Lack of parking in asu campus Essay Example | Topics and Well Written Essays - 1500 words

Lack of parking in asu campus - Essay Example The university receives over 2000 visitors a day. The parking space cannot accommodate all vehicles hoping to park on the campus. Students park outside the university premises in order to reduce the problem of congestion and high parking fee. They park at a distance of 15 minutes to 1hour’s walk to campus. Some of the students are now forced not to come with their vehicles to school. I propose ASU to reduce the cost of campus parking and provide additional parking. Different plans have been laid down to solve fee payment of the vehicle. Generally, the students of ASU should not be involved in paying the parking fee. The university authority has also tried to solve the problem through instituting fines on those who fail to pay the parking fee, putting up more buildings and shades for parking. I think that there is no need for raising fee payment for parking to the students of the ASU since the university should cater for their issues. Parking the vehicles outside the campus compound is not safe for parking since it is risky (Todd Web). I therefore, wish that the institution should reduce payment fees to the students than to the visitors. However, there is no need for the campus students to pay for the parking fee since they are entitled to use the campus resources simply because they pay the fee. ASU entered in to a contract with a private developer to begin constructing a hotel and a conference centre on Mill Avenue and University Drive (Arizona State University Web). This was done in order to create more space for students’ recreation and parking. Parking and Transit Services was established to curb the complex parking situation at the campus. The regulations are published and made law in all the premises of ASU for easy utilisation of the parking spaces (Yara Web). The university authority assigned the duty of providing parking areas on the campus, imposing fines and collection of

Organizational Change Models Research Paper Example | Topics and Well Written Essays - 750 words

Organizational Change Models - Research Paper Example In any of the cases, better management is the key to achieving the desired goal. Organization development aims at increasing the effectiveness and productivity of a business through the employment of different strategies (Nelson, 2011). This will include the different techniques that help workers and the organization as a whole to cope with the changing environment for a better performance of the institution. This will thus enable firms to achieve their goals and meet the laid objectives faster. The importance of transformation in the modern environment practically assures that organizations which do not transform will rapidly becomeâ€Å"corporate dinosaurs†, headed for destruction since they no longer fit the current environment (Kates & Galbraith, 2007). To manage the change, leadership, worker involvement and incentives that aid to overcome resistance to change are the key focus. The concept of organizational change is one of the key elements that determine whether businesses survive and strive well in the market. The world is increasingly changing and this calls for firms to employ measures to easily cope with the changing environment. There are those short term and long term measures that need to be employed for effective change to be witnessed by an organization. It is a three phase model that was invented by Kurt Lewin. The Lewin’s Three-step Change Model functions as a short term strategy to cope with the changing market. It focuses on three major steps: unfreezing- moving and refreezing as shown in the figure below. In this stage, the organization is prepared for change. It involves identifying any resisting forces for the change ready to be implemented. This will be helpful according to the Lewin’s model in identifying mechanisms for change which will strive even with the resistance (Miner, 2011). Unless there is motivation for change in an organization, development would not take its

Gender Issues in the Workplace

Gender Issues in the Workplace Introduction This paper seeks to define what is meant by gender issues in the workplace in relation to underlying tensions, indirect prejudice and unfair practices which often are perceived but continue without full recognition or sufficient direct management of the problem. It proposes to question pre conceived notions of success based on qualities such as ability and skill and rather seeks to uncover the more tacit business environment; known but never fully appreciated in relation to career advancement and company progression. A number of conflicting theories proposed by both feminist scholars and male business analysts exist on this subject which makes it both a complicated and contentious discussion. It is also one that can justify the way in which workplace failings and successes can be interpreted from a number of angles where gender bias is concerned; politically, psychologically, socially and academically. Typically gender inequality is a much deeper perception involving social hierarchys and preconceived notions of what men and women are capable of in terms of leadership and management. It is important to distinguish what is traditionally meant by advantage and disadvantage in an organizational setting and in the context of gender. Some examples might include; an employer may not hire, promote or wrongfully terminate an employee based on his or her gender, or that an employers pay is unequally based on gender, some employers show discrimination towards pregnant female workers, female employees are passed over for promotion in favour of more junior, less-qualified male co-workers. (Sahu, 2009) However looking at discrimination in its broader sense there is a widely held argument that as white and male it is easy to become invisible in society; to go unacknowledged and unrecognized, but once visible as a consequence of being labeled as say black, homosexual, a woman†¦individuals ca n adopt a greater empowerment just by being different (Robinson, 2000, Phelan, 2008, Haraway, 1999) In 1994 a popular American journal, Business Week published an article which stipulated; White, male and worried: White men still dominate corporate America. But in companies with aggressive diversity programs they are beginning to feel angry and resentful. What should companies do? (Burke and Black, 1997: 933-942) From such theorizing it is possible to engage with the notion that perhaps by being ‘invisible this can perpetuate both political and social exclusion. World Modern History since the 1960s has witnessed the rise of Civil Rights, womens liberation, gay liberation and a more growing acceptance of diversity has resulted in the decentralization of the white male (Robinson,2000 :2) and a culmination of all these things could be attributed to a crisis in masculinity of sorts. In contrast Virginia Schein et al propose that men and women do not lead or manage any differently in the work environment, but that they are perceived in different ways and that effectiveness as a male in a leadership role is something which is automatically attributed to them. Whereas women who exhibit the same behaviours as men are not judged as being as authoritative or having the same skills, because this is what we traditionally perceive inherently about men and women. (Sinclair, 2005:25) And just as peopl e can make themselves invisible in the work environment, so too can they make themselves visible. Being ‘visible represents a tangible ‘surface state, one in which someone can be seen to be visibly being excluded or different. At a deeper more conceptual level then there is a power to become ‘invisible, often as a consequence of trying to attain the male norm. (Simpson and Lewis, 2005:1253-1275) Caution however must be exacted when considering these theories which could also be used as a means to essentially make excuses for racist or prejudice practices in the workplace. (Pierce, 2003:53-70) Other theorists of invisibility consider this to be a covert way of preventing either women or black co-workers to progress. That the ‘backlash felt by white male men is actually a means to subjugate ‘minorities in the work place even further. Scholars such as Nicholson conform to theories such as the Patriarchal culture which is instilled in men and women through a process of socialization from a very early age. For example that men are better than women in sport, or that men make better surgeons etc. (Nicolson, 1996:108) There is a definite counter-argument where some previous traditional theories of invisibility have evolved. For example some research determines that men have become to think of themselves as being without gender, largely because they are oblivious to, or choose to ignore that invisibility generates inequality. Thus the invisibility of gender experienced by men generates the inequalities that are constrained by gender. That essentially many men are in possession; for whatever reason, of a number of structural privileges and power within the organizations that they work in and that by confronting their participation in maintaining inequality between themselves and women, that they should take responsibility for liberating themselves rather than blaming their problems on women. (McKay, 1997:11) Many men continue to disregard the notion of male privilege creating an invisibility of the problem itself. The more this invisibility is encouraged the more gender problems will continue to esc alate. (Johnson, 2005:157) Basically there is a strong argument to suggest the very fact that men in the workplace are perpetuating patriarchy and gender inequality, is because they are in denial of it and therefore the problem itself becomes invisible. Issues remain across all ‘minority workplace discriminations. Barriers continue to exist despite western laws on equal opportunities and fair working practices. Essentially there should be no barriers to succeeding. And yet for black, disabled, gay, women or other traditionally marginalized workers there continues to be a significant problem where acquiring progressive job positions exists, indicating that there are a number of unseen issues and opinions being made below the surface and continue to remain invisible. (Hesse-Biber and Carter, 2005:75-78) A recent research study of female engineers in the work environment was conducted in an attempt to illuminate this complex ‘in/visibility paradox. The women engineers could be seen to be at once both ‘visible as women but ‘invisible as engineers. This contradiction then adds yet another element to the discussion, but also helps to explain why it is difficult to retain women in engineering roles. Their ‘invisibility as engineers can be attributed to the fact that they require considerable effort to be taken seriously in this particular job, thus undermining their overall confidence. As ‘visible women they face enormous contradictory pressures to ‘become one of the lads, whilst maintaining their femininity and these in/visibility dynamics get taken for granted at the same time as building a cumulative and problematic outcome, not least because they are subtle and taken for granted. (Faulkner, 2009:169-189) Similarly another recent relevant journal article relays the findings of a small-scale project which involved a study of men who moved over into what has traditionally been considered ‘womens work. One immediate outcome apparent in all ten men was experiencing the challenges of feeling emasculated and having their masculinity queried in a number of ways and in a variety of situations. The way in which the men managed these challenges is particularly interesting as they all attempted to maintain their masculinity and their traditional persona associated with masculinity by distancing themselves from their female co-workers. (Cross and Bagilhole, 2002:204-226) Thus potentially making themselves ‘invisible to the situation. This provides some further interesting light on the notion of visibility and invisibility in organizational structures. That men resolutely continue to re-enforce their gender and identity regardless of whether it is challenged or not, but in such a way that they make themselves invisible in the process. Might this then suggest that men will go to any lengths to maintain their dominant gender, even when they are performing those roles traditionally considered ‘womens work? Whilst it may also represent juxtaposition for the behaviour of women, often criticized in the work place for their defensiveness or ruthless behaviour. Perhaps women in turn are masking their femininity in a bid to be taken seriously or remain ‘invisible as they feel threatened by the challenges men pose. Conclusion What can be concluded from this complicated analysis is that it still remains difficult to determine whether invisibility exists, or whether it is a means of simply not seeing or acknowledging gender differentiation. Are male workers unaware of the fact that they are inherently patriarchal, or is it women who continue to see them in this way as they traditionally remain challenged and psychologically subjugated by their male co-workers? This might then suggest that there is no real suppression of gender taking place in organizations, but rather most women and men are defensive about their jobs and careers. This is a highly problematic area that continues to demand further research and a ‘rethinking of gender stereotypes for both management and workers generally. (Mavin et al, 2004:293-303) What is apparent from this study is the degree with which both men and women ‘play out their insecurities whilst both hiding and exposing elements of visibility and invisibility depending on the circumstances. Invisibility, as has also been outlined in this document poses a much wider conceptual problem. The problem of barriers that exist not just with individuals but with whole organizations, those that choose to promote the types of people they consider suitable to the organization itself and therefore creating their own invisible discriminatory practices. A complex system of psychological interactions can impact on the way in which people generally make themselves visible or invisible within an organization. There are many contributing factors, some of which have been explored throughout this document and many of which require considerable future research. It is clear that gender based priviledge exists. This is a reality in terms of the statistics which reflect the number of men in positions of power in contrast with the often lower salaried lesser roles adopted by women. But as to whether who is putting who at a disadvantage may be dependent on a whole series of contributory factors such as the culture and size of the organization itself, the way in which the individuals working in that organisation have been socialized and what values and expectations they have been encouraged to appreciate from birth. Bibliography Burke, R, J, Black, S (1997) Save the Males: Backlash in Organisations, Journal of Business Ethics, Volume 16 Cross, S. and Bagilhole, B. (2002) Girls Jobs for the Boys? Men, Masculinity and Non-Traditional Occupations, Gender Work and Organization, Volume 9, Issue 2 Faulkner (2009) Doing gender in engineering workplace cultures. II. Gender in/authority and the in/visibility paradox, Engineering Studies, Volume 1, Issue 3 Haraway, D (1999) Gender, Race and nature in the World of Modern science: Routledge and Kegan Paul Hesse-Biber, S, N, Carter, G, L (2005) Working Women in America: Oxford University Press. Johnson, A, G (2005) The Gender Knot: unraveling our patriarchal legacy: Temple University Press Lewis and Simpson, (2010) Revealing and Concealing Gender: Visibility in Gender and Organization Research: Palgrave Macmillan Mavin, S, Bryans, P, Waring, T (2004) Gender on the agenda 2: unlearning gender blindness in management education, Women in management Review, Volume 19, Issue 6 McKay (1997) Managing gender: affirmative action and organizational power in Australian, Canadian and New Zealand Sport: SUNY Press Nicolson, (1996) Gender, power and organization: a psychological perspective: Routledge Phelan, P (1993) Unmarked: The Politics of Performance: Routledge Pierce, J.L. (2003) Racing for Innocence: Whiteness, Corporate Culture and the Backlash Against Affirmative Action, Qualitative Sociology, Volume 26, Issue 1 Robinson, S. (2000) Introduction: Visibility, Crisis and the Wounded White Male Body in Marked Men: White Masculinity in Crisis: Columbia University Press Sahu, R, K (2009) Gender Discrimination in the Work Place, Internet article available from: http://www.scribd.com/doc/22571816/Gender-Discrimination-in-Work-Place, date accessed, 13/01/10 Simpson, R. and Lewis, P. (2005) An investigation of silence and a scrutiny of transparency: Re-examining gender in organization literature through the Concepts of Voice and Visibility, Human Relations, Volume 58, Issue 10 Sinclair, A (2005) Doing leadership differently; gender, power and sexuality in a changing business culture: Melbourne University Press

Essay --

Project management techniques and project planning tools play an important role in any tasks where different possible outcomes are possible; where risk of failure exists. To avoid this failure we need planning options, organizing resources and events to deliver a successful event. Tasks of a Project Manager: †¢ Feasibility Analysis (4 days): It provides the basis for developing a concept in to business plan and subsequent business start-up. It has three part †¢ Technical Feasibility (2 days): The purpose of the technical feasibility step is to verify that the product will achieve its end status and to confirm that there are no production obstructions. †¢ Financial Feasibility (1 days): It shows that proposed plan has a cash flow quantity and quality to allow the project sponsor recover the amount invested in the project. †¢ Organizational Feasibility (1 days): It checks how well the proposed plan supports the objective of an organization’s strategic plan for information systems. †¢ Project Modelling (1 week): This is the designing phase where the manager need to decide how the en...

Positive Child Guidance (Managing Challenging Behaviour – Tantrums and Biting)

Focus It is important to remember that almost all young children display stages of â€Å"inappropriate† or challenging behaviours such as biting, tantrums, clinging or hitting at various times in their development. These behaviours are usually short-lived and typically improve with guidance and age. There are some children, however, whose challenging behaviours may increase and result in injury to self or others, cause damage to property, interfere with acquiring new skills and/or social isolation.This report investigates the possible causes for challenging behaviors (focusing primarily on tantrums and biting) in infants, toddlers and young children and positive child guidance strategies that are important as the basis for intervention and prevention. It is important to intervene in such a way that appropriate, pro-social behaviors are taught, modeled, and reinforced to ensure lifelong success. 18 June 2011 J M Badenhorst-Awasthi ID: 20090950 Introduction On average about 10 % of children younger than five display challenging behaviours (Tremblay, 2000).There has been an increase of children exhibiting challenging behaviours serious enough for parents and teachers to get concerned about disrupting family functioning and classroom routines (Powell, Dunlap and Fox, 2006). It is necessary for parents and teachers (adults) to work collaboratively in identifying causes of challenging behaviour and implementing relevant positive child guidance strategies that will promote pro-social and acceptable behaviour (Kaiser and Rasminsky, 2003). Pro-social / Acceptable BehaviourConroy and Brown (2004) highlight the following skills or pro-social behaviours that children should acquire before the age of five (on average): Getting along with others Following directions Regulating and identifying emotions Conflict resolutions / solutions Persisting on a task Engaging in social conversations Cooperative play Positive Child Guidance [PCG] An increasingly familiar term in th e field of Early Childhood Education is â€Å"Positive Child Guidance†. PCG techniques, instead of Punitive Discipline Techniques are endorsed by experts as the best way to respond to challenging behaviour (Flicker and Hoffman, 2002; Miller, 2007).PCG is a process wherein adults use certain strategies, e. g. reasoning, giving choices, problem-solving, negotiation and redirection, when dealing with challenging behaviour (Miller, 2007; Porter, 2003). Challenging behaviours (e. g. tantrums and biting) are seen as an opportunity for negotiation, learning and resolution, instead of something that requires children to be disciplined or punished for (Berk, 2006; Miller, 2007). Factors that influence challenging behaviour According to Flicker and Hoffman (2004) there are various factors that influence challenging behaviour: ? ? ? ? ? Emotional: boredom, anxiety, low self-esteem, fear, overstimulation Family: sibling rivalry, divorce, domestic violence, abuse Classroom: overcrowding, too much clutter, excessive noise Physical: hunger, fatigue, illness, soiled nappy Learning difficulties: speech and language, ADD/ADHD Environmental: poor housing, poverty, community violence Before deciding on the most effective guidance strategy it is very important for adults to consider the (potential) contributing factors. PCG is not a â€Å"one-size-fits-all† approach.It involves developing a close, trusting relationship with the children and parents and â€Å"individualizing† approaches (Kaiser and Rasminsky, 2003). TANTRUMS Definition A tantrum / temper tantrum is an emotional outburst, usually associated with children that are in emotional distress. Typical characteristics are crying, screaming, defiance, anger, stubbornness, ranting, resisting attempts to be pacified and sometimes hitting or kicking (Kaiser and Rasminsky, 2003). Tantrums most commonly happen when children believe (wrongly or rightly) that their wants (not necessarily their needs) are not bei ng met (Ministry of Education [MoE], 1996).Typically tantrums will occur in children aged between 16 months and three / four years (Berk, 2006). Influencing Factors The physical environment may affect young children’s behaviour, e. g. inadequate space, noise levels and traffic patterns in the classroom (Miller, 2007; Strain and Hemmeter, 1999). Classroom schedules and routines may be a factor. Children need routines but with some flexibility. It is often the transition times that prove most problematic (Miller, 2007).Children might learn (after the first tantrum) that it is an effective way to get what they want and therefore keep repeating this behaviour (Kaiser and Rasminsky, 2003). Tantrums might occur when a child wants a toy that is being used by another child (jealousy) (Conroy and Brown, 2004). Often tantrums will happen when an adult says â€Å"no† to a child e. g. when changing or leaving an activity or fun place (e. g. when it’s time for tea / lunch) o r when asked to do something they don’t want to do (e. g. cleaning up) (Tremblay, 2002). A CNN Health Report concluded that there are neurological influences for tantrums.The prefrontal cortex, (part of the brain), which is responsible for emotional and social regulation is not yet developed in children and they are therefore less likely to have the required skills to negotiate a more controlled behaviour (New Freedom Commission on Mental Health, 2003). Positive Child Guidance Strategies Teachers should make use of observations to establish which factor(s) is/are influencing tantrums. Only by understanding the factor can appropriate strategies be applied (Miller, 2007). There should be minimal disruptive transitions and fair warning before it occurs.Ensure children know the routine. Teachers should model and praise appropriate behaviour (Miller, 2007). Adults should not give up / give in when a child has a tantrum. Children might learn that a tantrum is an effective and immed iate means of getting what they want. Other children might learn and copy this behaviour (Alter and Conroy, 2006). Careful planning is very important. Teachers should identify potential triggers and formulate solutions in advance (MoE, 1996). Children with a tendency for tantrums should be encouraged to do relaxing activities such as water play, play dough or the sandpit.It is inappropriate to expect toddlers to sit for long periods of time or to engage in large group activities. It is better to arrange short, engaging mat times and small group activities (Slee and Hemmeter, 1999). It is important to have enough toys so that all children have an opportunity to play at the same time. Some centres will deliberately have less toys to encourage problem-solving and negotiation skills. Through observations teachers should identify high interest toys and possible tantrums (Kaiser and Rasminsky, 2003). BITING DefinitionBiting is a distressing and common behaviour for children aged between f ourteen months and two years (Kaiser and Rasminsky, 2003). Influencing Factors Probably the most common factor for biting is that children of this age are frustrated when they are unable to use words to communicate their needs or wants. Toddlerhood is a time of strong emotions and few words. It is a time of many changes and the feelings (coupling these changes) can sometimes lead to biting (Berk, 2006). Changes that bring about strong emotions and stress can makes children more prone to biting, e. g. otty training, transitioning to a different room (age group in the centre) or a new sibling (Conroy and Brown, 2004). Sometimes infants and young toddlers might bite when they are teething. Biting eases the irritation and pain of teething (Berk, 2006; Kaiser and Rasminsky, 2003). Hunger and thirst could also be an influencing factor (Berk, 2006). Infants use biting and sucking as a means of exploring and making sense of the physical world. Most objects (that is big enough) will go into an infant/ toddler’s mouth (Slee and Hemmeter, 1999). Sometimes children bite when they actually want to kiss someone (Conroy and Brown, 2004).Biting may occur when children are seeking attention. This behaviour mostly causes disturbance and focuses the adult’s attention on the child who bites. Children could also investigate / experiment the cause and effect of biting – seeing / testing what will happen when biting (Conroy and Brown, 2004). Positive Child Guidance Strategies It is important for adults to talk to the child and acknowledge that these changes can be difficult and give the child the opportunity to express their feelings appropriately (Berk, 2006; Alter and Conroy, 2006). Teachers can ask the parents if the child has a favourite â€Å"teething toy†.For toddlers a teething ring / toy can be pinned to their clothes (attached to a short string) and older children can carry a toy in their pockets. Adults should encourage children to use it when t hey feel like biting. Some children are comforted by a frozen teething toy as this numbs the area and eases discomfort more. For infants and toddlers the adult can wet a cloth and put it in the freezer. The child can easily suck and chew on this (Kaiser and Rasminsky, 2003). Toddlers and young children should not go for more than two hours without food.It is also important that adults regularly offer children liquids as well. To ease late morning tendency of biting adults can offer a mid-morning snack that is crunchy and chewy such as pretzels, rice crackers or biscuits (Slee and Hemmeter, 1999). Adults should ensure that the objects that infants play with are not small enough to swallow. To measure the size of objects try fitting it inside a toilet paper roll. If it fits then it is too small. Adults should ensure that appropriate teething toys are available (Slee and Hemmeter, 1999). Teach children the appropriate way of showing affection.How to kiss or hug can be taught. Children should first be taught to consider whether children want a hug or kiss. Adults should teach children to listen to the words that people use when they don’t want to be kissed (Conroy and Brown, 2004). To teach the child who has bitten empathy get him/her involved in calming and caring for the person who was bitten (e. g. getting an ice pack). If they see the obvious pain and discomfort and adults asking prompting questions it might discourage a child from biting again (Porter, 2003). Factors and Strategies for both Tantrums and BitingThere are some factors that may lead to both tantrums and biting which include boredom or frustration when children are not adequately engaged with peers, teachers or materials and activities in the centre or at home. Adults should ensure that the materials and activities are engaging, challenging and entertaining for all ages and stages of development. Children should be given a choice of activities which may minimize boredom or frustration (Port er, 2003). Feelings of jealousy or the need for love / attention could also cause tantrums and biting. It is important that adults treat each child equally and fairly.Adults should be consistent in PCG strategy so children can know the boundaries, expectations and acceptable behaviour (Flicker and Hoffman, 2002). . There is a relationship between language inefficiency and challenging behaviours. Children with a language inability will often use tantrums or biting (although inappropriate) to communicate their needs (Hemmeter and Ostrosky, 2006). Hyter (2003) suggest that adults should help develop language skills through songs, repetitions and reading books (See Appendix C) so that children can express themselves verbally instead of resorting to tantrums or biting (Porter, 2003).Conclusion This report highlighted various factors that influence challenging behaviour (tantrums and biting). For this reason adults (teachers and parents) should work collaboratively in identifying the infl uencing factor(s) and applying the most effective and appropriate prevention and intervention strategies to increase compliance and the child’s development of self regulation and appropriate pro-social behaviours (Berk, 2006; Fox, Dunlap and Cushing, 2002; Kaiser and Rasminsky, 2003; Miller, 2007 ).

Responding Techniques

Responding and summarizing begins with using active and responding where I preview the author’s background as well as the writing context. Summarizing accurately and objectively represent key ideas. A summary cites the author and title, quotes key phrases or sentences directly and describe the main ideas and feature of a text. Responding is critiquing the ideas in the text. Responding technique gives responses that may agree or disagree with the argument in the text.Responses may analyze the argument, organization or quality of evidence in the text; and/or they may reflect on assumptions or implications. Summary includes main ideas and key features while a response includes my reactions, comments and questions. A summary gives a reader an objective and condensed account of the main ideas and features of a text while a response. A response should include own perspective, experiences, attitudes and beliefs that will guide in a particular response.To make it effective, a response paper effective, I need to say what I think and show why I think so. The response should show the relationship between my opinions and the argument in the text. A response requires analyzing the effectiveness of the text, agreeing or disagreeing with the author’s ideas and interpreting and reflecting on the text. Responses must be supported by evidence, facts, examples and details.Personal experience, evidence form the text and other texts form supporting evidence for good responses. In responses, there is need for in text citations like sentences and phrases. Ideas from other books, essays and articles are relevant. Usually, summary appears first and then the reader’s response. The two parts are carefully integrated where the response focuses quickly on the main idea summarized. Use a clear transition from the summary and response or integrate both the summary and response throughout.

Free Essays on Strom Thurmond

Introduction Senator Strom Thurmond was the oldest and longest serving member of the United States Senate despite unpopular opinions. Ole’ Strom (McWhorter, Diane http://slate.msn.com/id/2085087) fought relentlessly, making history time and time again for what he believed best served those who elected him for â€Å"forty seven years and five months† cnn.com/2003/ALLPOLITICS/06/26/thurmond.obit/. He was a man known for his sexual harassment tendencies, segregationist’s views, and his inability to lead South Carolina out from the racial bias that envelops us. The fact the he remained in the Senate for so long â€Å"says much about the racial chasm that still afflicts American society. It also says something about the voters of South Carolina† (Ibbitson, John commondreams.org/views02/0107-04.htm). By March 30th 1869, ratification of the Fifteenth Amendment of the United States Constitution guarantees that all people regardless of race, creed, or color, â€Å"shall n ot be denied or abridged† the right to vote (nps.gov/malu/documents/amend15.htm). Then how is it that we, the American People, can allow one man to remain in a Senate seat for nearly a half a century with such conflict-ridden social tendencies. Body Most people know Strom Thurmond as the oldest, longest reigning Senator, however, very few people know the man behind the office. James Strom Thurmond was born at the turn of the century, in the segregated south, on December 05, 1902. After graduating from Clemson College in 1923, he became a teacher and quickly rose to the job of county school superintendent. He did not go straight into politics. He studied law with his father, and in 1930, was admitted to the South Carolina bar (Clymer, Adam. The New York Times Co). After being elected Eleventh Circuit judgeship in 1933, he was awarded the opportunity to become known statewide and broaden his political contacts (www.strom.clemson.edu... Free Essays on Strom Thurmond Free Essays on Strom Thurmond Introduction Senator Strom Thurmond was the oldest and longest serving member of the United States Senate despite unpopular opinions. Ole’ Strom (McWhorter, Diane http://slate.msn.com/id/2085087) fought relentlessly, making history time and time again for what he believed best served those who elected him for â€Å"forty seven years and five months† cnn.com/2003/ALLPOLITICS/06/26/thurmond.obit/. He was a man known for his sexual harassment tendencies, segregationist’s views, and his inability to lead South Carolina out from the racial bias that envelops us. The fact the he remained in the Senate for so long â€Å"says much about the racial chasm that still afflicts American society. It also says something about the voters of South Carolina† (Ibbitson, John commondreams.org/views02/0107-04.htm). By March 30th 1869, ratification of the Fifteenth Amendment of the United States Constitution guarantees that all people regardless of race, creed, or color, â€Å"shall n ot be denied or abridged† the right to vote (nps.gov/malu/documents/amend15.htm). Then how is it that we, the American People, can allow one man to remain in a Senate seat for nearly a half a century with such conflict-ridden social tendencies. Body Most people know Strom Thurmond as the oldest, longest reigning Senator, however, very few people know the man behind the office. James Strom Thurmond was born at the turn of the century, in the segregated south, on December 05, 1902. After graduating from Clemson College in 1923, he became a teacher and quickly rose to the job of county school superintendent. He did not go straight into politics. He studied law with his father, and in 1930, was admitted to the South Carolina bar (Clymer, Adam. The New York Times Co). After being elected Eleventh Circuit judgeship in 1933, he was awarded the opportunity to become known statewide and broaden his political contacts (www.strom.clemson.edu...