passage of Title VII, which prohibits employment discrimination on the basis of race, color, religion, sex and national origin, President Johnson shaped affirmative action through the passage of Executive Order 11246 in 1965. The executive order requires government contractors to "take affirmative action" toward prospective minority employees in all aspects of hiring and employment. On college campuses nation wide, the debate over affirmative action policies started with the implementation of Title VII. Many viewed affirmative action programs as a tool that would not only expand the opportunities of minorities but also play a significant role in diversifying America’s colleges and universities. However, in the late 1970’s, despite its good intentions, flaws in the policy began to show up. Reverse discrimination became an issue, exemplified by the Regents of California vs. Bake case in 1978. Allan Bakke, a white applicant, had been denied admission twice to the University of California Medical School at Davis, while less qualified minority students were being accepted. The medical school had separate admission policies for minority students and reserved and certain amount of spaces specifically for minorities. Bakke had felt that he had been discriminated against and maintained that his rejection violated the equal protection clause of the fourteenth amendment, so he took the University of California Regents to the Supreme Court of California. The Supreme Court ruled that while race was a legitimate factor in school admissions, the use of quotas as the medical school had set aside was not. The most important affirmative action decisions since the Bakke decision were in the landmark 2003 cases involving University of Michigan’s affirmative action programs. Two cases, first tried in 2000 and 2001, were involved: Gratz v. Bollinger, which challenged the University of Michigan's undergraduate admission’s policy and Grutter v. Bollinger which challenged its law school admission’s policy. As Bakke had done before, both Gratz and Grutter challenged the constitutionality of the University’s admission policy, which they argued, was in violation of the Equal Protection Clause of the fourteenth amendment. The Supreme Court upheld the University of Michigan Law School's policy, ruling that race can be one of many factors considered by colleges when selecting their students because it furthers "a compelling interest in obtaining the educational benefits that flow from a diverse student body.

Women and Veiling in Kashmir

WOMEN AND VEILING Traditionally Kashmiri women have enjoyed more freedom than women in other parts of the world. Particularly peasant women and lower class women used to work side by side with men. It was only upper class Syed families who wore burqas to maintain their elite structure and their foreign origin. The nationalist struggle wanted women to be politically mobilized and women found it a liberating opportunity. Their response was overwhelming to the struggle of 1990s. In Rita Manchanda’s ‘Guns and Burqa: women in Kashmir’s conflict’, according to a Kashmiri scholar in women’s studies, Momin Jan, it was in the 14th century that purdah was imposed on Kashmiri society. In Kashmir there was lack of women’s organization working for gender justice and social reform. The organizations which came up in 1970s and 1980s in Kashmir were imbibed with an Islamic agenda. Many elite women who came into politics were through their involvement in promoting Islamic social reform. As far as veiling of Kashmiri women is considered it started in 14th century with the coming of Afghans. They forced women to put burqa and pushed them inside. This didn’t last long; the lower class women resisted this veiling by demanding freedom. However women did hold to manage their role in the economic activities by working side by side with men. They were politically mobilized with Asiyah Indrabi coming on the scene, the campaign to reveil Kashmiri women started. Even many fundamentalist organizations were determined to veil Kashmiri women. Pamphlets were thrown in the women colleges, warning Kashmiri women to wear burqa and Kashmiri (Hindu) girls to wear a tikka. Posters were pasted on the walls of Mosques in different mohallas asking them to veil their women otherwise they would face dire consequences. But the women resisted this thing. Writing under pseudonym, Sara Bano, in a letter to the editor in the daily Al Safa, ‘questioned the legitimacy of linking wearing of burqa with the struggle for freedom and vowed that she would never wear a burqa even if she was killed’. The women did not accept to wear a burqa. But as the support to azaadi grew so the acceptance to purdah was also given. Many women workers were asked to wear burqa or to denounce their jobs. Women like Nayeema Ahmed Mahjoor, a radio-star and executive producer with Radio Kashmir, were under double pressure, to be veiled and to quit jobs denounced as un-Islamic. Nayeema had colour thrown on her by purdah crusaders. People were blindly following the militants what the militants said would be considered as the voice of Allah. Even the people with the modern outlook and thinking would ask their wives to wear burqa. The veiling became compulsory for the women of Kashmir. The emphasis on the veiling of women showed the assertion of men of the control over their women. According to them veiling was necessary for women as this would save them from the humiliating treatment by the security forces. But instead of giving them a sense of security it made them more vulnerable to the security forces. The militants in order to escape from the security forces used burqa. This developed a belief among the security forces that one in every three burqa clad persons was a militant. This led to the humiliation and sexual harassment of women at the hands of security forces. Due to this thing some of the militant groups declared that women need not wear a burqa. But it was for a short duration. Women organizations like DM or MKM started veiling campaign and asked women not to venture out unveiled. Those who disobey these orders had to face the wrath of these outfits. They had green colour thrown on them and also was there the reports acid being thrown on them. Asiyah denied the reports of acid being thrown on the women. Soon the campaign was withdrawn but not before it forced a backlash. Many of the urban and middle-class women turned away from the movement. Asiyah was not able to bring the urban middle-class support for the movement. But we can’t deny the fact that more women are wearing a burqa now than before the insurgency. But as we saw above, women were participants and not passive sites for reproducing a communal identity. This was most obviously reflected in their resistance to coercive veiling. But it was also discernible in women’s ambivalent negotiations with the ‘other’, in this case the Kashmiri pandit.

Summary of findings

Dear Mr. Manager: Below are some of the important discoveries I made concerning people that I and a couple of others in the company will be familiarizing myself with in the coming days. I believe that these details will minimize difficulties in communicating with Cuban locale. Cuba is known as a country both by its cigar and the fact that it is ruled by Fidel Castro. After the collapse of Soviet communism, Cuba still remains to be a Socialist state. What is the people like and how should one conduct him/herself when in Cuba especially doing business in the country? It’s a predominantly Catholic country, with traditions intermingling with culture, sprinkled with African Animist beliefs. The family is all-important; the hub of Cuban life. There is very little gender bias, hence women can hold government positions and can compete. Machismo is not an issue here unlike many of its counterparts in Latin America. Cubans are said to be cordial and convivial hence tourism has exceeded since the 1980s. In fact, it is the only Cuban source for the necessary foreign exchange. Tourism’s increase is quite due to its people; they are affable, very hospitable and generous. In terms of Cuban’s apparel, they are used to casual clothes but short pants in the thoroughfare are generally not their custom. Unless there is a need to attend a formal occasion where it would be typical for men to wear a jacket and a tie, men are otherwise not too formal in their day-to-day interactions, though Cubans love to dress up during their evening socializing events. Even in the cities it’s important that tourists should wear closed shoes since the streets are dirty. Observing time consciousness, Cubans usually have a lot of time to do for all the things that needed to be pursued; hence, that being late is more fashionable than arriving earlier. Meetings allotted for the business nature of the work, Cubans are said to think of the same. They tend to accept being late as part of their natural pride. Since they are relational types of people, they have the understanding that these are all preparations. Though one may arrive in the workplace on time, being late is not a big deal because for them relationships take time. In this mindset, business is built on relationship and so therefore, business will only thrive in that context. Though Spanish is spoken by the population, Cubans have developed different meanings with certain words that had been widely used. To illustrate, it is a big mistake if one mentions the word â€Å"papaya† because this had evolved into what is referred to as the female genitalia. In addition, â€Å"guaguas† simply means city buses. â€Å"The special period† that may be present among their conversations specifically meant the â€Å"time after the soviet fall. â€Å"Adios† has become to many people something with different connotations; it is more than â€Å"goodbye† but it is frequently used as â€Å"hello† communication. Another term is â€Å"Amarillo† which is attributed to traffic policemen and their outfits suited for your ages and â€Å"plan jaba† is a public policy allowing Cuban women who work to do their shopping. People here are conscious of titles, thus, it is perfectly advisable that whatever credentials a person possesses must be duly recognized. If one encourages conversation to take place, families and children are obviously to be good starters and topics that are â€Å"no-nos† are the 1988 grape export scare, politics or the human rights and the activism that pervades in the minds of Cuban citizenry. A guest should avoid using the first name of another until the other invites the other to do so. Calling a person with just only a â€Å"psst-psst† sound is normal for them and is not construed as rudeness. Reference: Foster, Dean. Understanding the Cuban Socialist Experiment. Cuba? Accessed August 1, 2007.   

Gender Segregation in ClassroomÂÂ

Gender segregation in educational institutions has been a subject of great deliberation as well as conflict. Proponents of single-sex schools give religious and orthodox arguments to assert that gender segregation is beneficial for the society on an aggregate level. However, critically evaluating the socio-economic situation of the world at present, one can very rightfully decipher that gender segregation fosters and give rise to gender disparity and inequality which is ultimately detrimental to a society in terms of development and progress. From my initial elucidation on the subject of gender segregation, it can rightly be discerned that I, keeping in view, the contemporary mode of life, is strongly in negation of gender segregation in classroom due to the fact that it gives a great chance for the gender imbalance to thrive and prosper which on the long run is extremely unhealthy for any society in modern times. One of the most important roles that can be played in correcting this state of affair is that of parents. Most of the times, it is no one else but a child's own parents who regards that their daughter/son must be taught separately without the interruption by any student of the opposite gender. Gender differences grow deeper in non-segregated schools and myths regarding men's and women's cognitive differences are highlighted more. One of the strongest reasons that underlie the negation of gender segregation in educational institutions, particularly at an initial school level, is primarily the fostering impact that it has on inequality. In his article entitled â€Å"should boys and girls be taught separately in our schools†, the author Ellie Mulcahy critically analyzes and evaluates both sides of the story; the one supporting gender segregation in schools and the one negating it. According to the author and other experts studying the same dilemma , we can assert that when boys and girls are taught separately in schools, the myths regarding men's and women's cognitive differences are highlighted and inculcated or embedded more strongly and deeply into the young minds of the students. The irony however lies in the fact that these differences have no such concrete basis and are just a form of irrational myths that has long been utilized by male chauvinists to gain advantage over the female specie. The writer further stresses that contrary to the mass believe that gender differences casts an immense impact on learning patterns or preferences, the research has not indicated or proved any such thinking (Mulcahy,2017) . This translates to the at that gender differences originated not biologically but is a result of psychological efforts to devalue a woman and disregard her rights to satisfy male ego. Furthermore, many times parents of the students think it right to segregate girls and boys in relation to the gender myths. David Holthose mentions in his article called â€Å"Gender segregation: Separate but effective?† a statement made by girl and which got affirmation from her parent too saying that girls don't question much when boys are around owing to their shyness. (Holthose,2010). This mindset of parents needs to be altered for good. In addition to this, even if some gender differences occur in learning they can possibly not be generalized and hence are subjected to some individual differences. Therefore, we can assert that co-education helps removing perceived and mythical gender differences in learning processes. Co-education helps avoiding gender stereotypes and the students learn gender fairness. David Holthouse has beautifully dealt with the subject of gender segregation in schools in his 2010 article entitled â€Å"Gender segregation: Separate but effective?†. The entire article is suffused with real life examples and testimonies and thinking of teachers, parents, students and experts and hence provides a holistic understanding of the matter. One of the parents named Mark Jones (his views being cited in the same article) regards that through this gender segregation in schools and supporting this form of education serves to support nothing but irrational ideas about gender coming from the â€Å"dark ages†. Students learn gender fairness when they study in co-educational institutions and the supposed ‘weaker gender' gets a chance to compete. The traditional â€Å"heroic behavior† and â€Å"good character† gets reinforced in single sex schools. (Holthouse,2010). By this we mean that boys in single sex schools are made to learn to be more competitive, aggressive and dominating while girls are trained to be more cooperative shy and quiet. Hence, there is more focus on reinforcing gender stereotypes which ultimately creates noncompetitive and least exposed women in future and it is due to this that the social crimes against women such as domestic violence, sexual violence, and other related crimes against women occur worldwide. The roots of such frustrations against women have a long history and schools serve as an institution where such initial judgments are formed. A stark example is given in the article when the author points out that in one specific 6th grade class in segregated school when boys were asked to brainstorm some words they were all related to action and aggressiveness and the girls were asked to imagine their â€Å"dream wedding cake† thereby indirectly telling them that they must think in the terms of gender. This ultimately keeps them away from developing any form of compassion towards opposite gender. In addition to this, boys took more STEM subjects (Science, technology, engineering and mathematics) and girls were inclined to take softer subjects such as Arts and drama and this is reinforced only in single-sex school setting. Conclusively, we can say safely assume that co-education lead students of both gender compete and remove gender specific expectation and roles.Many parents from the West as well as a lot of Muslim parents regard it good for their children especially the girls to get educated in a segregated school because of the free mixing of girls and boys in coeducational institution which can lead to teenage crimes but since this attitude depends on the nurture, children must not be segregated on the basis of this idea. Eventually they will step into a mix world and this attitude of parents will halt their interpersonal skills.Co-education prepares students to learn how to deal with opposite genders as they ultimately had to face in practical lives. Yet another reason for negating gender segregation is because of the fact that since this world is integrated and a mixture of both genders, students when practically exposed to the world won't find it difficult to settle if they have had a combined education system. Never in this century one could possibly find a road where only women are driving, or a departmental store where only men are shopping, or a club where only men are dancing and hence to survive in the corporate world, gender segregation must be dealt with opposition.The proponents of gender segregation in schools are of the view that because of the difference in the learning patterns of girls and boys, they must be segregated. This view also occurs on an online debating platform called debate.org where in order to support their stance on the subject they were of the view that to reach their maximum potential, girls and boys must be kept separately from each other's influence (Debate.org). In addition to this, the intimacies between girls and boys that occur quite easily in co-educational situations have been cited as one of the arguments against non-segregated schools. Although the latter claim by opposition might be true to some extent as seen in the increase in intimation, it can be controlled by enforcing strict rules and regulations. The former view point of segregating them on the basis of their different learning capabilities serve as a support to the already present gender inequity and discrimination faced by females in work places. Also, once they enter their professional lives, children from segregated schools find it hard to catch up with the mixed environment. According to Emily Martin, Deputy Director of the ACLU Women' Rights Program, gender segregation in schools cannot possibly boost learning by either sex because there has been no proven instance of this claim and the thinking that gender differences in cognitive patterns are there too, has no evidence whatsoever. (Holthhose, 2010. While the intimacy argument can be dealt with the inclusion of strict atmosphere in schools and schooling over maintaining a good distance amongst themselves, the opposition view of gender differences in learning only gives a toll to this social disease of gender inequality.Gender segregation must rightfully be dealt with opposition because it serves as a great propagator of gender inequality, strengthens gender myths regarding differences in the learning pattern, snatches the women right to competition and hence is detrimental to society. Therefore, coeducation must be supported so that gender integration and an ultimate success can be achieved.In the light of above arguments, it can be rightfully discerned that in order to uproot the social vices such as gender inequality and foster a modern growth and improvement in our societies, gender segregation in schools must be opposed. Since parents form a great part of their children's lives, they must treat their children openly and attend workshops or lectures where both can get a chance to work out the conflicts regarding this and enjoy the eventual enlightenment and benefits of it.ReferencesShould schools be segregated by gender? (n.d.). Retrieved February 08, 2018, from http://www.debate.org/opinions/should-schools-be-segregated-by-genderHolthouse, D. (2010). Gender Segregation: Separate but Effective? Teaching Tolerence Issue 36.Retrived from: https://www.tolerance.org/magazine/spring-2010/gender-segregation-separate-but-effectiveMulchay,E.(2017). Should boys and girls be taught separately in our schools? The Guardian ,Opinions. Retrieved from: https://www.theguardian.com/commentisfree/2017/jul/14/gender-segregation-state-schools-disaster-damage-children

Posthumus and Innogene Essay

The following passage is from Shakespeare’s ‘Cymbeline’ Act 4 Scene 2. In the quoted lines Innogen identifies Clotens to be Posthumus due to Posthumus’ garment worn by Clotens. Innogen looks at Clotens’ body and his garments and says â€Å"I know the shape of`s leg; this is his hand†. According to her, his foot is ‘Mercurial’ and thighs â€Å"Marcial’. From the first act the audience is accustomed to see a chaste Innogen who is attracted only to her husband, Postumus. However in this passage Innogene is made to speak admiring words about Clotens which is ironic to the audience. Her instant decision based on the garment is a kind of an amusement to the audience who is aware of the identity of the corpse. Innogene believes that she know Posthumus well enough to identify him without the head or the ‘jovial face’. The audience may expect better judgment from Innogene who till then did show good judgment in choosing Postumus to Clotens. This passage shows that Postumus and Clotens were more similar looking than Innogene would want to believe. These similarities are mentioned by Clotens in â€Å"I mean, the lines of my body are as well drawn as his;† in Act 4, Scene 1(9-10). She tries to see some logical reason for the gruesome murder of her husband. The first possibility that comes to her mind is Pisanio’s involvement. She suspects him to have revealed the details about Posthumous to Clotens. Everyone except Innogene knows that Pisanio has got nothing to do with this murder. Moreover Innogene is unable to think logically, for, if Pisanio was the culprit he may not have helped and sent her in pursuit of Posthumus. She concludes that Pisanio has joined with Clotens to kill Posthumus. In the passage Innogene call Clotens, â€Å"irregulous devil Clotens†. Clotens is interested in marrying Innogen. When he found out that this was not possible because she chose to be the wife of Posthumus, Clotens decided to murder Posthumus and rape her. He goes to the wilderness in search of Posthumous with pure hatred in his heart. Nevertheless he wears Posthumus’ garments while seeking out Posthumus and Innogene. This is ironic that he chose to wear the dress of his opponent in subduing him. He may have thought this would be a nice way to torture Innogene with the thoughts of her dead husband when he uses force on her. This may heighten the misery. This however goes a long way to show the cruel nature of Clotens. On the other hand the audience sees that Posthumus is aggrieved for ordering the death of his wife. He is repentant and tries to seek his own punishment by surrendering as a Roman soldier in to the hand of British troops. During the battle he takes the side of his motherland and protects it from the enemy attack, fulfilling the duty of the son of the soil. Deception in costume plays its part here again when he dresses as an Englishman and fights with Iachimo. Posthumus and Clotens are two opposite forces juxtaposed to bring out their contrasting natures to intensify the final good over evil concept. However Innogenes’ misunderstanding in identifying the corpse is the climax of this parallelism. This is an important scene in this play due to the death of Clotens and his misidentification as Postumous. Clotens has been the shadow of Posthumus throughout the play. At every mention of Posthumus there is a direct comparison drawn with Clotens as both are interested in noble Innogene. Death of Clotens signifies the death of evil and victory of good. However at this stage not all threads in the play are brought to a conclusive end. Moreover the difference between both is so strong that it needs to have a lingering effect for some time until alls well. Hence this scene is a good device to conclude the play in a progressive gradation.

Security and Justice Essay Example | Topics and Well Written Essays - 4500 words

Security and Justice - Essay Example here it untenably treats the prevention of the intentional violations of human rights via other agents over the promotion of human rights and protecting human rights in the instance of suffering initiated by natural causes or the influence of human institutions. So to say that the â€Å"Responsibility to Protect† is a demonstration of global humanity is somewhat illusory. The Responsibility to protect - known as R2P - talks about the duty of states toward their populations as well as all populations that might be at risk of genocide and other mass atrocity crimes. R2P lays down three pillars of responsibility: Pillar One - The responsibility to prevent by addressing root causes of internal conflict. The ICISS deemed this to be a key obligation. Every state has the Responsibility to protect its populations from mass atrocity crimes specifically: crimes against humanity, genocide, war crimes and ethnic cleansing. Pillar Two - The responsibility to react by responding to situations of compelling human need with appropriate measures that could lead to first sanctions, then prosecutions and then finally resort to military intervention. The widespread international community has the obligation to urge and assist individual states in meeting that responsibility by severe means as well. Pillar Three - The responsibility to rebuild, in case a state is noticeably failing to protect its inhabitants. Then the international community should be efficiently prepared to take suitable mutual action by delivering full assistance with reconstruction, recovery and resolution, all in a well-timed and definitive fashion as per the UN Charter. These tenets devised in a report of the International Commission on Intervention and State Sovereignty during 2001 and were approved by the United Nations General Assembly in the 2005 World Summit Outcome Document paragraphs 138, 139 and 140. In January 2009, the UN Secretary-General published a report on application and adherence to the