American Experiences Abroad - Assignment Essay Example | Topics and Well Written Essays - 1250 words

American Experiences Abroad - Assignment - Essay Example Starting with the explorations of Gene Savoy and Christopher Gist, Americans have been able to travel far and wide in the search for the discovery of new worlds. At the inception of a more perspective based thought process, Americans were under the impression that the world was confined to their land; however, when their famous travellers set sail, they discovered and let the people know that there was more to life than just the piece of territory that a group of people were surviving upon. Discovery is an extremely interesting part of life because it talks about finding out information regarding the yesteryears; it involves looking at things that the past left behind, or finding out about new things in life. The best feeling involved with discovery is when one may understand it present on a different territory or land. Americans, like Gene Savoy, have been heavily influenced by archaeology; he alone has been able to discover 40 lost cities in Peru. Peru has history of the Mayan and Inca civilizations which were brought to light primarily under the guidance of Savoy, who discovered Vilacabamba, the place where the Incas had taken their last refuge during the time of the Spanish conquest and he has also been known to be named Gran Pajaten. His expeditions have been recorded in various books and journals which have proved to be extremely helpful for the purpose of both archaeology and exploration. He has, thus, been able to singlehandedly teach American people about the beauty of being able to discover more; he was able to condemn the notion of living with a single view regarding life and not going out and finding out more about life. In his wake, more and more explorers began to travel to far off destinations like India, Japan, China and other Asian countries, in order to settle with their lives there and find out more about the local extracts of these places. For example, there are a number of Americans that have settled in India today; this is because they hav e been able to find refuge in aspects of life like yoga, worship of the divine individual, self realization and actualization etc. Americans are also fascinated by the medicinal use of the marijuana plant in parts of India which helps them to think and wander around plains and foothills, meeting new people and living a new way of life. They say that this helps them to connect more with nature and helps to provide a stark difference from living within the hustle and bustle of the cities in America. Heavy industrialization, they say, has taken the charm of living for oneself away completely in the modern world, thus, they roam in order to change their lifestyle and live a more happy life, which they may find in ashrams in India, as depicted in the movie ‘Eat Pray Love’. Let’s move to modern forms of media: they have helped to show how Americans have abandoned their views about life restricted to their own country. In ‘Casablanca’, the backdrop of the S econd World War helps to depict a man torn inside -- whether or not he should listen to his heart or help his love’s husband fight against the Nazis in Casablanca, Morocco. The protagonist is an expatriate living in Casablanca and, thus, as an American, he is able to figure out new aspects of himself while living abroad altogether1. When people are forced to leave the country due to social or

Bussiness integration & ERP (master level) Essay

Bussiness integration & ERP (master level) - Essay Example In terms management business integration can also lead to firmed grip on their internal and external control process. Also, the globalization is considered to be one of the factors behind in the adaption of business integration to compete with others in order to succeed in their business and prove their existence in the market. As the company or business gets bigger, the need for integration becomes a demand in order to ensure the smooth flowing of information between different departments and units to operate sufficiently and effectively with regard to quickly and reliability of this kind of information flow. In fact, as the integration process bring so many advantages and benefits it also bring with it some challenges too. The integration process between people, technology and process holds real challenges that need to be overcome in order to have successful integration process. At the process level, the challenge may materialize within the company itself, let me explain how. In ge neral, companies despite their size have various numbers of units and therefore that means they may have various numbers of autonomous and heterogeneous applications or systems for particular purpose. During the integration process which is often a result of strategic plan these systems that could cause integration problems thus inability to co-operate together. Another dimension of the problem is the construction of metadata. In order to integrate business processes there is a need to understand the meaning of metadata and their use in the existing system or applications to figure out how they can be integrated. The challenge here is that collecting these data is difficult especially if the people who defined them or familiar with are not available anymore. Metadata hold information like purpose, specification and context of the data which helps to understand the meaning of data. Another challenge is that in order to integrate process there is a need to understand precisely what th e current system and applications are used for. That would include their functionality and the means by which they can be integrated. The challenge here is that many companies do not have this information. At people level or socio-technical level, there is the challenge between people and technology therefore the organizational change aspects need to be considered in the integration process, some may resist using the new system or find it difficult to accept it or use it therefore implementing organizational change practices could be of help through training and support. Another challenge is that the lack of people intervention in integrated process to deal with and exception handling in case they appear. At implementation level, the integration process would be complex and the cost of available methods for business integration is expensive also the process would take time and efforts to be completed while some could perceive that the cost of implementing might overweigh the benefit s or the return on investment would take time to be achieved. There are cross organizational challenges like the connectivity to suppliers, service providers, and customers and so on and all security issues related to that. There are a number of companies that were able to achieve the benefits of adapting an

Poverty in New Mexico Research Paper Example | Topics and Well Written Essays - 2750 words

Poverty in New Mexico - Research Paper Example A recent USDA report says that 28% of the New Mexico population does not has access to medical insurance and are extremely vulnerable in case of ill-health (TVC grant county). Poverty is more prevalent in the rural areas, although it by no means spares the urban centers of the state. How did such massive poverty engulf the state of New Mexico? In this research paper we will analyze some of the historical and cultural reasons which have been responsible for high poverty rates in this state. In the last session we will analyze some solutions which can be implemented in order to ensure that the poverty levels decline in the state and people are able to sustain them. Historical & Cultural reasons for poverty Poverty in New Mexico is not a recent phenomenon. It has always been neglected by all its rulers. In this section we analyze the reasons for this historical neglect of the state of New Mexico.... These three cities were the gateway to the north for the Spaniards. The first gateway city was El Paso, Texas which was part of a fertile river valley and the lowest pass across the Rocky Mountains. The other gateway cities were Matamoros on the eastern edge and San Diego on the western edge (Roberts, Calvin A. Roberts and Chilton). The setting up of these cities led to the establishment of a North-South trade route, ignoring the east-west route at the expense of New Mexico region. As the New Mexican region was far away from Spanish seat of power, the development focused only on these three cities and the large hinterland of Arizona and New Mexico was ignored. After the independence of Mexico, the Mexican government continued the trend and focused only on the north south trade route; thus leading to the further growth of these cities .This caused prosperity in Texas and California while New Mexico and Arizona suffered from neglect (Roberts, Calvin A. Roberts and Chilton). Apache Raid s It is not that no exploration was made by the Spaniards or the Mexicans in to the territory of New Mexico .Coronado made a famous exploration in 1540 through Northern Mexico. However all the settlers in this area had to face raids by the Apache Indians? These regular raids made it difficult to set up roads and communication in the area. The explorer’s also did not find enough gold or other minerals here which will make economic sense to fight these raids. The Apache Indian were terrified of foreigners since the Spanish took them into slave trade and thus worked overtime to drive away settlers and development from the New Mexican region (Lund). Harsh Terrain The harsh and rough terrain of New Mexico and the absence of an east-west road system frustrated the

Australia Movie Review Example | Topics and Well Written Essays - 500 words

Australia - Movie Review Example It also shows the conflict between the aboriginals and the Europeans. So the movie has been acted in the right country so as to portray the Australians character. In the movie Australia, the cultural landscape portrays very old houses, which have been traditionally built. Most of the houses been build using mud, and this makes the movie look like a traditional movie which was shot long time ago. There is the existence of ranches, which keep large head of cattle implying that the movie must have been shot to represent how the Australians lived a long time ago. The movie takes place in the Australia this is because of the physical appearance of the landscape. Australia is a country, which is known to having a very rugged landscape which is very mountainous. The tribunal Aborigine is a traditional culture which is used in the movie and was highly associated with the country of Australia. This serves as evidence that the movie was shot in the country of Australia. The movie also shows Nullah as an aboriginal child of a mixed race. Other products such as Scarlett and Rhett were also other products which were associated with the same country. The movie wants to show how the Australians lived long before. It also shows the lifestyle that they were living in which includes inheriting of property because the cows Maitland has were gained through inheritance. The beginning of the second world is also reflected in the movie. The culture is unfolded using artifacts, sociafacts and mentifacts. Some of the artifacts used are traditionally built houses, station sheds, white painted rocks tennis court and white painted rocks. This shows that the people of Australia relied mostly on traditionally built houses. There is a safe place set for the mission children, traditional dances; there is a school and highly ranked leaders this acts as a sociofacts in the movie. It shows that there were most protected missions

The Understanding Of Knowledge Influence Human Resource Development Education Essay

The Understanding Of Knowledge Influence Human Resource Development Education Essay The importance of interpretive sociology is renowned in this Anne Fearfulls piece of research. Clerical skill and knowledge, and the role of the clerical function within five organisations are explored using qualitative research, mainly in-depth interviews. The study also focuses on the concept of common sense in order for clerks to become efficient or effective in their work. Moreover, in her study, Fearfull concluded that the skills and knowledge of the clerks can easily play an important role with regards to the success of a particular organisation. Additionally, interpretive methodology serves to create new perceptivity in the investigation of skills and knowledge amongst the workforce. Such research aims at the discovery of more opportunities. How might the understanding of knowledge as proposed by Fearfull (2005) influence human resource development policies? Various features constitute human resource development, including training, performance management and career growth. These attributes aim at the development of the employees knowledge. Organisations should understand what knowledge is needed in order to be easily explained to their workforce. In Fearfulls research, the difference between the experienced (older) and the inexperienced (younger) clerks, is remarked. As a human resource development policy, organisations can explore the possibility of engaging more experienced employees in delivering the training programmes to the newly recruited and less experienced employees. This can take the form of job mentoring whereby new and/or less experienced employees absorb knowledge from the experienced ones in order to have greater opportunities at succeeding in their position. Research indicates that when newly employees experience mentor relationships, they are more likely to be retained and immersed more quickly into the organisations cu lture. By this type of relationship, the mentor also benefits since it provides the opportunity to re-evaluate his/her skills and knowledge and provide areas for improving them. Provide a brief example which demonstrates your understanding of the key points outlined in the article. Throughout my University life, I had been engaged in various practicum placements as part of my undergraduate course. These placements have helped me to acquire knowledge through hands-on experience, understanding theories through practice. Additionally, during my first weeks of my employment, I had been engaged in an induction programme, whereby experienced employees provided training to the new recruits, including myself. I had the opportunity to become more knowledgeable of the organisations procedures and acquire the skills needed to function effectively in my new post. Despite this, the induction programme did not aid in accelerating the process of getting to know the underlying procedures which established employees employ in the day to day running of the service. Such procedures may be viewed as becoming part of the jobs common sense reasoning, which employees acquire after a considerate amount of time in the post. This was something that I have learnt by time. But this problem had been solved by having a mentor in the first four months of my employment. I consider myself as very lucky since my mentor invested trust in my abilities and was always available when needed. This was a truly learning experience whereby knowledge and work skills have been transferred from an employee who had already lived through the same experience. Lastly, I believe that the secret of the organisations success is the total and unwavering dedication of every worker, from the lowest to the highest designations. Accomplishment is the result of a collective effort from each and every employee. Reflective statement on the use of Blackboard: This is my first time I ever used Blackboard as a means of virtual learning environment. To be honest, I have never heard of it prior commencing my studies with the University of Leicester. In fact, I even had to perform some research before writing this reflective note on the use of Blackboard. At first, I thought it was quite a complicated tool but after spending some time navigating, my views on the software have changed completely. Blackboard is a system whereby students find useful resources about different subjects (depending on the course one is reading). It offers an excellent alternative to the traditional school / University classroom-based method of learning. Students can have the opportunity of sharing their ideas on a particular subject and even posting assignments and other useful resources online. Although Blackboard might be seen from some people as a means of killing face-to-face interactions, I am quite sure that when using Blackboard, it is going to turn out as a positive experience. Lastly, by looking and analysing at what my other colleagues have posted on Blackboard, I am indirectly increasing my knowledge and level of understanding about the subject. I strongly believe that everybodys effort and input is relevant since a broad subject like Human Resources is a not a topic that entails a one-good answer. AWS Portfolio Exercise 2 Identify one key argument that Garavan makes. In no more than 500 words, summarise the main argument and critically evaluate the respective strengths and weaknesses of this argument. One of the main arguments identified by Garavan (1997) in his article Training, Development, Education and Learning: Different or the Same? is that training, development, and education should be integrated together by the concept of learning. This implies that the three components are all involved in the process of learning and complement each other to better the human potential or talent (1997: 42). Although the four concepts represent different meanings, they all can be incorporated together resulting in a more competitive and efficient organisation. From a human resource development perception, the relationship between the four may be considered as largely related, with each component facilitating the other (Garavan et al, 1995). Work and education are no longer separated as were in the previous years. A more integrated model (Garavan, 1997: 47) is needed to the process of knowledge expansion amongst employees. This process should continuously be practiced as it will enhance the effectiveness of the organisation. By training employees, both the trainees and the organisation will benefit and research has shown that trained employees have a higher retention rate in a particular organisation (Umiker, 1994). Garavan (1997) also argues that the concept of management education is an important stage in an employees career (1997: 48), entailing an opportunity to test understanding and organise knowledge in a competing environment (Association of Management of MBA/MMS Institutes, 2009). The above goes hand in hand with the concept of talent management which in my opinion is an important aspect of human resource management. It refers to the employees skills and knowledge which ultimately drive their business success. Various resources, including training opportunities, offering competitive salaries, and being able to attract and recruit qualified staff, helping employees achieve their full potential. Investing knowledge, development and education amongst employees, is a way of putting an organisation into a more competitive environment and its chances of survival are quite higher than the others organisations. This is the reason why talent management is becoming an important feature in the strategic plan of an organisation. Thus, these three integrated concepts of learning are vital in an organisation because employees are giving the chance to advance in their future and career. They all motivate employees to be more efficient and more creative so that the organisation will in return provide them with a better salary and more skills. These concepts can also provide a range of challenges to a particular organisation. Such challenges include: If training is given in a short period of time (lets say in the beginning of his/her employment), the employee can be overwhelmed with lots of information. This challenge can be overcome if organisations provide training and development opportunities throughout the employees careers and not only during the first phase of their employment. The possibility that the employee leaves the organisation to a better or more exciting workplace, after the organisation invests so hard on the development, education and training of the employee. Successful organisation depends on the level of support given at all levels and its exposure of shared knowledge and information amongst all employees (Nayab, 2010). Lastly, training, development and education increase knowledge, skills and abilities in each employee. In order to avoid having the situation of no talented employees within a particular organisation, training, education and development must work together and be more involved in the strategic plan of the organisation. The three components together act as strategic partners aiming towards the organisations success (Kustoff, 2011). Bibliography Garavan, T. N. (1997) Training, Development, Education and Learning: Different or the Same?, in CLMS (2011) MSc in Human Resource Management and Training. Reading 103. Garavan, T. N., Costine, P. and Heraty, N. (1995) Training Development in Ireland: Context, Policy and Practice. Dublin: Oak Tree Press. Kustoff, R. (n.d.) The New Learning Paradigm. Self Improvement Inc.: Morganville [Online]. Available: http://www.selfgrowth.com/articles/The_New_Learning_Paradigm.html [2011, February 9]. Nayab, N. (2010) An Overview of HR Talent Management. Bright Hub Inc.: New York [Online]. Available: http://www.brighthub.com/office/human-resources/articles/96352.aspx [2011, February 9]. Umiker, W. O. (1994) Does Training Increase Employee Retention? [Online]. Available: http://findarticles.com/p/articles/mi_m3230/is_n4_v26/ai_15410797/ [2011, February 9]. AWS Portfolio Exercise 3 In no more than 500 words, analyse the relationship between the process of learning and the role of the trainer, making specific reference to the three readings listed above. Over the years, many people have examined the way people learn. This has resulted in the formation of various theories in which different views on the learning process have been developed. The readings pertaining to this exercise entail different approaches towards the process of learning. Lave and Wenger, as cited in Guile and Youngs (1998) remark learning in a socially manner whereby knowledge is transferred amongst a group of people working together rather individually. This type of learning, known as situated learning, constitutes a multidirectional approach (rather unidirectional) whereby the apprentice (trainer) is engaged in a web of relationships amongst the other colleagues rather than with his/her trainer only. They coined the term community of practice whereby all people share their knowledge by contributing ideas and information, and by helping each other out (Smith, 2003, 2009). This contrasts with the behaviourists theory on the process of learning. As noted in Tennants reading on Behaviourism, the trainer takes all the control during the learning process, while the trainees have little or no control over the process. Their simple notion is that if a positive reinforcement follows a desired behaviour, the latter is most likely to happen again. This type of reinforcement, or rewards, motivate the learner to continue with that kind of behaviour. This will consequently increase the process of learning within individuals. Additionally, negative reinforcement will give the same results, whereby negative situations are ceased as an effect of the behaviour. Punishment will occur because a negative situation is experienced as a result of the behaviour. Therefore, unlike in the community of practices, motivation occurs only as a result of rewards rather than for a self-wish for learning (Ford, 2009). Lave and Wengers work has been built on Vygotskys zone of proximal development in which an individual performs a task under adult supervision and through the support of his peers. Therefore, learning here is seen as a symbiotic experience for both the learner and his/her tutor whilst in behaviourism, the learner determines his/her behaviour on the reinforcements provided by his/her trainer. Therefore in the behaviourists approach, the trainer models the behaviour of the trainer rather easing the learning process. Khoon and Jewson (1995), in their research paper Changing Hearts and Minds: Training Programmes for Mid-Career Workers in Singapore suggested four stages in the development of learning process / training programmes by using the learning-centred approach. The findings of their research imply that motivation did not occur within the first stage but is built gradually within the four stages. In fact, no motivation exists amongst people during the first stage (withdrawal) whereby people in an organisation do not treat training programmes as a solution to their problems and difficulties. As a result, the main task of the trainers here is that of convincing employees by changing their ideas on their perception of training. This stage will then lead to the awareness phase in which people start to recognise training as a potential source of help (Khoon and Jewson, 1995). In the second stage motivation is built and people have been convinced to attend training. Norming is the next stage that follows. Here the trainees understand the fact that learning is the only option to enhance their problem-solving skills and therefore training is now seen as a privilege rather than a punishment. The final stage implies participation whereby people participate fully in the training process without the fear of failing. It is only at this stage where the dispositional barriers are fully conquered. Furthermore, like in the community of practice, in this stage, people feel that the learning programme is relevant to them. Lastly, in both situated learning and learning-centred approach, the role of the trainer is more that of facilitating learning by providing support. This will eventually encourage trainees to participate in training programmes and take the initiative of entering into such programmes themselves. Bibliography Dunn, L. (2000) Theories of Learning. Oxford Brookes University: Oxford [Online]. Available http://www.brookes.ac.uk/services/ocsd/2_learntch/theories.html [2011, February 12] Ford, P. (2009) Behavioural Approach [Online]. Available http://paulford.com/behavioural-approach-to-learning/ [2011, February 12] Guile, D. and Young, M. (1998) Apprenticeship as a Conceptual Basis for a Social Theory of Learning, in CLMS (2011) MSc in Human Resource Management and Training. Reading 115. Khoon, H. C. and Jewson, N. (1995) Changing Hearts and Minds: Training Programmes for Mid-Career Workers in Singapore, in CLMS (2011) Msc in Human Resource Management and Training. Reading 120. Smith, M. K. (2009) Communities of Practice. Infed: London [Online]. Available http://www.infed.org/biblio/communities_of_practice.htm [2011, February 11] Standridge, M. (2002) Behaviorism [Online]. Available http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism [2011, February 11] Tennant, M. (2006) Behaviourism, in CLMS (2011) MSc in Human Resource Management and Training. Reading 104. AWS Portfolio Exercise 4 Cognitive theory is more relevant to the trainer in the modern workplace than behaviourist theory. To what extent do you agree with this statement? A possible plan. Introduction Points: Both cognitive and behaviourist theories are feasible learning theories. Although many believe that the former has surpassed the latter in its dominancy, it can be argued that both theories are still valid nowadays. Throughout the essay, an overview of what constitute both theories will be provided, and then share any similarities between the two. Subsequently, this essay will provide the reader with another theory, cognitive-behaviourism, which in a nutshell, is a combination of both theories underlying a comprehensive interaction between thoughts and behaviours. The main thrust of the argument presented in this essay is that trainers in modern workplaces shall use the cognitive-behaviourist theories with regards to training of employees. Body Points: What does cognitive theory say about learning theory? Learning occurs within the mind; Trainee learns by listening, watching, touching, reading, or experiencing and then processing and remembering the information (ThinkQuest, n.d.); Provide meaning to knowledge; How people understand material. What does behaviourist theory say about learning theory? Learning is seen as the acquisition of new behaviours; Learning results from pleasant or unpleasant experiences in life (Bailey, 2011); Observable behaviours produced by a learners response to stimuli (positive and negative) (Michigan State University, n.d.); For example, if a positive reinforcement follows a desired behaviour, the latter is most likely to happen again; This type of reinforcement, or rewards, motivate the learner to continue with that kind of behaviour; This will consequently increase the process of learning within individuals. Learn to (Behaviourist) vs. Learn that (Cognitive). Are there any similarities between the two theories? Yes. In a nutshell, they both agree that: Experience impacts learning; Learning theories should be objective and based on empirical based research. Were the two theories relevant someday or another? What about today? What does literature tell about their relevancy? Can the trainer use both methods? Cognitive-Behaviourism Theory Blending both theories together entails having a persons faulty thinking and behaviours changed through education and reinforcements. Such techniques foster more adaptive ways for the trainee to cope (Grohol, 2004); Feeling based learning theories; Responses are based on continuous interactions between out feelings, thinking and behaviours. I believe that trainers can apply both theories in the modern workplace if they are implemented correctly and competently. How? Bibliography Bailey, L. (2010) Cognitive and Behavioral Learning Theories [Online]. Available http://ezinearticles.com/?Cognitive-and-Behavioral-Learning-Theoriesid=3633960 [2011, February 13]. Grohol, J. M. (2004) Types of Therapies: Theoretical Orientations and Practices of Therapists. Psych Central: Newburyport [Online]. Available http://psychcentral.com/therapy.htm [2011, February 13]. Purcell, L. (n.d.) Behaviorism: Learning Theory [Online]. Available https://www.msu.edu/~purcelll/behaviorism%20theory.htm [2011, February 13]. ThinkQuest Team (n.d.) Cognitive Processes [Online]. Available http://library.thinkquest.org/26618/en-5.5.3=cognitive%20learning.htm [2011, February 13]. AWS Portfolio Exercise 5 For each extract, please provide your view in response to the following: Evaluate the style and expression. Are there any problems with it? Does it have any particular strengths? Extract 1: In my belief, the author of this extract failed to provide the reader with the basic accounts of the key concepts of Skinners work. Instead s/he criticise Skinners work by only providing the reader with a number of limitations. This also suggests that the author did not provide an analytical discussion of Skinners theories in comparison with his/her own arguments. Citing other peoples views could have helped the author to back up his/her arguments. Also, the author used a numeric list while mentioning a number of limitations in his assignment. This style is normally used when presenting facts and not when suggesting the writers own ideas. The latter in my opinion could have easily been explained better using more detailed paragraphs on each limitation. Furthermore, the author failed to adopt a third person approach in the assignment, leaving a more judgmental approach on the issues being tackled. This also suggests that the writers expressed opinions are not analysed in a balanced manner. Besides this, the author failed to use precise academic language with over-lengthy sentences and incorrect construction of sentences. A positive strength about this extract is the use of questions, which when used rightly, are aimed to attract the attention of the readers. Extract 2: The author in this citation, is picturing the audience in an excellent manner. S/he is not assuming that the reader has a prior knowledge on the subject. In fact, arguments are well defined and issues are discussed clearly and logically. Unlike the first extract, evidence is provided in regards to the statements that the author made. The style of writing is very clear and concise with an excellent flow of discussion that amalgamates the various issues surrounding the topic. Moreover, the author avoided the use of the first person when writing sentences and therefore expressing ideas in a very balanced way. One problem that I encountered while reading this extract was the use of over-lengthy sentences and colloquial expressions. The last sentence is a case in point, where it could have been simplified by using shorter and simpler sentences. Extract 3: The author of this extract used a personal account as an introductory and explanatory statement in order to support the answer of the question. On the other hand, although there is nothing wrong with personal experiences, the author should pay extra attention in order not to become carried away and loses the point of the question. As a general rule, personal reminiscences are not appropriate in the construction of academic assignments as the focus of the question can easily be shifted. However, in my opinion, I do not see anything wrong with this unless it is within the remit of the subject in caption, and used only as a preamble in an assignment. Lastly, in the body of the assignment, the author should offer discussions based on the various relevant sources about the subject being discussed. AWS Portfolio Exercise 6 Please provide a summary of a reading of your choice from the readings in your first module. Name of article: Learning from others at work: Communities of practice and informal learning Authors: David Boud and Heather Middleton Summary: Informal learning is not normally attributed in most organisations although some efforts are now being made to take account of it. In fact, this research paper aims to investigate the way employees learn from each other at their place of work. The researcher engages him/herself in work-site interviews with various employees within a particular organisation. The questions asked sought to find suitable ways of learning strategies amongst the workgroups. Moreover, the results of this study have been compared with Lave and Wengers concept of communities of practice, which is highly linked with informal learning at work. Four different groups were interviewed in order to investigate their learning practices within their own units. The first group (teachers of floor and wall tiling) have been working together for the last ten years. The head teachers role in this group is quite notable in the learning process amongst the other teachers. Information is passed on orally during unofficial meetings and also by emphasising significant sections of different articles and passes them on to his colleagues. Furthermore, members of this group act as a learning source for each other. The second group (educational planners) deals with quite sensitive issues within the organisation and their method of learning involves the contribution of experiences and collective knowledge. Colleagues are nominated to act as the central sources for information amongst their faculties. Similar to the first group, the leader of this newly integrated group act as a source of feedback and assistance on the performance of his/her colleagues. The next group forms part of the Human Resources Department of the organisation. It consists of employees of different grades with a very strong teamwork spirit. Job learning occurs through the supervision of the junior staff by their senior personnel and again the team leader is a primary focus in dealing with the most complicated and unusual difficulties. Learning also takes place through informal gatherings and regular staff meetings. Informal learning also occurs when employees pertaining to this group are asked to act at a higher level whilst others are on leave. The last group (workplace training unit) is quite small in number and its members have a very close working relationship between each other. Again, employees learn from each other during informal meetings whereby experiences and new ideas are shared amongst each other. The experience of learning within this organisation is highly dependent on the nature of work amongst the different workgroups. Apart from this, there were some commonalities amongst various sections of the groups with the concept of communities of practice. No relationship between communities of practice and the workgroups themselves has been noted due to lack of common activities and differences of function amongst the employees. Lastly, learning from other colleagues (of the same level) is quite popular in the workgroups interviewed. This contributes to the concept of horizontal or sideways development and learning as developed by Engestrom (2001). Bibliography Boud, D. and Middleton, H. (2003) Learning from Others at Work: Communities of Practice and Informal Learning, Journal of Workplace Learning, 15(5): 194-202. Engestrà ¶m, Y. (2001) Expansive Learning at Work: Towards an Activity-Theoretical Conception, Journal of Education and Work, 14(1): 133-156. Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. AWS Portfolio Exercise 7 Correct any referencing errors in the extract and bibliography. You should edit the extract, correcting the referencing errors as you go, highlighting where you have done so. Lynda Measor and Patricia Sike Measor and Sike (1992) identify the influence of gender on pupils achievement in education. They examine pupils experience of gender role stereotyping in secondary school and how the expectations placed on them contribute to their success or failure. In particular, they suggest that, à ¢Ã¢â€š ¬Ã‚ ¦schools prepare each sex for quite different styles of life, and that Girlsà ¢Ã¢â€š ¬Ã‚ ¦leave school unqualified or under-qualified for paid work in the labour market (Measor and Sike, (1992: PAGE NUMBER MISSING). They acknowledge that boys expectations of work are also affected by the roles they are expected to fulfil (Measor and Sike, 1992). Indeed, Adams (1996: PAGE NUMBER MISSING), studying the design of competencies for jobs, notes that there is also a difference in expectations of womens and mens behaviour at work, even when those men and women hold the same post (1996). Clearly then gender shapes expectations, thus affecting the outcome of education and training. However, whether gender is the dominant factor affecting learning outcomes is debatable. Research by Troyna and Hatcher (1992) and Mac an Ghaill (cited in CLMS, 2008) suggests that experience of racial and ethnic difference in schools has as strong an effect on educational outcome as gender. In one study black pupils responded to racism within education in different ways, some by rejecting the expectations placed on them and others by resisting the system but nevertheless achieving above-average results (AUTHOR/S SURNAME/S MISSING, 1988). Interestingly, both the studies on gender and those on race and ethnicity identify social class as having a fundamental effect on educational outcome. While gender and race can been seen as key barriers to achievement, the underlying mechanisms of social class create barriers to the advancement of both boys and girls of all races and ethnicities in the edu cation and training systems. For example, in Britain the remnants of a strongly divided social class system have an effect on education. CLMS summary of the work of Andy Furlong identifies factors such as, à ¢Ã¢â€š ¬Ã‚ ¦poverty, overcrowding, differences in values and attitudes towards education, teachers attitudesà ¢Ã¢â€š ¬Ã‚ ¦and the type of jobs which are available locally (1995: PAGE NUMBER MISSING), all of which influence the outcome of education. Thus, while education in Britain is supposed to offer equal opportunities to all pupils, CLMS shows that these factors are all, à ¢Ã¢â€š ¬Ã‚ ¦associated with social class (1995: PAGE NUMBER MISSING). These social barriers to learning in the classroom translate to less training later in life. Statistics from a government survey published in 1989, which identified social class by income, showed that members of Social Class 1 (skilled, non-manual occupations) were twice as likely as those in Social Class 3 (manual workers) to report receiving training in the previous three years (Training Agency, 1989). Aaron Pun, who is interested in the current technological capacity to deliver training to widespread communities via open and distance education, adds to this debate by concluding that a lack of sensitivity to cultural differences can also create barriers to learning (Pun, 1995). He gives an example of Chinese managers, whose expectations of Management Development training were not met. Self-directed and participative training styles were used in a programme supplied by a Western trainer a lack of cultural sensitivity meant that expectations of a more didactic approach were not taken into account, creating a barrier to successful training. This point is emphasised by other researchers who note that some problems in training are caused by cultural differences in learning style. In conclusion, all of the cases above show that both cultural and social differences have an effect on learning, and that these influences must be taken into account in the design of training programmes.

Athenagoras Essay -- Christian Apologist Biography Bio

ATHENAGORAS Athenagoras was a Christian apologist who flourished in the second half of the second century CE. Two extant works, the Plea on Behalf of Christians and On the Resurrection of the Dead, have traditionally been attributed to him. HIS LIFE Athenagoras does not appear in the ecclesiastical histories of either Eusebius, Socrates, or Sozomen. Methodius (d. 311 CE) is the only ante-Nicene writer to mention Athenagoras; Methodius' From the Discourse on the Resurrection 1.7 refers to Athenagoras' Plea 24. The only other early witness to Athenagoras is Philip of Side, a deacon of Chrysostom, who lived during the fifth century. According to a fourteenth century codex, Philip wrote, "Athenagoras was the first to head the school in Alexandria. He flourished at the time of Hadrian and Antoninus, to both of whom he addressed his Plea on Behalf of Christians. He became a Christian while he wore the philosopher's cloak and was at the head of the Academy. Even before Celsus he was anxious to write against the Christians. ..." (Migne PG vi.182; English translation in Schoedel ix). These meager references comprise our entire biographical knowledge of Athenagoras, apart from the material found in his extant writings. The Arethas Codex (914 CE) and three other manuscripts contain the same introductory ascription: "A plea for Christians by Athenagoras the Athenian: philosopher and Christian. To the emperors Marcus Aurelius Antoninus and Lucius Aurelius Commodus, conquerors of Armenia and Sarmatia, and more than all, philosophers." Philip mentions that Athenagoras flourished during the time of Hadrian and Antoninus, but the Arethas introduction places him in the reigns of Marcus Aurelius Antoninus and Lucius Aurelius Commodus. Ph... ...e Fathers, vol. 2. Grand Rapids: Wm. B. Eerdmans, 1954. Rauch, James L. "Greek Logic and Philosophy and the Problem of Authorship in Athenagoras." Ph.D diss., University of Chicago, 1961. Ruprecht, Louis A., Jr. "Athenagoras the Christian, Pausanius the Travel Guide, and a Mysterious Corinthian Girl." Harvard Theological Review 85 (1992): 35-49. Schoedel, William R. Athenagoras: Legatio and De Resurrectione. Oxford: Oxford University Press, 1972. Schwartz, Eduard. Athenagorae Libellus pro Christianis, Oratio de Resurrectione cadaverum. Leipzig: J. C. Hinrichs, 1891. Vermander, Jeane-Marie. "Celse et l'attribution a Athà ©nagore d'un ouvrage sur la rà ©surrection des morts." Melanges de Science Religieuse 35 (1978): 125-134. Zeegers-Vander Vorst, Nicole. "La paternità © athà ©nagorienne du De rà ©surrection." Revue d'Histoire Ecclà ©siastique 87 (1992): 334-374.

Explore Stevensons presentation of evil in the novel ‘Dr Jekyll and Mr Hyde’ Essay

In Robert Louis Stevenson’s novel ‘Dr Jekyll and Mr Hyde’, a respected doctor experiments with evil by drinking a potion to cast all of the good out of his body. This leads to many evil incidents taking place. Evil is causing pain or harm to others in a spiteful or malicious way. Victorian views of evil were closely related to religion and the way people looked. This was a safe and comforting opinion for the Victorians because they could imprison these people and could keep away from people that they thought were evil as it could be easily identified. Stevenson shows his view of evil using many different techniques mainly through characters but also through setting imagery and language. Stevenson was influenced by many different circumstances during his life. Stevenson’s childhood was a fearful one with a strict religious upbringing constantly focusing on Hell. He was very ill and therefore spent a lot of time in bed thinking about Hell. He was always alone and isolated as he was an only child so he could not discuss his feelings with anyone. This is closely linked to Jekyll not telling anyone about his double life and split personality. In university he led a double life, his life that his parents believed he led a strict and respected one compared to a hidden life of a poor, strange, evil boy. He was a lot like Edinburgh as it was in two parts. The old, dark, dangerous side and the modern, neat, respected side. This links with the novel because Jekyll is a neat and respected man whereas Hyde is an evil and dirty man. Two men called Burke and Hare influenced Stevenson. In the late 1820’s, they killed random people by smothering them and then gave the corpses the doctors at the university to publicly dissect and experiment on. They were given money for the corpses and the fresher the corpse the more money they received. Burke and Hare were later found out and publicly hung and dissected. Their skeletons were given to a museum and their skin was made into personal pocket books. This influenced Stevenson because people at this time were fascinated and Burke and Hare were like a real life Jekyll and Hyde character with a split personality. Darwin who introduced the theory of evolution also influenced him. This relates to the Hyde character that had not yet evolved from the ape like creature. After he had written the book Jack the Ripper helped its popularity because no one knew who he was and why he killed prostitutes in the brutal way he did. Many people thought his acts were evil and read the novel to try to find out why he was so wicked. Stevenson uses characters as his main presentation of evil. Jekyll and Hyde are the two major characters that show evil. Jekyll is shown as evil because he initially wants to change into Hyde and become purely evil. Also when he is Hyde he likes it ‘I felt younger, lighter, happier in body’ the list of three is very effective as they link and it gets better down the line. The use of ‘lighter’ shows us he has lost all his worries and has gained freedom and is therefore a lot happier. Jekyll gets very angry when Utterson asks him about Hyde ‘ this is a private matter and I beg of you to let it sleep’ this shows us he is deceitful and feels guilty as he does not want to talk about it. When Hyde does anything wrong Jekyll does not take any responsibility this is shown by the use of the pronoun ‘he’, ‘him’, or ‘his’. This shows us does not think of himself as evil because he is a respected doctor and everyone else thinks good of him. Stevenson describes Jekyll as ‘ a large, well-made, smoothed faced man of fifty, with something of a slyish cast’ this shows us that he is perceived as suspicious. Jekyll told himself that he would never turn into Hyde again but he kept Hyde’s house in Soho and all of his clothes. This proves that he was evil because he even lied to himself about what he would and would not do. Stevenson shows evil through Jekyll very effectively because people would worry that all doctors may be evil and he challenged Victorians beliefs. Hyde is the other major character that Stevenson shows evil through very effectively. One main incident where Hyde was evil was when he walked straight over a child. Stevenson wrote ‘ trampled calmly over the child’s body’ he used the word ‘calmly’, which shows Hyde has no emotion. ‘Trampled’ shows us he is fast, heavy footed and violent. The fact that it was a ‘child’ makes us very angry and sympathetic, as the girl is innocent, vulnerable and more delicate. Stevenson wrote ‘left her screaming on the ground’ this shows us that the girl was screaming in pain and he still did not care. The incident took place at ‘three o’clock of a black winter morning’ this makes it sound very eerie and makes us think that Hyde is being secretive because it is dark and any crimes he has committed can be hidden. The girl was described as ‘8 or 10 who was running as hard as she was able. This tells us that she was running to get some help for someone, as she was a nice caring person. This is a contrast to Hyde who is a horrible person out in the streets committing crimes. When a doctor came to see the child and asks what happened he ‘turns sick and white with a desire to kill him’ this shows us that the doctor was very angry as he wants to kill someone when his life ambition is to save peoples lives. Also doctors see horrible things every day but when Hyde tramples over a girl, it makes him ill. This is a contrast with Hyde who shows no emotion at all. Another example where Hyde was evil was his meeting with Utterson. Hyde ‘ shrank back with a hissing intake of breath’. ‘Shrank back’ shows us he is scared and does not want to talk to anyone. ‘Hissing’ compares him to an animal, which can be perceived as evil and again like an animal is warning Utterson to keep away. In addition, as Hyde is like an animal he has no conscience and is instinctive. After Utterson had commented on his bad language Hyde ‘snarled aloud into a savage laugh’. ‘laugh’ tells us he is rebellious and childlike. ‘savage’ shows us again that he is untamed and uncivilised. Much like an animal, he is unpredictable and worries the reader. ‘snarled’ again links to him being animal like and has not yet evolved from the ape like form. The last incident where Hyde is evil is the Carew murder. this is the most evil thing Hyde does because he brutally murders an innocent man. ‘Hailing down a storm of blows under which the bones where audibly shattered’ this tells us that he was hit with so much force that a woman in her house could hear each bone break. This was a very brutal murder a crime that was so evil that it makes Hyde even more so. The weather imagery is used to show power ‘hailing’. The ‘body jumped upon the railway’ this shows how much extreme force was used Hyde is again even more evil now as Carew was defenceless as he was dead and yet Hyde continued to beat him. The readers have sympathy for Carew ‘ aged and beautiful gentleman with white hair’ because Hyde killed a man that was so innocent unlike himself. Stevenson uses the two main characters Dr Jekyll and Mr Hyde to show evil very effectively and in a clear way for the reader as Jekyll denies his involvement with Hyde and Hyde himself commits terrible crimes, is very rude, and has no conscience. Another way Stevenson shows us evil is through his minor characters. Firstly Lanyon who after being asked if he would like the watch the transformation replied ‘ I have gone to far in the way of inexplicable services to pause before I see the end’ . This shows us he was evil because he wanted to see that transformation and see what happens. Also, the use of ‘inexplicable services’ makes the reader wonder what other evil tasks he has taken part in. Utterson is also evil because he ‘sprang up and grew aspace curiosity to behold the features of the real Hyde’. ‘sprang up and grew’ shows us that his curiosity is uncontrollable. He is also interested in seeing what a real evil person may look like , he seemed too curious just to be concerned for a friend and just wants to find out about evil for himself. In addition, the police officer could be perceived as evil as he was more interested in the prospect of promotion than trying to help the community. ‘ The next moment his eye lighted up with professional ambition’ he does not care about anyone but himself. The use of ‘lighted up’ is imagery of a fire that is uncontrollable, like evil urges. The last evil minor character is the maid who cares for Hyde’s house in Soho she knows that something is not right but she does not tell anyone about her suspicion. ‘ as housekeeper a creature whom I well knew to be silent and unscrupulous’ this shows us evil in Jekyll because he wanted a housekeeper that was dishonest and unprincipled. ‘ she had an evil face , smoothed by hypocrisy’ this shows us she was hiding her evil side by the way she looked. ‘But her manners were excellent’ this shows us that Stevenson believed you could change the way you acted and looked to disguise evil. Stevenson used minor characters to portray his opinion that everyone had evil in them. He wanted to frighten the reader and challenge Victorian views. The setting is another way that Stevenson shows us evil. Many of the evil incidents that took place happened in dark of the night. This links to the secrecy of Hyde and how he does not want to communicate with anybody or be seen. There are two doors the one for Hyde to enter through and the one for Jekyll to enter through. The rear entrance was described as ‘ a blind forehead of discoloured wall on the upper the marks of prolonged and sordid negligence’ this is symbolism for Hyde as he does not look after himself or care what he looks like. ‘neither bell nor knocker’ tells us he does not want to communicate with anyone. Hyde’s entrance is at the back of the house because he must be hidden. ‘sinister block of a building’ is also symbolism as he is an evil man. Jekyll’s front entrance is described as an ‘ancient handsome house’ this symbolises Jekyll as he is a respected man in the community so has a house to represent h is. In conclusion, Stevenson presents his view of evil in many ways mainly through the major and minor characters but also through language setting and imagery. Stevenson has many messages about evil he believes that everyone has evil in them and if this evil is brought out and used more that good you will become evil forever this is shown through Jekyll when he starts to involuntarily change into Hyde. he is also criticising Victorian society and challenging Victorians perceptions, which oppresses evil. He takes out his anger on doctors because when he was younger he was very ill and doctors could not help him. Stevenson is very effective in showing his opinion because he uses very strong language and opinions which appealed to the Victorian society and for some people appeal to their evil side today. It is quite relevant to the current world because there are Jekyll and Hyde characters in modern day society for example Dr shipman who killed between fifty and sixty people even though he is a doctor and is meant to save people lives not end them.