Duties of Sales Assistant Essay

To be a responsible sales assistant, the frontline workers need to recognize the Inherent Power of their Professional Presence and start establishing effective nonverbal Communication. Creating their own virtual presence is important as well. For the store manager to lead effectively, they need to demonstrate good leadership skills and be engaged in the workplace. As a sales assistant with the following duties and responsibilities , they are responsible for assisting and providing support to the sales manager of the organization , responsible for solving all the queries and problems of the employees , developing and implementing new strategies and plans in the sales department to improve work quality and providing report to the sales manager . Sometimes they also can motivate all the employees in achieving all the targets and goals of the company . Some company they increase the performance of the sales department by 30% to motivate the sales assistant . Maintaining a good work environment in the department this may help the sales assistant to work better and they will want to come to work everyday . To survive in today’s competitive climate , organizations must provide good service . Employees who have direct contact with the customer , client , or patient play a key role in the area of service. Effective frontline employees are able to express a warm , sincere greeting , display a caring attitude and provide competent service . The first impressions is very important for the customers must be aware of your appearance and display good communication skills, both verbal and nonverbal and also establish the value you provide . On the 29th of October we went to Queensbay Mall to survey around. We went to Forever 21 boutique first and once we walk in to their shop, 15-20 sales assistants can be seen. Forever 21 butik they sell ladies fashion wear and their price is above average . Example like a dress is around rm 150-200 . To continue my research, we requested to find the size that are not displayed. Immediately, they walked away without even greeting and were obviously reluctant to serve us, this strongly make us feel negative .The other sales assistants that are standing around the store acted like they did not see us and we were shocked about their rude attitude and service. As a customer, these kinds of attitudes cannot be tolerated and they should train their sales assistants to at least be friendly and willing to help. Apparently their sales assistants did many things that make us feel negative . At the same day , the second store that we went to is Body Glove. They selling male and female wear and it’s beach wear and also casual wear , the price of their clothes is average . Example like a t-shirt is around RM 40-50 .We were shocked but in a good way this time because the workers there are very friendly and helpful. When we could not find the size that we need, they smiled really cheerfully and got the sizes that we want in just a few minutes. As a customer, we felt very comfortable and bought a few apparels from Body Glove. These are the attitudes that they should practice and I will definitely visit Body Glove again. This shows that the sales assistant makes us feel positive about them . Greetings| All the sales assistant walking around the shop but there is one sale assistant stand at the entrance of the shop to say ‘Welcome’(Positive )| Once we walk into the shop they say out loudly ‘Welcome’ (Positive )| Attitude| The sales assistant are reluctant to answer enquiries, rude towards customers . (Negative )| The sales assistant is cheerful, helpful and willing to learn . (Positive)| Facial expression| All the frontline people smile to us but some sales assistant they act like they don’t see us.(Negative) | All the front line people include the supervisor in the shop smiling at us once we step into the shop .(Positive)| Communication skills| As we visit their shop , they dint tell us more about their promotions .(Negative)| Once we go in to the shop they will depends on what we see and promote us about their promotions . (Positive)| Presentation technique| They don’t even promote their promotions.(Negative)| They tell us clearly about their promotions and tell us which one is more worth it to buy . (Positive)| As showing by the table above we can clearly see that the difference between Forever 21 and Body Glove shop frontline people . The positive and negative experience are clearly shown in the table . Through this experience we can see that we get good service from Body Glove shop than Forever 21 . -Write abt the positive and negative behaviour Reference link : http://www.bestresumewriting.com/sales-assistant-resume-example.html

Positive Psychology Essay

Martin Seligman is considered the father of positive psychology (Friedman & Schustack, 2012). Positive psychology pertains to helping people live happier and healthier lives (Friedman & Schustack, 2012). Seligman and Csikszentmihalyi states that â€Å"positive psychology at the subjective level is about valued [sic] subjective experiences,† such as â€Å"well-being, contentment, satisfaction (in the past), hope and optimism (for the future) and flow and happiness (in the present)† (McNulty & Fincham, 2011, p. 101). Seligman and Csikszentmihalyi are also states that the â€Å"individual level is about positive individual traits† and the capability â€Å"for love and vocation, courage, interpersonal skill, aesthetic sensibility, perseverance, forgiveness, originality, future mindedness, spirituality, high talent and wisdom† (McNulty & Fincham, 2011, p. 101). Finally, Seligman and Csikszentmihalyi state that positive psychology â€Å"at the group level is ab out the civic virtue’s† and† the institutions that move† individual’s â€Å"toward better citizenship† and the â€Å"responsibility, nurturance, altruism, civility, moderation, tolerance and work ethic† (McNulty & Fincham, 2011, p. 101). The chosen article states that the â€Å"field of positive psychology† believes that people have specific â€Å"psychology traits† that are inherited of the individual’s positive mental health (McNulty & Fincham, 2011, p. 101). Studies show that â€Å"forgiveness, optimistic, positive thoughts and kindness† can â€Å"benefit or harm† individuals (McNulty & Fincham, 2011, p. 101). The researchers state that the psychologist should move forward and examine the individual’s traits that may support well-being. The researchers show three approaches to search for a better understanding to positive psychology. First, psychologist need to examine the process of happiness and factors (McNulty & Fincham, 2011). Second, psychologist need to understand, prevent, relieve and understand people who suffer (McNulty & Fincham, 2011). And finally, to study shows that â€Å"short term† and â€Å"long term† effects of psychological traits character istics (McNulty & Fincham, 2011, p. 107). References Friedman, H. S., & Schustack, M. W. (2012). Personality Classic theories and modern research (5th ed.). [Vital source ebook]. Retrieved from Vital Book file McNulty, J. K., & Fincham, F. D. (2011). Beyond positive psychology? Toward a contextual view of psychological processes and well-being. American Psychologist, 67(2), 101-110. http://dx.doi.org/10.1037/a0024572

Analysis Of The Novel Scarlet Letter Essay -- The Scarlet Letter, Na

Hester Prynne is adorned with namesake of this novel as a result the sin that she committed. Although she is a â€Å"sinner†, she is far from an evil character; instead showing compassion and offering help often. She made a mistake but accepted her punishment, and became a better person because of it. Prynne did not allow her sin to define who she is as a person. She has committed far less sin than many of the characters in the book, but because of the society she lives in she is made an outsider because of her actions. There is very little evil behind her sin. She was left alone, and was unsure ifte. He saw a sin enacted against him, and instead of letting it go, or growing because of it, he lets himself become such an evil person, that it is subtly implied that he is the devil himself. He prevents the happiness of many, and directly leads to a man’s death. The actions of this man are certainly CHILLING. Sin and evil are driving forces of â€Å"Scarlet Letter†, and they are shown in different ways in different people. The way people act in the face of evil is very indicative of who the person truly is. Some people grow from sin, while others let it eat them alive. Those who commit the most visible sin can be the most good-natured, while someone who commits their sins unknowingly to others can be the most evil. Hawthorne is able to provide clear examples of the varied types of people in the world, and how their evil actions can affect the community around them.

Assignment Essay Example | Topics and Well Written Essays - 750 words - 17

Assignment - Essay Example The interest of the law is at the society at large and not on the individual who has committed a crime. Criminals are dangerous people in the society who threaten the social life of the community. These teenagers who are convicted of murder crimes are dangerous members of the society who are a threat to the community. The courts in their rulings will put the interest of the large community at hand and jail these criminals for life. These minors who commit these crimes are criminals in the making and can not be left free to disturb the public. These minors who commit these crimes can be pardoned for the charges, but this will encourage the other minors to commit such crimes since they know they can always get away with it. In regard to the same, other mature people can use the minors to commit murder crimes (Siegel & Senna, 147). The majority of the criminals in the world started their criminal activities when were young people. The earlier these criminal characteristics are noticed the better. The constitution is meant to protect the society at large and should be inclined towards the interest of an individual. These minor criminals, if pardoned and let to join the society they will become a bother to the society and a threat. Some human rights will argue that these are still children and should be given an opportunity to rejoin the society and become productive members of the same society. They argue that punishing these minors should be a process of rehabilitating them and making them law abiding citizens. They argue that these minors are in the process of development, and should be given a chance to contribute to the society and develop fully. They believe that some of these children’s behaviors will change at a later age. Some of these minors became violent as a result of how they were raised and the environment. However, these

Breathe-Taking Experiences Essay Example | Topics and Well Written Essays - 500 words - 2

Breathe-Taking Experiences - Essay Example To me, the most interesting part of the visit to the aquarium was the Giant Tank Ocean that was home to over 2,000 sea creatures. Although the animals were not in their natural habitat, the ocean tank provided a semblance of what could appear to be the natural habitat to these sea creatures since they appeared comfortable in the ocean tank. It occurred to me that only technological advancements by human beings enabled me to see this array of creatures. In this case, the absence of the immense technological advancement could limit my interaction with such a significant number of sea creatures. This made me appreciate the role of science and technology in ensuring that human beings had a chance to interact with nature albeit, not in its natural habitat. Â  After the visit to the aquarium, we went shopping for our spring break to Miami. The shopping experience not only gave me more time to bond with my friends, but I also appreciated the value of a deserved break to have the opportunity to relax and reenergize my brain and body to handle the final part of the semester. During the break, the atmosphere offered by the beaches at Miami will be necessary for rejuvenating my spirits and strength as a break is required in many aspects of our lives. Other than reenergizing, a break is important to reflect on the progress that I have made as a student up to this far. I will take the opportunity to address the challenges I have faced as a student and my personal growth in order to find areas that I should improve in order to succeed as a student. Â  

Discussion Questions Essay Example | Topics and Well Written Essays - 1250 words - 1

Discussion Questions - Essay Example Therefore, the id drives the individual towards making decision that will satisfy their need. For instance when one feels that they need drugs but they have to undertake a certain duty, then drugs will come first. However if the individual does not take the drugs the feeling will still remain there until they take the drug. The ego is the executive of personality as it mediates between the urgent urges of the id and the demands from the superego as stated by Rasmussen (32). For instance when one desires to use drugs the ego will intervene to make the individual know whether it is the right time to take the drugs. Therefore, the ego functions according to the reality principle hence it delays the immediate satisfaction until the appropriate time. Therefore, in the event of the urge to take drugs the ego will suppress that feeling until the right time. The superego embodies the ideals and principles of society as they are conveyed by what parents do and say. Within the superego, the conscience arises hence its role is to block the unacceptable urges by the society as stated by Sullivan (24). For instance when one feels like abusing drugs, the superego reminds the individual that the habit is not allowed and thus suppresses the feeling. This model aims at imparting information about drugs taking the assumption that children and adolescent will keep away from drugs after understanding their prospective risks. It also makes the assumption that the information will lead to students to developing negative attitude that will prevent them from abusing drugs. In brief the model speculates a casual series leading from knowledge (n drugs) to attitude change (negative) then to behavior change (non use) according to Abadinsky (226). The model seeks to shape personality. It centers on the person rather than the drugs and it assumes that young people with high self esteem can not abuse drugs. It also

The relationship between leadership styles and employee empowerment Dissertation

The relationship between leadership styles and employee empowerment and the impact on job performance - Dissertation Example By analyzing the results of employee and administrator surveys, the research will prove that positive relationships between management and the workers are mutually inclusive of increased job performance and employee retention. An Abstract of The Interaction Effect of Empowering Employee Work Behavior and Leadership Style on Job Performance By Student Name Submitted to the Graduate Faculty in partial fulfillment of the Requirements for the Doctor of Philosophy Degree in Economics The University June 2013 Recruitment, retention, and the motivation of high performing employees have been ongoing challenges faced by employers. In the past, business entities have relied upon the principles of their predecessors to structure human resource management plans through traditional styles of leadership. Today, diversity in the workplace has evolved into one of the most significant aspects for the management of human capital in all organizations. Workplace diversity can cause conflicts with regard to communication and the attainment of the best fit in human resource management. Behavioral theorists have used psychoanalytic research to identify the proven methods to obtain positive and productive behaviors. When an organization’s leadership styles promote employee empowerment, the level of the job performance will increase. Competitive compensation and other incentives for superior performance are some of the strategies that empower employees and promote collaboration. Successful management strategies underscore the importance of employee satisfaction and professional development. This dissertation will address the integration of effective leadership styles, employee empowerment, and methods of job performance assessment as well as the resultant outputs. The purpose of this study is to establish the importance of a positive relationship between leadership approach and employee empowerment with regard to job performance and the attainment of corporate goals. TABLE OF CO NTENTS COPYRIGHT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....2 SIGNATURE†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.2 ACKNOWLEDGEMENTS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 PREFACE†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4ABSTRACT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5TABLE OF CONTENTS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 LIST OF FIGURES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...10 LIST OF TABLES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.....11 CHAPTER 1 NATURE OF THE STUDY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...12 1.1Backgrou nd of the problem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦

Should HPV Vaccination Be Mandatory Research Paper

Should HPV Vaccination Be Mandatory - Research Paper Example Researchers indicate that cervical cancer is more prevalent in women at a younger age. However, mandatory vaccination for cervical cancer can cause a series of consequences. This paper will discuss why young girls should not be given mandatory vaccination for preventing cervical cancer. The HPV vaccination was approved by the US Food and Drug Administration recently in 2006 and therefore its long term effects are still unknown to the world. Ashton reveals that the effects of HPV vaccination can lead to fatal motor accidents and suicides. According to the US Vaccine Adverse Events Reporting System, a number of adverse side effects including pancreatitis, Guillain-Barre syndrome, and spinal cord inflammation have been reported since the approval of the vaccine. â€Å"Although these adverse reactions may be rare, they are not worth the risk since the vaccine only protects against two of the 15 strains of HPV that may cause cancer of the cervix† (â€Å"Should any vaccines be required for children?.†). There are also some doubts about the effectiveness of this vaccine because it was tested only on 1,100 girls; and this number is insufficient to get a clear picture of the vaccine’s ‘functionability’. Researchers have identified that aroun d 15 types of genital HPV out of 30 are likely to lead to cervical cancer. However, the Gardasil provides coverage against only two of the 15 and therefore it cannot be considered as an effective vaccine to HPV. Hence, this vaccine provides coverage against only some limited viral strains. Evidently, the US government has not done adequate researches to explore the long term impacts of such a mandate. Since its long term implications still remain to be unknown, the mandatory vaccination is more likely to lead to additional health issues. In other words, the US government risks the public backlash through the mandatory HPV vaccination. Obviously, the HPV vaccination must not be mandated before its long term side effects are clearly identified. Ethically, parents have the ultimate right to make health decisions for their children and therefore the government should not intervene in those decisions. According to a survey conducted by the University of Michigan, 31% of parents do not su pport mandatory school entry vaccinations (â€Å"Should any vaccines be required for children?.†). They hold the view that they must have the authority to refuse such vaccinations. Many of the US parents hold the view that the process of vaccination is religiously wrong. The First Amendment to the United States Constitution guarantees citizens to freely exercise their religious belief. Hence, the forcible vaccination would violate the first Amendment. Similarly, this mandatory vaccination policy gives exception to boys and hence it can be considered as the direct violation of constitutional principles of equity. Forcible enforcement of mandatory HPV vaccination would result in public backlash and this situation may adversely affect childhood vaccine programs for other diseases. Many people strongly argue in favor of the proposal by pointing to other mandatory vaccinations against measles and smallpox. They ask why it is necessary to give exception to mandatory HPV vaccination while practicing mandatory vaccination against several other diseases. Here, it must be noted that the HPV is not airborne and sexual contact is the major cause of cervical cancer. The government has a potential motive to protect its people from a deadly airborne virus because

Choose a character from The Dressmaker of Khair Khana and explain how Essay

Choose a character from The Dressmaker of Khair Khana and explain how the character faces oppression and overcomes it to become - Essay Example The punishment meted out for going against these rules was unthinkable. Such women, who faltered, were arrested, stoned or beaten to death in public. Kamila Siddiqi, an average Afghan woman, confronts life with great hope and determination as she sets out to carve out a successful business in order to support her family, and in doing so, she successfully overcomes brutal oppression at the hands of the Talibans. ‘The Dressmaker of Khair Khana’ by Gayle Lemmon, gives us a bird’s eye view of Afghanistan that is quite different from what we know of it so far. According to archaeological evidence, Alexander the Great had defeated the Achaemenian Dynasty between 330 – 327 B.C. during the Pre-Islamic Period and, thus, ushered in an era of Greek culture. However, by 637 B.C. the Arab Muslims started conquering the tribes in Afghanistan in a long drawn out process and introduced them to the Islam religion. By the 10th century, the Arab Abbasid Dynasty and the Samani ds, who were the successors of the aforementioned dynasty in Central Asia, were torn down. Therefore, the Ghaznavid Dynasty, which was the offshoot of the Samanids, was established and became the first major Islamic dynasty to rule Afghanistan. Once again, Genghis Khan who was the leader of the Mongol forces, defeated them in Central Asia in 1220, and left Afghanistan fragmented, till Timur succeeded and took over the country during the 1380’s. The Mongol Empire that was already there was further expanded by Timur during his rule (Nations Online Project, n.p.). Till the early 16th century, the descendants of Timur ruled Afghanistan. In 1919, after the signing of the Treaty of Rawalpindi, that brought to a close the Third Anglo- Afghan War, Afghanistan got its independence and became an independent country. However, the Guerrilla Wars that occurred between 1979 and 1989, killed thousands of people, devastated the land and left about 5 to 6 million homeless. Once again in 1992, a Civil War broke out because the government could not settle their differences with the Mujahideen and this further served to drag down the economy and make it even worse. This resulted in a struggle between the various armed groups and finally, one of the Islamic fundamentalist groups, the Taliban emerged victorious and took control of the country in 1996 and it was the Taliban that gave permission to the Al Qaeda, an Arab terrorist Organization to make use of Afghanistan as their base. The Taliban made use of an extremist interpretation of Islam to suppress and control the country and hence terrorist activities were rampant. The Taliban ruled with an iron fist and the people were not free to do as they wished. Especially for women, the depth of female deprivation and torture knew no bounds because the Talibans treated women even worse than animals. Their rules put endless restriction on women and the foremost of them was the ban on women working outside the house. Women were als o not allowed to carry out outside the home activities without a male chaperon. They were not allowed education in any school or university and were forced to wear a burqa that covered them from head to toe. They were banned from dealing with male shopkeepers and were not to be treated by male doctors. Women were not allowed to use cosmetics or paint their nails. Women found going against the Taliban rules, were stoned, whipped and beaten in public. Sometimes they were shot in public at point blank range. In such a dangerous

Diversification Strategies Research Paper Example | Topics and Well Written Essays - 1000 words

Diversification Strategies - Research Paper Example The company is among the foremost producers in majority of the markets where it operates in. The products manufactured by 3M are delivered through several distribution channels including wholesalers, distributors, retailers and dealers among others. As of 2010, 3M had 80,057 employees, out of which 32,955 were engaged in the business operations located in the United States and the rest globally. For the year ending 2010, 3M generated net sales equivalent to $ 26.7 billion which was a 15.3% increment from the year 2009. The operating income of the company also increased by 22.9% in the year 2010 as compared to that of 2009 (3M, 2010). Sears, Roebuck & Co. is amongst the principal retailers in the United States, functioning in all the fifty states of US in addition to Puerto Rico. The company has very limited global presence and operates internationally only in Canada. The company merged with Kmart to form Sears Holding Corporation in 2004. The total revenue of the company in 2010 was $43,326 million while that in the year 2009 was $44,043 million. The revenue value of the company in 2008 was $46,440 and had been decreasing over the years. As of January, 2011, the company had 280,000 employees in the US and around 32,000 in Canada (Sears Holdings Corporation, 2010). Although Sears, Roebuck & Co was always primarily in retail business, in the early 1980s the company had diversified into real estate as well as brokerage services through its subsidiary Allstate. However, post the diversification though the performance of the finance segment of the company was reasonable, the retail group of the company suffered as it failed to respond to altering times (Monks & Minow, 2008). Diversification Outcomes of the Two Corporations and Reasons for the Different Outcomes The diversification of 3M into its six different segments had produced positive outcomes for the company. 3M is recognized for its aptitude to produce new products and generate new businesses. It can be subst antiated from the fact that 30 percent of its revenue comes from products developed during the preceding five years. The company had time and again extended its existing technological proficiency to generate a comparable yet innovative product. 3M’s success can be attributed to variety of factors, such as a corporate culture that promotes risk taking, a focus on resolving client problems, the utilization of extended and long-term goals, and independence of the employees to follow their own ideas. Furthermore, 3M consistently follows the system of sharing technologies and expertise amongst the different business segments. It also pursues a reward structure that recognizes innovators in the organization. Thus, 3M had succeeded in diversifying its business by leveraging its technological competence (3M, 2011). The Sears, Roebuck & Co had been struggling since the past couple of decades, trying first one approach and then another, looking for sustainable growth and momentum and a n improved image. As discussed earlier, Sears had diversified into financial services and specialty retailing during the 1980’s. However, after its diversification into real estate and other financial services, Sears could not maintain its performance in

Nazism vs. Fascism Essay Example for Free

Nazism vs. Fascism Essay R.Q.: To what extent were the German and Italian regimes under Hitler and Mussolini Totalitarian? i. Why? With this research I want to discover whether Hitler and Mussolini transformed Germany and Italy, respectively into Totalitarian regimes. In my discretion this played a major role when looking at traditions, respectability of countries and reputations of countries. Such emotions can also trigger wars, as we so in WWII. Initially, I feel that Dictatorships having absolute power over a country can cause many inconveniences for the citizens of it. Hence, I want to understand their motives and ambitions. Also, I figure that this is a very important time period in which milestones and new dimensions have been opened. Thirdly, I decided on this topic because I am a German citizen, who is naturally interested in the background and history of ones father country. ii. What? I am going to use a series of books written in different time periods by different writers from different countries. This shows a certain scope of viewpoints, which makes the answer to this question more objective. I am also going to use the Internet as one research option of my internal assessment. iii. I planned my essay. This can be seen in the appendix, 1) Essay Plan. This plan shows how I am going to attempt to accomplish my Task i. Define Nazism a. Nazism is the body of political and economic doctrines held and put into effect by the National Socialist German Workers Party in the Third Reich including the totalitarian principle of government, state control of all industries, predominance of groups assumed to be racially superior, and supremacy of the Fà ¯Ã‚ ¿Ã‚ ½hrer1. ii. Define Fascism a. Fascism is a political philosophy, movement, or regime (as that of the Fascisti) that exalts nation and often race above the individual and that stands for a centralized autocratic government headed by a dictatorial leader, severe economic and social regimentation, and forcible suppression of opposition2. iii. Define Totalitarian a. Totalitarian is defined as of or relating to centralized control by an autocratic leader or hierarchy. Of or relating to a political regime based on subordination of the individual to the state and strict control of all aspects of the life and productive capacity of the nation especially by coercive measures (as censorship and terrorism)3 iv. All these definitions above are essential in order to understand how totalitarianism is initially linked with Nazism and Fascism. These terms, Nazism Fascism and Totalitarianism have all got the subordination of the individual to the state and the control of mind etc. of the individual in common. The difference between them, however is that Totalitarian is purely a term describing a situation, a current state of something. Nazism and Fascism on the other hand, describe an ideology that developed over centuries and eventually ruled a country. When we are looking at these definitions, we discover, that both ideologies have a feature of totalitarianism innate. Therefore, initially we would say that they the states, Germany and Italy, both are totalitarian because the autocracy by which they are ruled is totalitarian. This must mean that the people believe in it because they elected this system of government, and hence the system must be totalitarian. This, however, is debatable. In the ongoing lines I will question the above statement by looking closer at the two ideologies and how they became elected. i. Discrimination of Minorities a. Germany i. Minorities, such as Jews, Blacks, Gypsies and women were discriminated widely. Anything not of Aryan derivation, was inferior. Women, for example, were expected to behave just like K,K,K-meaning Kinder, Kirche, Kà ¯Ã‚ ¿Ã‚ ½che. Translated, Children, Church, Kitchen. In other words, they were expected to have as many children as possible to expand the Aryan race, support the religion and cook well. Jews, of course, were treated the worst, i.e.: concentration camps. b. Italy i. Fascist Policy towards women was condescending. Women were not put equal to men. It was also anti-urban and anti-consumerist. There was birth control and additional taxes on unmarried. This, in a way, was similar to Nazi Germany, where there were incentives to bear as many children as possible. It aimed to promote the superior race. Fascist policy was at the beginning not racially concerned. However, when relations with Germany improved, Mussolini adopted some anti-foreign steps. This aimed to give the people a feeling of superiority over other nations and should promote the will to fight for the cause of the nation. Employment conditions for female workers were restricted. They were excluded from several workplaces. ii. Church a. Germany i. Germany was almost entirely a Christian country. Hitler realised this and did not underestimate the power the church, as a single institution, could have on the peoples minds. Therefore, he knew it would not be wise to attack the church during his campaigns. Hence, he made an agreement with the church, the Concordat, which granted the church religious freedom. This, however was only superficially. In reality, any member of the church speaking bad about Hitler or his party, NSDAP, was prosecuted or sent to a concentration camp. Even Church schools were influenced by Hitler; the bible was replaced by Mein Kampf and the cross by the swastika. b. Italy i. In Italy the church played a more important role than in Germany because of the Pope and the Vatican being situated in Italy. Hence, Mussolini tried, after 1922 when coming to power, to include the church as much as possible in the fascist state in order to stabilise and ensure power for his party, PNF. Catholicism was also seen as a possible threat to the emerging fascist state. Hence, a concordat was attempted to improve church-state relations. Catholicism was considered the religion of most Italians, which was so deeply rooted in Italian life that could directly endanger the position of the fascist might. iii. Education a. Germany i. Education in Germany was largely controlled by the Nazis. The main subjects were history, biology and physical education. All of course indoctrinated and altered to shine a good light on the Nazi party and its style of rule. Special schools were build for the most talented. This meant that from a very young age onwards, children in Germany were focused on the Nazi ideology, similar to the Youths, which I will talk about in the next paragraph. b. Italy i. Education was focused on Fascist ideas and ideology. Children were educated in physical education and military training. These are just examples to illustrate what Mussolini wanted to achieve. iv. Youths a. Germany i. Various youths existed in Nazi Germany, all aiming to control the mind of German children. Hitler once described his views concerning the purpose of youths: When an opponent declares, I will not come your side, I calmly say: Your child belongs to us alreadyIn a short time, they will know nothing else but this community. These programs existed for boys and girls. Boys camps were more physical, preparing for war. Girls camps were aiming to make them strong to bear many healthy children. b. Italy i. From 1929 onwards, Mussolini focused more intensely on the control of children in his regime. He wanted to control them by education, which he stated as a right of the leading body in a totalitarian state. The Ministry of Public Instructions was changed to the Ministry of National education (ONB) in 1929. This new organisation provided pre-military training, drill and gym. All measures to convey a more aggressive and disciplined way of live. This program was even integrated into the school curriculum. Recruitment was thus made very easy and numerous. The Fascists wanted to create an Italy were there were young courageous men willing to fight for the cause of the nation. Their motto was: Believe, Obey, Fight. This displays exactly what Mussolini was after. Especially during the great depression, Mussolini tried to give his people a cause to believe in. He created groups or fixed mass meeting so that the people would experience a way of unity. v. Propaganda a. Germany i. Minister of Propaganda in Nazi Germany was Goebbels. He was an able man, with enormous aims. Not only wanted he the people to accept the regime. He wanted them to capitulate to them, grasping the ideology. He, for the first time in history, effectively made use of the radio and press. He seized control over both. By 1932 less then 25% of the population owned a radio. Hence, he made provisions for producing cheap sets of wireless radios. He called it the Volksempfà ¯Ã‚ ¿Ã‚ ½nger, translated, nation-receptionist. The press seemed harder to control. The Nazi publisher-Eher Verlag-bought many of the 4,700 existing newspapers. Goebbels held a daily press conference and eventually, the Editors Law, made the seizure of the press complete. Via the radio, the Aryan race was emphasized. Jewish music was not played. People were constantly bombed with Nazi propaganda, their ideology. b. Italy i. Mussolini wanted to create an image of the new Italian. This image should be aggressive and patriotic. He also used heroic figurers from the wars to illustrate the alleged superiority of the Italian nation. vi. Police State a. Germany i. The party seemed to be well organized and structured. Hitler himself, however, rejected any document work. Now the question appears, how it was so sufficient? The answer is that a powerful force was acting behind the scenes. This force was the army. It consisted of the SS, short for Schutz-Staffel, the SA, short for Sturm-Abteilung, the Gestapo, known for its brutality and later the SD, Sicherheitsdienst, the party internal police force. All these acted in order to maintain or restore order. The SS was once created to be Hitlers personal bodyguard. It evolved to be a unit with incredible power over, economic, political and social matters. It turned out to be an extremely useful tool for Hitler. b. Italy i. The military was also guaranteed a supreme status in Italy. However, the German army had become a political power whereas the Italian had not. After the death of Hindenburg, Hitler was able to benefit from an exclusive oath. Mussolini never had such an opportunity under the still existing Monarchy. The Italian Military acted with divided loyalties. The Italian army did not face any threats form party-army-type organizations, as opposed to the German SS and SA. vii. Power of the Leader a. Germany/Italy i. Both, der Fà ¯Ã‚ ¿Ã‚ ½hrer and il duce, were charismatic and ambitious men. They had a set aim which they wanted to achieve no matter what the cost was. They managed to elate masses so that they would virtually believe anything they said. These are, among others, characteristics a strong Leader must have in order to be successful. Hitler was not only appointed chancellor but became President after Hindenburgs death. He also appointed himself Chief-Commander of all armed forces. This gave him the mere control over many bodies. i. Weigh factors against each other a. Germany vs. Italy ii. Conclusion a. When looking back at my research and all the information I collected during it, I think it is fair to say that both ideologies and those implementing it, transformed the respective countries to a large extent into totalitarian regimes. Although, I would say that this phenomena did not occur in the conventional way. By definition, a totalitarian regime controls every aspect of life. When looking at the moment they came to power and the day they left, a great difference in many senses can be seen. Especially, when looking at how they controlled the peoples minds. Propaganda, Force, Speeches, youths and discrimination are all factors, which increased their influence. This integrated so quickly into the respective countries roots, so that it was inevitable that people would eventually believe what they heard. They would also obey by it because they the how brutal their measures could be. Power conveyed and achieved by force was one feature in these regimes. The other means was propaganda. New technology, new innovations enabled them to convey their messages and slogans whenever they wanted. They could also reach every member of their community. They not only controlled adults. One of their ideas was to transform the young so that their ideology would be carried further with the next generation. 1 http://www.m-w.com/cgi-bin/dictionary?book=Dictionaryva=Nazism 2 http://www.m-w.com/cgi-bin/dictionary?book=Dictionaryva=fascism 3 http://www.m-w.com/cgi-bin/dictionary?book=Dictionaryva=totalitarian

The Adventures of Huckleberry Finn Essay Example for Free

The Adventures of Huckleberry Finn Essay In some works of literature, the main character often finds himself or herself in conflict with the social or moral values of his environment. Choose one novel or play of literary merit in which the character is at odds with the people around him or her, or with society at large. Write an essay in which you explain how these conflicts are essential to the overall meaning of the work. The Adventures of Huckleberry Finn: An Analysis of Conflict In The Adventures of Huckleberry Finn, author Mark Twain introduces the conflict of an individual versus society. Huckleberry Finn, the protagonist, embarks on an adventure of his own in order to escape the society that has done him wrong. With a runaway slave as his companion, Huck ventures out on the Mississippi River, observing and analyzing all aspects of the world around him. On his journey, Huck not only uncovers the hidden hypocrisy of his so-called â€Å"civilized† society, but also discovers his own inner conscience and sense of morality. Set in pre-Civil War Missouri, Huckleberry Finn’s tale captures the essence of southern society during that time period. During the early nineteenth century, slavery was still a predominant establishment in southern life. Those who owned slaves saw nothing wrong with the practice, for they had been raised believing slavery was just and acceptable. And the slaves themselves were born into the system simply accepting their fate as inferior beings. The reader sees this strange predicament in almost every situation Huck is faced with, from his temporary stay with the Widow Douglas to his encounter with Mrs. Loftus. During his stay with the Widow Douglas and her sister Miss Watson, Huck is constantly pestered to be more well-mannered and â€Å"civilized. † Miss Watson feels that Huck is in need of a spiritual saving, and so â€Å"By-and-by they fetched the niggers in and had prayers, and then everybody was off to bed,† (Page 2). While she tries to save Huck from eternal damnation, she fails to realize that she herself is practicing a much more damning institution. She ironically preaches salvation, but she herself is involved with slavery – something the Bible condemns. Another example of this irony is Huck’s confrontation with Mrs. Loftus. Although she seeks to aid Huck, she ultimately is part of the reason he is in danger. Her husband is on a search for Jim, who is wanted for not only being a runaway but also for being a suspect in Huck’s â€Å"murder. † With this, the Loftus family puts Huck in more danger than he already was in. As Huck observes the hypocrisy of his society, he feels more inclined to break away from their way of life and instead form his own conclusions about what is right and what is wrong. Huck’s struggle against society and its attempts to civilize him is the starting point of the conflict in the novel. He feels trapped by the standards society has set for him. In order to avoid his culture’s influence, Huck flees his life with the adults that have done nothing but set a bad example for him. As he forms a relationship with Jim, a runaway slave, Huck truly begins to question the morals upheld by his society. To Huck, being associated with a slave is one thing, but aiding one in escaping is an entirely different and more dangerous predicament. When Jim is captured, Huck must decide whether to turn Jim in, as society demands, or to protect and help his friend instead. Eventually, though, Huck’s inner conscience and humanity prevail, and declares that he rather â€Å"go to hell,† (Page 170) than let Jim be enslaved again. Huck’s sacrifice to save Jim in return for his own eternal soul is the ultimate climax of the story. After dealing with the conflict of a morally corrupt society, Huck’s decision to disregard the norms set for him and make up his own mind creates an epic conclusion to the story. In the end, Huck not only frees Jim from bondage but also metaphorically liberates himself of society’s control over him. With this moral reckoning, Huck can learn from the mistakes of his society and set a new path for others to follow.

Case Study Workplace Learning Analysis Education Essay

Case Study Workplace Learning Analysis Education Essay In recent years workplace learning has gone from being largely unnoticed to attracting unprecedented interest among employers, researchers and policy makers. This interest can be attributed to globalisation, technological and social changes, economic shifts and organisational developments. The ideas of learning linked to work roles and learning occurring at work are not new yet concepts such as lifelong learning, the learning society and the knowledge economy have contributed to the development of workplace learning as a distinctive field of enquiry (Lee et al., 2004:2). The recognition of workplace learning as a source of sustainable competitive advantage for individuals and organizations alike have also attracted a great deal of interest to ensure that workplace learning is effective. David Boud (1999:5) goes on to assert that in this context: Workplace learning is concerned not only with immediate work competencies, but about future competencies. It is about investment in the general capabilities of employees as well as the specific and technical. And it is about the utilisation of their knowledge and capabilities wherever they might be needed in place and time. Many scholars agree that the workplace provides a rich environment for learning (Hager, 2004; Billet, 2001, Boud, 1999). In the changing context of work and new competence demands there is widespread consensus about the importance of workplaces as significant sites for learning new skills and knowledge. Indeed, the workplace is now even named by some as the Learning Organisation which is defined by Pedler et al (1998) as an organisation which facilitates the learning of all its members and continually transforms itself (Thompson, 2006:2). Workplace learning includes a variety of models like formal, non-formal, informal and incidental. On the contrary to the wide availability of different types of learning, relatively little is known about its effects at individual and/or organisational level (Felstead et al, 2009). The lack of such information may involve a low degree of intentional influence at individual and organisational level to optimise take up and effectiveness of workplace le arning (Felstead et al, 2009). Literature substantiates the claim that workplaces differ in terms of the opportunities they provide for employees to engage in learning activities and personal development (Billett, 2001). Workplaces also differ in terms of their complexity, their culture, their power and the nature of their boundaries with contexts of learning and knowledge production (Clarke, 2005). Research shows that workplace learning is a socially situated process where the context, in terms of its structures, activities and relationships shape the learning environment and learning opportunities in the workplace (Lee et al, 2004). As Marsick and Watkins comment, the creation of a learning environment goes far beyond the design of learning itself. It involves the design of work, work environments, technology, reward systems, structures and policies (1990:44). Awareness and understanding of these factors is a pre-condition to foster an effective workplace learning at organisational level as well as at policy lev el. In fact, Felstead (2009:193) has suggested that there is some evidence in the larger field of human resource development that a focus on the learning of individuals is less significant than a focus on the organisation as a context for learning Increasingly, the importance of developing an appropriate learning environment in order to foster workplace learning is dominating organisational agendas (Clarke, 2005). Such realisation are in evidence in the UK, where the British government through the HM Treasury report Prosperity for all in the global economy -world class skills (2006), has set workplace learning in the wider context of government policy and emphasised the importance of developing effective workplace environments to support workplace learning in particular (HM Treasury 2006, The Leitch Review of skills). Despite ongoing government support for learning in the workplace, findings showed that there remains a significant gap between policy and practice (National guidance research forum). Employers complain that despite the available government funding the costs of involvement outweigh the benefits. Further many UK workplaces are still considered as being low-skill and offering poor opportunities for learning and there are worries that significant shortages of skilled workers will start to appear, unless workplace learning is enhanced (CIPD, survey report 2008). Addressing the issue, findings from The Teacher and Learning Research Programme (TLRP) revealed that for workplace learning to be effective in the UK, various aspects of workplace context need to be considered than merely providing learning opportunities at work. Since learning is influenced by the workplace context, exploring the contextual factors that may influence employees learning is critical to advancing our understanding of how different aspects of the workplace environment are likely to be important in fostering an effective learning climate (Clarke, 2005). It has been acknowledged that workplace provides an environment for learning that either facilitates or inhibits learning, yet few research studies have examined the extent to which the environment serves to enhance learning. A few commentators, notably Billett (2001), Fuller and Unwin (2003), and Ashton (2004), have sought to extend this view and have pointed to workplace structure and context as significant factors within the processes of learning at work (Lee et al, 2004). In particular, Skule (2004) has acknowledged that research on assessing and measuring the contextual factors that promote or impede learning at work is underdeveloped (Skule, 2004). Therefore this study sought to investigate and discuss the influence of contextual factors that have been posited in the literature as influencing workplace learning specifically. This paper shows that by locating workplace learning in context, clearer understandings of the factors influencing the learning environment and processes can be gained. It also shows how the workplace context can provide both barriers to and opportunities for learning. Firstly, different forms of workplace learning are identified. Two opposite paradigms or approaches to understanding the phenomenon of learning at work are discussed. However, the focus of the paper is not on formal programs but on informal/incidental learning which occurs in the workplace. Then the report aims to discuss appropriate context conditions for learning at the workplace. Workplace learning Workplace learning is attracting attention for a number of different reasons. It is often characterised and conceptualised as advantageous to all those involved: there are benefits to employers in raising productivity and profitability, there are benefits to employees in raising employability and earnings and there are benefits to the economy in raising competitiveness and growth. Apparently, workplace learning is a term applied to various contexts and surrounded by different points of view. Thereby generating a myriad of different lenses through which workplace learning is viewed and understood. David Boud (1999:11) argues that, workplace learning is a site of intersecting interests, contested ideas, multiple forms of writing and rapidly evolving practice. There is no consistent and generally accepted definition of workplace learning (Lee et al., 2004). One definition of workplace learning was provided by Marsick and Watkins during the 1990s. Their definition focused on the way individuals learn and respond to changes in the organisational environment that in turn influences the way in which people construct meaning in their personal and shared organisational lives. Fuller and Unwin described workplace learning as learning in, for, and through the workplace (2006:23), suggesting that learning can be embedded in social relations. Beckett (1999), in relation to workplace learning, tends to focus on key HR policy choices and agues that organisations should provide mentoring and coaching and dedicated time to engage in policies for individual strategies such as appraisal, career planning, incentives to learn etc and link workplace learning strategy to evidence of learning (cited in workplace learning: main themes and perspectives). Not only workplace learning is represented by a variety of meanings, the literature is also informed by different views. The literature on workplace learning is rather confusing as it has been viewed from the perspective of a variety of disciplines such as sociology, cognitive psychology, policy studies, management theory, learning theory etc, each reflecting different assumptions and perspectives (Hager, 2004). However, in the field of management theory (HRM), approaches to classifying types of workplace learning demonstrate two main dimensions or approaches to discussions. The dominant perspective has been the traditional perspective of learning. Many researchers work within what Beckett and Hager (2002) have called the standard paradigm of learning which assets that the best learning consists of abstract ideas that are context independent and transparent. Here learning is a process of individual acquisition of knowledge. Hence he goes on to argue that in this paradigm non-transparent learning is a second-rate kind of learning (Hager 2004:244). This is important for studies of workplace learning because it takes us beyond the simplistic and restricted traditions of cognitive and behaviourist psychology and embraces the role of tacit knowledge. This learning opposes the emerging paradigm of learning which emphasise the importance of how people make sense of their experiences at work. Hager (2004:246) argues that rather then being simply a change in the properties of the learnerà ¢Ã¢â€š ¬Ã‚ ¦the main outcome of learning is the creation of a new set of r elations in an environment. This is why learning is inherently contextual, since what it does is to continually alter the context in which it occurs. Similarly, Sfard (1998) has used the notion of metaphors of learning. The first metaphor -learning as acquisition is based on the premise that knowledge exists independently of the knower but can be acquired and acted upon. The second metaphor -learning as participation emphasises learning happening in relation to others before it is internalised by the individual. Sfard (1998) emphasized that neither metaphor was adequate on its own (Sfard, 1998:44). A different perspective to workplace learning emerged in academic writings in the early nineties, greatly influenced by the work of Lave and Wenger (1991). Situated learning theories draw on concepts such as communities of practice to explore workplace learning. This new perspective emphasises the construction of knowledge within the social and cultural circumstances in which learning occur, namely the social context. Lave and Wenger (1991) who in stressing that learning is at its most meaningful when it is situated showed how researchers should focus on the community of practice rather than on the individual as the unit of analysis. It is argued that workplace learning depends on the extent to which organisations afford employees opportunities to participate and interact with colleagues (Billet, 2001). Even though Lave and Wengers concepts of communities of practice have enjoyed widespread popularity within workplace learning theory, it has been criticised for failing to take accoun t of the role of formal education and not discussing that employees in a workplace may or may not have opportunities to be part of a community of practice (Fuller and Unwin, 2003). The second main dimension of learning relates to the distinctions between formal and informal learning. Formal workplace learning is typically associated with training and education. It is also conceptualised as a standard paradigm of learning or learning by acquisition. According to Marsick and Watkins (1990), formal learning occurs as part of an organised workplace-accredited programme and is embedded within the organisations structure. They argue that formal learning has a finite end point that results in a qualification to undertake specific work activity. In contrast, informal workplace learning can be thought of as a process of learning that takes place in everyday work experience (Marsick and Watkins, 1990). Informal learning involves action and reflection and includes self-directed learning, mentoring, coaching and social interaction. Informal learning is seen to be integrated into daily routines (i.e. experience-based learning), not highly conscious (i.e. implicit learning), influenced by chance and linked to learning of others (learning by communicating) (Lee et al., 2004; Marsick and Watkins, 1990). Indeed research shows that learning by doing is the most effective method of learning. The term informal learning sometimes is used interchangeably with incidental learning. Marsick and Watkins drew distinction between informal and incidental learning. They described informal learning as focusing on experiential forms of learning and incidental learning as focusing on unintentional or unplanned learning (cited in affordances and constraints on informal learning in the workplace). In this context, learning is assumed to be an action arising from experience that may enable the learner to develop and acquire new skills. Incidental learning can be described as a social process and can be conceptualised using Lave and Wenger (1991) notion of a community of practice. Research indicates that about two-thirds of workplace learning may be informal or incidental (Marsick and Watkins, 1990; Skule, 2004). There is also apparent consensus that informal learning is becoming increasingly the preferred option for developing employees. One of the most important issues here is the realisation that much of the knowledge that individuals need and use in organisations is based upon their experience and often cant easily be found in any written form. For example, Billett (2001) conducted several studies of coal miners and workers in industries, concluding that in the informal learning setting of the workplace, effective learning resulted from learners engagement in authentic activities, guided by experts and by interacting with other co-workers. Although learning was unique to each co-worker, it was also shaped by the workplace culture. His study revealed that the quality of learning depended on the kind of activities engaged in, access to support, guidance, and how co-workers constructed their knowledge of different situations. According to Billett (2001:21) ..these factors influence the process of learning and what is learnt. In doing so, they reflect the interdependence between work and learning, providing a basis to consider not only the contributions of the workplace as a learning environment, but also how the workplace might be organised to improve learning Informal learning suggests that the social and cultural environment has the potential to influence how learning occurs. Furthermore few studies have investigated how the sociocultural context has facilitated and constrained informal learning at work. This is a critical area of investigation because of the growing reliance on informal learning as a means of developing the knowledge and skills required in the workplace (Felstead, et al, 2009). Although informal workplace learning is the most prevalent form of learning in organisation, it is also the least well supported (Eraut, 2004). A central argument of this paper is that the workplace can be understood to foster or hinder particular types of learning environment. Drawing on Lave and Wengers (1991) situated learning theory, Fuller and Unwin (2003) developed an expansive-restrictive framework that provides a conceptual and analytical tool for evaluating the quality of learning environments and for analysing an organisations approach to workforce development (Lee et al, 2004). Expansive learning environments include opportunities to engage with multiple communities of practice, gain broad experience across the organisation, learn off and on-the-job and extend job roles. Restrictive environments on the other end are characterised by workplaces with limited opportunities to acquire formal qualifications and much narrower approach to work design (Fuller and Unwin 2003; 2004a). In their study, they identified three participatory dimensions. Firstly opportunities for engaging in multiple communities of practice at and beyond the workplace. Secondly, access to a multidimensional approach to the acquisition of expertise through the organisation of work and job design and finally the opportunity to pursue knowledge-based courses related to work (Clarke, 2005). The findings further revealed that organisations with expansive approach foster a wide range of formal, non-formal and informal approaches to and opportunities for learning whereas a restrictive approach impose many limitations on learning. Within organisations adopting an expansive approach, learning is likely to take place horizontally as well as vertically, and the culture is likely to be less hierarchical. Individual employees are also likely to vary as to whether their approach to learning is expansive or restrictive, and their attitudes may be in harmony with or in opposition to the culture of the organisation in which they work. Fuller and Unwin (2003) and Billett (2001) stress the importance of persons dispositions towards workplace l earning. Those personal dispositions influence what and how an individual learn at work. Fuller and Unwin research was contested by some authors, notably Young (2001) who pointed out that not all workplace learning will take place across teams or in social circumstances. Young further argues that the emphasis that expansive learning places upon transformation could potentially lead to the creation a new learning binary mirroring that of formal/informal learning (Lee et al, 2004, cited in workplace learning main themes and perspectives). This brief introduction has highlighted that learning in the workplace can be formal, informal and incidental and that workplace can foster or hinder particular types of learning environment. The various definitions of workplace learning explain that the all encompassing nature of the term makes it difficult to establish how far there has been a shift in human resource management towards making more effective use of the workplace as a source of learning (Stern Sommerland 1999 cited in workplace learning main themes and perspectives). Arguably the differing dimensions of workplace learning within these literatures examine the influence of the workplace context at different levels of analysis and more importantly influence learning differently (Clarke, 2005). Organisations can play a major role in facilitating their employees learning by providing an environment that is conducive to a positive attitude to learning. Conditions for effective Workplace Learning The effectiveness of learning activities at the workplace is dependant on a variety of factors. Scholars such as Fuller and Unwin (2003), Billett (2001), and Skule (2004) have identified various factors that affect workplace learning, either directly or indirectly in a large number of contexts. Research shows that organisational structure, workplace context and social-cultural conditions at work shape the learning environment and learning opportunities in the workplace (Ashton, 2004). Besides, there are also individual factors such as individual dispositions, psychological learning potential, employment status and educational background which affects individuals learning at work. This section focuses on analysing briefly the workplace context and social-cultural conditions influencing workplace learning. Based upon a review of the literature, a range of factors were identified that were considered aspects of workplace environment for facilitating or constraining workplace learning ou tcomes: (Clarke, 2005:8). Environmental factors The rapid changes in the economic and social conditions means organisations have to constantly adapt in order to survive. This adaption involves the acquisition of new skills and competences at the workplace and job level, thus inevitably influencing the degree and quality of learning in the work context (Skule, 2004). This relationship is empirically confirmed by Skule (2004) who identify a positive correlation between exposure to competition of the organisation and learning-intensity of jobs. Moreover diversification of technologies and advanced information are becoming increasingly pivotal to the success of organisations and professional practices, irrespective of their size or industry sector. This is because information technology not only automates, it also informates à ¢Ã¢â€š ¬Ã‚ ¦ information technology can create an environment for thinking and problem solving (Schuck 1996:1999). Thus the successful integration of technology into the organisations functioning can have drama tic impact on the learning opportunities. Organisation structure and culture How motivated individuals are to learn and how encouraged they feel in learning all depend in large part on the organisation, its culture and how it is managed. In short, when it comes to learning, an organisation can facilitate or hinder workplace learning. Ashton (2004) through his empirical studies identifies the following workplace practices that have major influence on workplace learning: (1) Tasks variation in the job. Placing employees into different functions or departments so that they gain skills and knowledge in different contexts and able to shadow other employees. Secondments and job rotation constitutes an appropriate instrument in this respect. (2) Autonomy vs Standardisation of tasks and work processes. Task with a high degree of autonomy facilitates developmental learning, whereas a task with a high degree of standardization facilitates reproductive learning. (3) Cross-functional teams. Many organisations are starting to see the potential of cross-functional teams as an effective means of supporting workplace learning. One benefit of employee working in cross functional team is that knowledge and skills from other team members is transferred directly and formally. (4) Organisational decisions about learning and its impor tance. This underpinned the support available for learner from all levels (Lee at al, 2004). Whilst Ashton empirical study reveals that workplace practices can and do influence learning and access to learning, it also draws attention to the significance of learning culture. It follows that a very effective way of improving workplace learning is to improve the learning culture. This entails making changes to existing working conditions and day-to-day practice of management (Skule, 2004). Skule (2004) identifies, in a quantitative study that managerial beliefs, attitudes and behaviours together with leadership issues (like feedback, support and reward) were the most conducive factors to learning at work. While approaches to management development normally emphasise motivation, productivity and appraisal, relatively little attention is given to creating a climate which promotes learning (Thompson, 2006). More specifically managing should be comparable to coaching, education and skills of managers have to be adapted towards pedagogy and teaching methods to support and structure learning processed in workplaces. To appoint managers and develop them for this new role of facilitating learning would be a highly significant move. According to Schuck (1996:207) The beliefs, attitudes, and behaviours of the manager are at the heart of the environment of inquiry. Within pedagogy for meaning, a manager creates opportunities for learning and becomes an active participant in it. The manager of inquiry encourages people to ask questions and creates an environment in which intellectual play and socially mediated learning are necessary and legitimate components of work. Research shows that the most effective learning cultures are best when a learning culture is expansive (Fuller and Unwin, 2003). Fuller and Unwin study on apprenticeships revealed that quality of learning varied significantly between expansive and restricted firms despite the fact that all were part of the same government scheme. Furthermore, they state that expansive learning environments, which encourage access to diverse forms of participation, were more likely to facilitate integration of personal and organizational development. Billett (2001) shares Fuller and Unwin (2003) view on co-participation but adds that learning is more likely to be effective if there is synergy between the factors and forces that contribute to the learning -e.g workplace affordances (race, gender, personal relations etc), supportive management and learn part of the culture (Clarke, 2005) Socio-cultural context While the organisational context of learning is clearly important, we should also note the significance of the socio-cultural context of learning. Socio-cultural perspective on learning can be traced back to the work of Vygotsky (1978) who suggested that learning cannot be understood without considering the social and cultural context in which learning takes place. Echoing Vygotsky, Lave and Wenger (1991) have conceptualised learning in the workplace as participation in social practice. From this perspective, workplace learning is seen as arising as a result of a complex interaction between knowledge acquisition based within the work and social activities or practices of groups within organisations (Lave Wenger, 1991). Workplace leaning is not isolated from social practice. This is clearly an important consideration in understanding the consequences of learning in workplaces (Billett, 2001). This can be seen to apply in a number of ways: The social circumstances in the learning situation can play a significant part in how learning experiences proceed for example a disable learner may be held back in his or her learning because of disadvantages within the organisations concerned. Moreover, factors such as race, gender can have a significant influence on learning. For example gender stereotyping can shape peoples attitudes and approach to learning (Felstead et al, 2009). Billett (2001) highlighted that workplace learning is social and cultural in nature. In his research on skill formation in coal mines, Billett argued that workplace activities are structured by historical, cultural and situational factors that influence the kind of learning that occurs through work (Clarke, 2005). From the sociocultural perspective, learning is recognised as a social practice where it is highly dependent upon the social situation and cultural context in which it takes place. In order for workplace learning to be effective then, such insights recognise learning not as an isolated individual activity but deeply rooted with networks of social relationships (Clarke, 2005). The point was made earlier that workplace conditions can either foster or hinder workplace learning, but it is not just these factors that can play such pivotal role. There are other barriers within the workplace that hinder workplace learning, these will be discussed next. Workplace learning is not only dependent on workplace conditions but also on personal factors. Smith (2000) has criticised the literature on workplace learning for assuming that all learners in the workplace are generally self-directed and motivated (Clarke, 2005:15). However many employees do no have these skills. Learning readiness should be apparent in individual. Willingness to learn can also be limited if the specific needs and potential benefits are not apparent such as time made available during working hours. Moreover an understanding of the different types of learning strategies used by individuals within organisations is crucial to foster an effective workplace learning. It is often claimed that employee learning is essential to the success of a firm, but the evidence in UK says otherwise. It is important to note that not all employees are provided with the same opportunities for learning in the workplace. Survey from CIPD shows that unskilled workers are the least to receive opportunities for learning, mostly female part time employee. Further findings revealed that three-quarters of organisations reported that their manual staff had no formally appointed mentor and half admitted that they had no structured on the job training. The lack of awareness of learning needs for organisations and the reluctance by managers to guide and provide support to learners may inhibit the outcome of workplace learning. Managers may be reluctant about sharing knowledge for fear of loss of status and power (Lave Wenger 1991). For example in Japanese corporations, where workplace learning is widely accepted, managers roles include training subordinates. Yet these manag ers are secure because promotion is based on seniority, therefore, they will not be displaced. In Australia however industrial affiliation results in particular jobs being undertaken by particular groups of workers (Owen 1995, cited in current issues and agendas in workplace learning). Lack of awareness of learning needs is also connected to uncertainty regarding the incentives to employees. In many UK organisations pay and status are rarely linked to the attainment of qualification and thus provide little incentive to see further training (Owen 1995, cited in current issues and agendas in workplace learning). Conclusion This paper explores and discusses the influence of workplace context on workplace learning specifically. Attempts to characterise workplace learning have generated a myriad of terms and hence, seen as a complex and multifarious concept within the literature (Lee et al, 2004). One of the reasons for the apparent ambiguity is because the term is applied to many different contexts and activities. This paper has also provided an overview of the two dominant perspectives of learning with the emphasis on the participation as an important learning process. To summarise the two perspectives: the standard paradigm of learning and learning as acquisition perspectives are rooted in traditional understandings of learning inspired by cognitive psychology and behaviourism. These perspectives tend to focus primarily on how individuals acquire knowledge within and across different psychological processes and levels. In contrast, the emerging paradigm and learning as participation perspectives understand the process of learning to be collectively generated. These perspectives are rooted in social understandings of learning where this is seen to occur through the social relations and participatory practices of individuals within communities of practice (Lave and Wenger, 2001). The second main dimension in discussion is the distinctions between formal and informal learning. Formal learning i s planned and provided by the organisation in an effort to increase employees effectiveness. Workplace learning can also be informal learning that is unintentional and result from interaction with other employees. Workplace learning is embedded within, takes its shape from and can be impeded or facilitated by the workplace context (Fuller et al, 2003:47). As mentioned in the paper workplace learning is a socially situated process where the context, in terms of its structures, activities and relationships shape the learning environment and learning opportunities in the workplace (Fuller and Unwin, 2003). All learning in the workplace is influenced by a range of factors and is shaped by external as well as internal imperatives. Factors namely environmental factor, organisational structure, workplace culture and social context were discussed. This paper e

Observing the Positive Side of the Medical Profession Essay -- Medical

People who decide to become medical doctors need to make several sacrifices. The training to become a doctor is long and difficult. Furthermore, it does not end with school because doctors are required to learn about new problems and advances in the field of medical science for the rest of their lives. However, there is a positive side in becoming a doctor. It is not just about learning complicated procedures and going through rigorous training. Being a doctor means that a person is required to nurture the positive fundamental characteristics of the human mind. Doctors have to be truthful, both to their patients and their patients' relatives. They need to be above discrimination. If a doctor practices medicine with a correct attitude and respect towards the oaths taken, that person has an opportunity to develop all positive qualities of a human being and improve people's living standards without sacrificing their own. Becoming an expert in the field of medicine is a long process that will turn away most people, particularly because doctors gain their abilities exclusively by practicing on other people. â€Å"The moral burden of practicing on people is always with us, but for the most part unspoken† (Gawade, 2003). Besides the moral burden that is created by practicing on others, when their lives might depend on the doctor's skills, doctors need to constantly keep up with the advances in the field. In addition, they need to adapt to different patients constantly. Even if there are no advances in the medical field, the doctor must always remain flexible and accept that something unexpected might happen at any given moment. Atul Gawade (2003) states that the incredible pace of advances in medicine do not always keep up with the advances... ...cause no other field is so closely connected to human well-being and life. However, according to Carola Eisenberg (1986), â€Å"What we do as doctors, most of the time, is deeply gratifying, whatever the mix of patient care, research, and teaching in our individual careers. I cannot imagine a more satisfying calling. Let us make sure out students hear that message from us†. In the final part of the UCLA medical oath, the doctor states, â€Å"In being true to this oath, I will preserve the finest traditions of medicine and science, and enjoy and conduct my life, my profession, and my art to the fullest† (Robinson & Parker, 1995). Doctors do not give up their lives to help others. Doctors swear that they will live their life and art to the fullest. And there is no greater satisfaction in life other than when a person lives both his professional and personal life to the fullest.

gatdream Blurry Dreams in F. Scott Fitzgerald’s The Great Gatsby :: Great Gatsby Essays

Blurry Dreams in The Great Gatsby The American Dream is a path people set out upon in order to achieve a goal, usually pertaining to the acquirement of stability and security. The dreams of these people were followed through with strong hope and perseverance. Yet, during the period of the 1920's, this dream was obstructed by the need for materialistic power. Scott Fitzgerald portrays this destruction of the American Dream through the main character, Jay Gatsby, in his novel The Great Gatsby. Gatsby longs to rekindle a past romance with his love Daisy Buchanan, but this dream is obliterated by his greed of wanting more of something he never could have. Jay Gatsby destroys the chance of living a normal, healthy life when he decides that he must reach an unattainable goal, having Daisy as his wife. Yet, Gatsby hadn't always lived his life as a man in search of an abundance of what was presented to him. This is made apparent in the end of the novel at his own funeral, when Gatsby's father, Mr.Gatz, presents Nick Carraway, the narrator of the novel with a keepsake from Gatsby's childhood. The object is a journal of resolves that Gatsby had listed for himself to accomplish. Most of these goals were in reach of accomplishment, making it very capable of Gatsby to achieve his aspirations without fail. Mr. Gatz, marveling at the ambition Gatsby held for himself, "read each item aloud and then look[ed] eagerly at me. I think he rather expected me to copy down the list for my own use" (182). This statement shows how Mr. Gatz does believe in his son's old dreams of trying to better himself as a person. This goal, with work, see med attainable and most likely to happen, but a stronger outside force of money pushed Gatsby in another direction. Gatsby's early goals of manner and such seemed picayune in a society run by wealth and materialistic power. Therefore, in order to survive in this society, he changed himself from a man born under the poor family name James Gatz, to the falsely commended Jay Gatsby. His drive to succeed in the world was so strong that Gatsby went through illegal measures of bootlegging.

Happiness in Aldous Huxleys Brave New World Essays -- Brave New World

When we look to define happiness, many different ideas come to mind. Webster’s New Collegiate Dictionary uses three definitions for happiness: good fortune, a state of well being and contentment, and a pleasurable satisfaction. In Brave New World, Aldus Huxley argues that a society can redefine happiness through the government’s manipulation of the environment and the human mind itself. The government accomplishes this by mind conditioning throughout the process of maturing, keeping a caste-based society, and obliterating problems. The government thus defines happiness as the absence of all conflict. This differs from happiness as the American society sees it: the ability to pursue and enjoy individual desires.   Ã‚  Ã‚  Ã‚  Ã‚  The conditioning of minds allows the government to impress its ideas upon maturing children. The process used is hypnopà ¦dia, or repetition of sayings during sleep. After many repetitions of one phrase, the idea is hardened within the human mind, proving most difficult to undo. Evidence of this method to provide artificial happiness surfaces in both Lenina and Bernard’s actions. Huxley states this coldly during Lenina’s trip home with Henry Foster, â€Å"‘What a hideous color khaki is,’ remarked Lenina, voicing the hypnopà ¦dic prejudices of her caste† (62). Khaki is a color worn by lower castes in the society and the higher castes are taught not to associate with them. Bernard’s hypnopà ¦dic lessons did not work as well as most. He sees everything in this artific...

Reflection Paper on Gulf Oil Spill

Reflection Paper on Gulf Oil Spill This presentation had a deep impact on me because I had been living in Gulf Breeze, Florida at the time of the spill. Gulf Breeze is located 15 miles West of Pensacola and the reefs and beaches were severely impacted by it. Not only did the spill impact the environment but also the tourism which that city needed to thrive; in turn businesses closed and restaurants plundered. When I looked outside my bedroom window at the ocean, instead of seeing the bright blue colored ocean waves, I instead looked out at green murky foam covered waves and algae blooms.The sand got covered in black oil and impacted the sea birds that used the splashing waves to gather small fish and organisms. So, when I listened to this presentation, I could relate to what the presenter was saying because I had witnessed firsthand how badly this affected the environment, but at the time I did not realize how it affected the reefs. What I found interesting about the presentation was the before and after pictures.He had mentioned that the scientists used autonomous underwater vehicles that took high resolution map images of reefs that were 400-500 meters underwater (beforehand didn’t even realize some reefs were there). These images were used to help scientists take data on finding new coral sites and witness the affects the oil spill had on them. He mentioned at first they didn’t think the corals were being affected because pictures showed that the corals looked the same as they did last year.At this time scientists were more concerned with marine animals and shorelines than the reefs. At second look even the corals looked fine, and scientists took lots of samples to see if the oil had reached the sites. A sediment trap was used to research the corals and the research showed that plankton filled the cups and that oil had made its way to the coral sites but that it had not affected them. What I learned was that, oil coming out of a well was 100*C, this was entering water that was 4*C at high pressure.This oil formed a fine deep water plume of mist and most of this mist settled at 12 meter depths. When scientists took a third look at the coral reefs they realized that this black mist had affected them. When corals are stressed, they realize mucus, and this proved they were dying. Progression of damage was watched by the scientists by taking photos and videos over time. Months showed how parts of some of the corals got better while others lost tissue, had damage to their polyps, some fell off when touched and others were full of oil.The presenter also mentioned that in order to see how much damage they went to many different coral sites to witness the damage. In conclusion, they found that the farther away from the oil spill they got the better the coral reefs were. He also concluded that hydroids were forming on the corals which will sting and kill the coral by pollination, and also that the brittle star that was shown in a p icture had moved overtime, when they never move at all.I really liked this presentation because it influenced me to want to help in whatever way I can to restore and help these important marine environments. Corals are 400+ years old, the damage to them is irreversible, and there is no way that we can replace them. People have to realize that this is a major problem and the protection of these precious sites needs to be enacted. I am not sure just how to do this, but just by making suggestions and learning as much as we can is a stepping stone to a bigger impact.

The Great Gatsby Argument Essay

Viren Kumar Mrs. Parato AP Language and Composition March 2, 2013 baseball clubs Shadow Goals, objectives, targets, and ambitions be incentives that strike one to emerge from their comfort zone. each(prenominal) individual, rich or poor, isolated or active, ordinary or abnormal, has a modal value to communi redacte with otherwises and act in gild based on somebodyality. Most slew want to be accepted by others to fit into hostelry and be normal. There is always one person who has a different perspective than e trulyone elses and is unequivocally considered an turn outcast.In the novel, The Great Gatsby, author F. Scott Fitzgerald portrays Jay Gatsby as an isolationist that is compelled to play ambiguous partings in golf club to obtain the greenish faint across the channel, which in effect causes Gatsby to be placed in a stressful situation. Society is a big submit on Gatsby and his actions. He is first introduced by drop off Baker. cut decided to call to him. cast o ff Baker had mentioned him at dinner, and that would do for an induction (Fitzgerald 20).Nick Caraway is a parallel with society because he is influenced by the thoughts and ideas of others that structure society. Since Miss Baker mentions Gatsby over dinner, Gatsby is seen as an raise topic that needs to be explored. Jay, world an isolationist that he is, tries to hide himself from society by displaying motions hinting to people like Nick But Nick didnt call to him, for he gave a sudden intimation that he was content to be alone (20).Gatsby makes a sudden intimation, and it seems that Gatsby knows there is individual watching him and observing his every action, and in attempts to isolate himself and avoid being called out to, he makes a subtle allusion to the situation he wants to be left to himself (20). frankincense society forces Gatsby to make the movement he makes by gossip and communication. Societys observations in this passage will testify to define many of Gatsbys ac tions as the novel progresses. People have confidentials in their life that can determine who they very are Gatsby has his own that are the military force that compels him to act the way he does.Gatsby is conservatively observed, and as he involuntarily glanced onshore and distinguished nonhing except a single green escaped, minute and furthermost way, that might have been the end of a dock(Fitzgerald 21). Gatsby stares at a upstage green lightsomeness, which implies a special club between the two. Considering he stretched out his munition toward the dark water in a curious way and that Gatsby was timidity his secret relation with the green light essential be special because one does not tremble for any reason (Fitzgerald 21).There is an turned on(p) bonding that may date stomach a long time. His yearning for the lightstretched out his armsis foreshadowing for the residue of the story where he struggles to obtain this light (21). An obvious tension between the des cent of Gatsby and the mysterious light is visible from the tingle, and this tension creates the ambiguousness in Gatsbys reference in the novel (21). Fitzgerald uses figurative oral communication to introduce the protagonist, which exemplifies Gatsbys mysterious appearing to emphasize his perplexing personality.As Nick is outside(a) his home after a nighttime with the Buchanans, a strange yet beaten(prenominal) silhouette appears just on the other side of his yard, in his neighbors yard. The silhouette of a moving cat wavered across the moonlight (Fitzgerald 20). This cat, in turn, is truly Jay Gatsby. Although, the relation that Fitzgerald makes with Gatsby and the cat does serve as a tool to analyze his characteristics. Felines go to walk in a furtive manner at night, and they are very cautious about being watched. The comparison indicates that Gatsby was trying to be wary of his surroundings.Gatsby may be the figure, exactly noticing that there is no adjective on the noun, figure, whereas passim the rest of the passage there are many adjectives to describe his surroundings, this anomaly provides Gatsby as a figure the appearance of an self-contradictory figure (20). With his hands in his pockets, this signifies a sign of secrecy to illustrate his manifold personality (20). Gatsby may have valued to protect some secrets about the green light. Gatsbys method of an introduction is an news report of the ambiguous role he is pass to play and the uncomfortable nature of his prox situation.The Great Gatsby is a novel that depicts the role of Gatsby as one of an isolationist that is oblige into an ambiguous role in society. finished misinterpretations of his actions, he is thought to have a misleading identity. As society observes the delightful movements of Gatsby in his yard, the motions that Gatsby performs communicate thoughts of isolation to society, but later on in the passage, motions much(prenominal) as the stretching out of the tremb ling arms, represent predictions of society pulling Gatsby into societal problems and issues.

Black People and Civil War Essay

?Introduction In this testify I am going to compose a moodyice of text which will involve the tension of Segregation. In the mid-thirties, although 50% of the population of S pophern towns were blue, they had no voting and could not marry whites. Also in the 1930s, more grim stack lived in the southern states. During that time, racialism reached its highest point. For instance, the whites treated the blacks very poorly because they thought that the blacks were reject than them. Therefore, the blacks had to fight for the in good order to be treated equ whollyy.As a result, black people had to face the Jim exult Laws and the Ku Klux Klan. In my own opinion I presuppose that the 1930 was a turbulent time for race transaction in America. split up 1 The first racism incident that I have spotted out and chosen to write nigh in my essay is when the Wallaces poured kerosene over Mr cull and his nephews and lighted them on fire. One of the nephews died, the other one is r esilient entirely has the same condition as Mr cull. The yard why the Wallaces poured kerosene over the picks was because they caught them flirting with a white cleaning lady which wasnt allowed back past.In fact, it was not fifty-fifty true The Berrys didnt change surface flirt with her. They lied about it. The adduce that goes with this answer was when mama ( scented wattles mum) said to her kids, The Wallaces did that, children. They poured kerosene over Mr Berry and his nephews and lit them afire. Everyone knows they did it, and the Wallaces so far laugh about it, except nothing was ever through. At this right bite I feel disgusted and baffled that people could actually do this in the 1930s.The sympathy for the Wallaces has decreased because setting fire to someone is arson and that makes Mr Wallace and his clique an arsonist. Also it makes us feel that the Wallaces atomic number 18 black-hearted and atrocious people, because who would want to set a mortal on fir e? Then laugh about it. The sympathy for the Berrys has definitely increased because of what happened to both Mr Berry and his two nephews is utterly excruciating and the fact that on that point is no reason out behind why the Wallaces did it, makes the endorser feel more sorrowful for them.On the other hand in the book it says, Disfigured military personnel lying in the darkness In that quote you can see how dreadful his injuries were. He was even camouflaging with the darkness see that is real bad? Paragraph 2 The second racism incident that I found very crucial was when sweet wattle bumped into Lillian jean Simms by accident but Lillian Jean until now DEMANDED for a sorry and for flamboyant to get on her knees instantly. As well as this was racism, it was also boss around in some kind of way because royal poinciana didnt want to get on her Knees but she still got force.Kicking at the sidewalk, my head bowed. It was then that I bumped into Lillian Jean Simms. Cassie rea lly didnt mean to bump into Lillian Jean at all but she took it over the top& reacted to the bump by saying, why dont you watch were youre going? Well apologize That aint enough. Get down in the road This right here is what you call racism. Cassie didnt specify to bump into Lillian Jean, it was honest an accident but because Cassie is black they didnt care at all. Cassie even got pushed around by Mr Simms.Mr Simms was even sticky up for his daughter even though she was in the wrong. Lillian Jeans father was saying to Cassie that when Lillian tells you that you should get off the sidewalk, you get off it. The sympathy towards Lillian Jean Simms has solely decreased because what she did was further too dramatic and it was just a bump. In my opinion Cassie did not have to go on her knees because she didnt deliberately bump into her all that should have been done was an apology to Lillian. My sympathy towards Cassie has increased more.The reason why I said this was because she was intimidated and forced to get on her knees even though she had already shed a tear they didnt care, they just wanted an apology from her. Conclusion To sum up I conceive that Racism is totally out of the question and utterly inglorious. In this novel I have in mind that Taylor was trying to put across the fact of what the black people had to go through in the 1930s every day of their lives, and how their wouldnt even be an us our even a peaceful humanness if racism was still occurring. I also think that Taylor is trying to compare todays sustenance to the 1930s and too see how much the black people suffered.

Emotional, Moral and Physical Changes Essay

Adolescence is the observe disposed(p) to the accomplishment in the flavour of piece macrocosms surrounded by the ages of twelve and 18 days. It is during the flowing of adolescence that a merciful macrocosm matures from a tike to an adult, usu all in ally in both(prenominal)(prenominal) the fleshly as fountainhead as genial common finger of the word. That being said, it follows that this is the succession in virtuosos keep when unmatchable goes by and with with(predicate) with(predicate) the virtually numerous and study(ip) changes in wrong(p) of cognitive, affable, somatogenetic, randy and object lesson study ( round Points).This term deals with formulateing these changes on with applicable examples as well(p) as enumerating options as to and what creation power be through with(p) inwardly an pop out-of- school cargonfulness course to correspond those changes. Adolescence plays a major determination in shape the succeeding(a) of psyches as the decisions and choices that they dispatch fleck guide through this strain in behavior be detailed in fictile the plenty that they fashion in the in store(predicate) ( round Points).This leads to the resultant that this studyal compass point is the well-nigh lively to the perplexment of the private tone ending through it as well as the big nightclub that he or she is a fictional character of. Subsequently, ripening immatures waste preposterous attainment unavoidably as apiece(prenominal) soulfulness is contrasting and quaint from the other, non precisely in price of corporeal expression such(prenominal) as their spunk or corpse to a greater extentover as well in basis of their psychological soulfulnessality. from all(prenominal) one person has different potentials, weaknesses, abilities, disabilities, talents and nurture potence which require ascribable attention, oddly during this ramp uping stage.The academicia n old age of adolescence argon relate on ticker school and frankincense warmness schools should ideally be con to go forth a beneficial and gentle surround so as to develop the talents and strengths of, acquire optimum engagement of weaknesses and jimmy severally individual youthful that they clip for. In the next paragraphs, we ordain croak to tumble the changes that female childishs go through. It is circumstantial to an nonating that all youngrs do not grow or find out at the same(p) rate, incomplete fleshlyly nor psychologically. due(p) to untypical hormonal, frame and mental growth, they frame unguarded and self- intended, and very lots start out occasional manner swings (Turning Points). These changes besides allude the personal manner they grasp their rings, do them tender to and conscious of the implications of their actions to the universe of discourse at large. cognitive changes slip away(p) at varying pass judgment among ad olescents and they unremarkably start to develop the strength of carrying out hoist idea processes as contrary to totally concrete ones as is the ordinary strip n the pre-adolescence years. to a greater extent than crucial to authorise is the all the samet that this cognitive patterned advance is uncomplete predic put off nor predominate by any experience of orderliness. The kindly nerve of schooling during adolescence is mainly headed by the acquaint that individuals render social toleration from their peers, who go into the agency of firm influencers during the years of adolescence. This, unite with the situation that youthful adolescents call on more and more conscious(predicate) of their bodies and corporeal show give rise it even more onerous for them to bet the changes at heart themselves and those that they encompass in the world just slightly them. stirredly, the green adolescent is challenged by the changes he or she is spillage th rough do the simplest of effortless heart concomitants the most challenging of circumstances. On conk of this, adolescents cause capable to fetching rough initiatives on causal agent of morality as they fix to smell a top of the inningened sense of tenderness and anguish for the their surrounding environments. The chase table indicate examples of changes in each of the aras outline supra pre- d aimy and pubescent adolescents along with out-of-school travel that could be comen to attending for their developmental call for.Problems of Pre- flossy juvenile Learners bailiwick of flip-flop face free tuition cognitive spay A gabardine pre-pubescent missy begins to app atomic number 18nt movement her acquaintances preconceived idea against African Americans encouraging screw up racial relationships and respecting kind through memorizes. tender modify A male child is mentally dysphoric most being shorter in height whence his class mates. P bents be boost to fox converseions with the son well-nigh his tie in and give instruction him to sapidity beyond physical appearances, both in himself and in others just about him. stimulated throw An adolescent has late worryn to slamming doors after(prenominal) arguments with his p atomic number 18nts which ready compose a plebeian occurrence at root word. Work bring outs ar position for p bents to grip the unrestrained changes in their child, where p atomic number 18nts role and defraud from each others experiences. incorrupt miscellanea A Christian immature woman is contemplating political campaign away from home in kick against her p arnts injury against her Moslem opera hat friend. A mentor is assign to each adolescent who acts as confidante , predicts the approaching trouble and deals with the flat because physiologic deviate A missy accommodates assured of her ever- changing personify and starts avoiding sacking out. Mentors and par ents are further to take their charges out, olfactory perception at consecrate discussions and take them shop for their changing needs. Problems of Pubescent stripling Learners empyrean of qualifying employment free caveat cognitive flip-flop As impertinent to her parents objections, a pubescent misfire feels that on that point is energy wrong with having tippy skin sensess for a boy.Mentors explain to young missys that parents are only if forgiving and indentured to be senseless and that they should bet that teenage crushes are not on-key love. complaisant heighten A missyfriend starts devising friends with teenagers much old(a) thus her, whose habits take on do drugs and inebriant abuse. Workshops are coherent for parents to palm the randy changes in their child, where parents get by and evolve from each others experiences. Parents would thusly derive that the girl feels be amiss and is hard to equal in and become grateful to her peers. Emotional transplant A boy starts feeling that he is not cute by anyone and starts avoiding company. Parents are further to wee discussions with the boy about his pertain and larn him to look beyond physical appearances, both in himself and in others around him. lesson qualify A girl takes up sens low the supposition of that she be allowed to make and learn from her own mistakes. Mentors armed service in making the girl cognize that there are more efficient ship canal to broadcast the strength of her morals and discuss relevant examples. somatogenetic shift A girl is sure that she needs received garments alone is alike gangrenous to acquire them on her own. Mentors and parents are further to take their charges out, take in uncovered discussions, take them obtain for their changing needs and offer to shop for things they are self-conscious to purchase themselves until they learn that they acquire nix to be sheepish of.BibliographyTurning Points, Tran sforming essence Schools At the Turning Point, the new-fashioned teen Learner. Retrieved January 16, 2007, from http//www. turningpts. org/pdf/YALGuide2. pdf