Social Work Practice- Alcohol Misuse in Young People of Ages of 16-19 Essay

Social Work Practice- Alcohol Misuse in Young People of Ages of 16-19 Years - Essay Example Psychological theories play a very important role in the social work practice on alcohol abuse among the young people. According to the Social Learning theory by Albert Bandura, people are not born with specific types of behavior (Monti, 2002; pp. 3-6). This is to mean that people learn behaviors from different contexts such as the environment in which the individuals live in. The theorist continues to indicate that the response patterns that individuals acquire are either acquire through direct experience or through observation of concepts they see in their environment (Monti, 2002; pp. 3-6). On the grounds of this theory, it is validated to indicate that the environment is the major source of learning and the main source of observable behavior. In the context of the young adults aged 16-19 years, the theory explains that they learn new behaviors through modeling. Additionally, Bandura argues that the social behaviors are learned through watching as well as performing the actions learned. For instance, a young teenager who sees his/her peers using alcohol as a form of recreation, they are likely to learn this behavior and even adopt the same as part of their lifestyle (Monti, 2002; pp. 3-6). Despite numerous criticisms that the social learning theory simply takes the individuals as mere unreceptive recipients of the stimuli in the environment as Bingham & Conner argue (2010; pp.10), this theory is relevant in the study of alcohol misuse, as the misuse of alcohol can be termed as a social practice as the misusers of the alcohol simply learn the habit as a result of mere interactions with the various actors in the environment. The biopsychosocial model of addiction explains that alcohol misuse has a link with the psychological and social factors  (Miller, 2011; pp.12). Biologically, individuals may have the genetic inheritance of alcohol syndrome while psychosocially, the environment may influence an individual to alcohol misuse.  

Just War Theory and a Thoughtful Realist Essay Example for Free

Just War Theory and a Thoughtful Realist Essay One important theory within International Relations shows a moral aspect on how to conduct war. This theory is called Just War Theory. Just War Theory is a doctrine of military ethics from a philosophical and Catholic viewpoint. This theory consists of two parts: Jus ad bellum (the right to go to war) and Jus in bello (right conduct within war). Jus a bellum, the right to go to war, explicitly describes how a nation-state should conduct itself before preparing for war. There are seven sub-categories within Jus a bellum: Just Cause, Comparative Justice, Competent Authority, Right Intention, Profitability of Success, Last Resort, and Proportionality. Just Cause is explained as needing to have a reason to go to war. Not just for recapturing material possessions, but if lives are in danger. Comparative Justice is described, as the suffering and injustice on one side within a war must outweigh the suffering and injustice on the opposite side. Competent Authority must be in order within a war. Nation-states that start war must only start it if the authorities within the nation-state are focused on justice. Right Intention is defined as; force may be only used for a just cause correcting a suffered wrong. Gaining or maintaining economies by a nation-state is not considered just. Profitability of Success indicates that arms are not to be used where unbalanced measures are pertinent to be successful. The Last Resort category is presented as; force in war may only be used if peaceful alternatives have been completely depleted. The final category, Proportionality, is the foreseen benefits of starting war must be proportionate to its expected wrongs. Jus in bello, right conduct within war, shows how a nation-state should handle different situations within a war. There are five sub-categories within Jus in bello: Distinction, Proportionality, Military Necessity, Fair Treatment of Prisoners of War, and No Means malum in se (evil within itself). Distinction is described as; nobody in war should attack those not involved in war. No one should bomb civilian areas where there are no military targets. Also, those in war should not target those who have been captured, surrendered, or do not present immediate threat. Proportionality is the idea that an attack cannot be launched on a military objective in the knowledge that the incidental civilian injuries would outweigh the military advantage. Military Necessity is demonstrated as the use of the most minimal force to limit the unnecessary death of civilians. Fair Treatment of Prisoners of War, under Just War Theory, is important. It prohibits the mistreating or torturing of captured enemies because they no longer pose a threat. The final category is No Means malum in se. This prohibits the use of evil weapons and methods of warfare including: mass rape, nuclear weapons, and biological warfare. The Just War Theory explicitly details on how war should be carried out by a nation-state. Although war involves deaths and destructions, this is one of the most moral ways to handle warfare. In the world of realism, a thoughtful realist would like to believe that every single one of these categories would be played out perfectly. But, there are many inhibitors with each of these. A thoughtful realist would not believe with the concepts of Just Cause and Profitability of Success because nation-states need to protect their territories and their economy to stay in their current position of power. Under the concept of Last Resort, a thoughtful realist would agree not to jump into war immediately, but if a major threat were to happen upon a nation-state, it would be necessary. Proportionality within Jus ad bellum and Jus in bello coincides with the views of the realists of stability within a nation-state. Realists understand the effects of war on civilians. Contrary to Distinction and Military Necessity, Realists recognize that within war there are many casualties and sometimes they are of civilians and those not involved in the war. With terrorist groups of today, a thoughtful realist would say that torture of those captured is sometimes pertinent to safeguard the state. This combats the view of Fair Treatment of Prisoners of War. When the safety of a country is at risk, a realist would agree that it becomes a vital interest. This vital interest could lead to nuclear or biological warfare depending on the severity of the vital interest. Within the No Mean malum in se category, it overtly condemns this. But a thoughtful realist would agree that these steps might be necessary in some situations. A thoughtful realist would agree with one part of the category, which states that mass rape is completely immoral. A thoughtful realist would want to agree with every statement within the Just War Theory. However, understanding when protection and vital interests are at stake, a thoughtful realist would agree to disregard most of the Just Law Theory to safeguard the country.

How Romanticism Changed Societys Way of Thinking Essay -- Romanticism

To understand how Romanticism changed the way society thought, you must first understand the meanings and reason behind the movement. The Romantic Movement in the late 18th and early 19th centuries was described as a movement in the history of culture, an aesthetic style, and an attitude of mind. (Fiero) Romanticism provided expression of their thoughts and ideas toward their own societies, which was in effect predominantly in Europe and in the United States. The movement was a reaction to the Enlightenment which provided strict ideology and rationalism. The Church had much to do with the Enlightenment seeing as if religion and the importance of God were incorporated into most aspects of their culture. Thus, Romanticism was a response to the Enlightenment Movement and their religious ideology. Romantics began to believe that it was important to be in touch with your emotions. Romanticism was viewed as an assertion of intuitive individualism and the primacy of feeling. (Fiero) These ideas lead to more detail and expression in art. Portraits are perfect examples for the subject of the individual because in portraits you can see what the person was feeling. Artists typically painted as a reaction of what was going on around them and portraits gave them the opportunity to express what their society was like. Traditionally, records of individual likeness, portraits became vehicles for expressing a range of psychological and emotional states in the hands of Romantic painters. (Galitz) In the book Toward a Theory of Romanticism the author Morse Peckham gives his own idea on the theory of Romanticism. He gave his opinion on the theory of romanticism because he proclaims that while there is a definition for the romanticism movement, ... ...lt good about themselves as human beings. Because they acquired this mindset, they used their instinct to form opinions on issues that they dealt with at that time. People’s morals changed because of Romanticism and that changed the mentality of individuals for the better. Without individuality, society would yield all excitement and become very dull. Works Cited Galitz, Kathryn Calley. "Romanticism". In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000–. Fiero, Gloria K. The Humanistic Tradition 6th ed. Vol. II New York: McGraw Hill, 2011 Print. Gleckner, Robert F., and Gerald E. Enscoe. "Toward a Theory of Romanticism." Romanticism; Points of View. Englewood Cliffs, NJ: Prentice-Hall, 1970. Print. Curran, Stuart. The Cambridge Companion to British Romanticism. Cambridge [England: Cambridge UP, 1993. Print.

Alcohol Peer Pressure in College Essay

In the article â€Å"Above the Influence,† the main idea focuses on how alcohol in college has clinched onto society and is now considered a norm. The goal of this study was to explore how non drinking college students negotiated communication about a potentially stigmatized behavior abstinence from alcohol (675). The concept of the paper goes into depth on how students who don’t drink alcohol are usually an outcast or fall into peer pressure to fit in. In order to support the claims, researchers conducted an experiment to prove their hypothesis. They used both strict non drinkers and drinkers and placed the participants on a party school campus where alcohol is greatly abused. The actions of the kids varied on whether they would keep their non drinking low key or allow others to know about their situation. The research allowed the experimenters to see the variation of how the abstinent drinkers used communication to still fit in. The claims I most agreed with was allowing different non drinkers with various backgrounds to be put in similar situations. The diversity gave a better out look on how they would try to still be social even without the alcohol consumption. When the students used their different tactics to party without upsetting the other drinkers, I believe the empty cup was the best plan (679). When you’re communicating and trying to avoid any issues or quarrels, it is best to please the opposite party. Although some of the students did not drink, holding a cup would allow them to socialize without being hounded. Drinking has become a normality in both college and adult culture. It can even be seen as disrespectful to some to refuse the offer or abstain from it. The empty cup allows positive face to take place without questioning or disturbance from drunken or concerned peers. Participant Kristen stated that the cup gave her â€Å"control† of the situation and did give any negative vibes toward others. She was able to fit in the crowd with no problem. The non alcoholic cup could also allow the student to assimilate with new friends without feeling awkward or left out. It can give power to those who feel uncomfortable and out of place when faced with alcohol. Being a minority can always be harsh but the cup trick allowed a path into the majority without losing morals and beliefs. The claims that I did not agree with the most was blatantly telling fellow party goers that they were not drinkers. Choosing to abstain from alcohol should be kept as a private matter and does not need to be show boated or announced. A non drinker who states their lifestyle can be seen as a prude or over responsible. Their actions can belittle a social drinker and even stir up an argument (678). As shown in the article, participant Andy was caught in an argument with a girl after declaring his abstinence. He could have hurt his relationship if the issue had gotten out of hand. His honesty without privacy has caused an uneasy feeling among others. Some of the students could have tried to please themselves and their peers by using a prop to get out of pressure. College students already know how hard it is to assimilate without adding alcohol to the mix and should try to avoid any persecution. In many cases it is great to own up to a positive lifestyle, but dealing with young adults is in another spectrum. The brutality and insults given by peers can damage a person both emotionally and mentally. The bashing can also cause one to change their outlook or mentality about drinking. By being unaccepted into the norm, a person can try to change their selves to fit in. Not only can denying drinking be an issue to the victim, but also a fellow peer. Alcohol is not always the center of a party or get together, but it is shown that when someone refuses a drink, the offered can feel offended, as if he or she were being dismissed as a person (677). Looking to keep the best interest of both parties is not to inform others about personal decisions. The experiment overall did allow many questions to be debunked, but I don’t agree with using a college as a normal situation. In college, students are given a great amount of freedom which causes curiosity and experimenting. Whether it is with drugs or alcohol, college students use foreign or illegal items excessive when they are accessible. Most students are able to kick the negative habits when they are thrown into the real world and given real problems. The experiment should have been used in both college and adult life to give a feel on how being a non drinker is abnormal. I believe that a non drinker would be more accepted in a real world situation because being responsible is admirable when older. When put into a college realm, people tend to be very judgmental due to the level of maturity. Peer pressure never disappears but it does subside when the level of maturity develops fully. Adults do not force or ridicule others when they are giving off a positive action. Although non drinkers can fall into stereotypical types such as a recovering alcoholic (676), it is easy to kick the labels when older. Therefore I do believe this article and research met the goal of different communication skills when dealing with abnormal choices in society. The experiment allowed to explore the responses of people when deciding on how they deal with abstaining from alcohol. Some of the feedback gave positive and accepting results while other communication methods created tension and unwanted stress. Although some forms of communication worked better in social situations rather than others, having an array of different attitudes helped determined which faces worked best in college. The positive face allowed participants to have both a good time and maintain their safety. The other participants who chose their own route did have a hard time being accepted by others. Both methods created different paths, but allowed their abstinence of alcohol to be accepted in either a positive or negative light.

Debate Winners Summary Essay

Over the past few weeks, my group and I have been in a constant debate about the pros and cons of legalizing guns in the United States. This has been a constant debate that has been going on for sometime now. My group and I had the opportunity to really explore both sides thoroughly. It was amazing to find out the citizens of America were truly divided on the decision for guns to be legalized. According to The Resnick articile (1999), In 2008, the United States Supreme Court in District of Columbia v. Heller, 554 U.S. 570 (2008), held that the Second Amendment to the United States Constitution protects an individual’s right to possess a firearm for private use within the home in federal enclaves. In 2010, in McDonald v. Chicago, 561 U.S. __ (2010), the Supreme Court held that the right of an individual to keep and bear arms protected by the Second Amendment is incorporated by the Due Process Clause of the Fourteenth Amendment and applies to the states. That American citizens have a right to own firearms is conclusive and irrefutable. Due to this argument, it’s only right for the people of America to embrace the right to protect your homes and family by having the right to purchase a weapon. People also value the right to have a gun for personal pleasure. There are men and women that enjoy the sport of hunting and those of us that love to go out to a range and shoot at target. According to The Pros & Cons (2014), if we opt not to legalize guns, we would potentially increase Black Market trade and ruin commercial trade, hinder evidence for prosecution, influence effects of socialism and totalitarianism to be seen upon a country’s social and government infrastructures. Some people view guns as not being safe at all. People feel there aren’t enough restrictions for guns. There are far too many people with criminal backgrounds that have direct access to guns. Guns have been viewed as being  an addition to violence. Over the years, we’ve seen children shooting children with their parent’s gun. Guns are easily accessible on the Black Market. Terrorists are utilizing guns to bully our citizens. According to Messerli (2012), Suicides and crimes of passion are higher with gun availability, as it’s much easier to act immediately on your impulses when a gun is available. As we can see, one could argue that we should ensure that guns remain legal in the U.S. and one could argue that we shouldn’t. Based on the information read, my team and I have come to the conclusion that the pros to legalizing guns should definitely win this argument. No one wants to violate the rights of the men and women of America. Reference Resnick, R. (1999). The Second Amendment Is Not Negotiable. Retrieved from http://www.frontpagemag.com/2012/ron-resnick/the-second-amendment-is-not-negotiable/ The Pros & Cons (2014, January 29). Pros and Cons: Gun Control. Retrieved March 16, 2015, from http://theproscons.com/pros-cons-of-gun-control. Messerli, J. (2012). BalancedPolitics.org. Retrieved from http://www.balancedpolitics.org/gun_control.htm

Converting Yards to Meters - Example Problem

Converting Yards to Meters Problem This example problem demonstrates how to convert 100 yards to meters. Both yards and meters are common units of length, so the conversion is simple: Yards to Meter Conversion Problem   An American football field has 100 yards of playing field. How far is this in meters?SolutionStart out with a conversion factor: 1 yard 0.9144 metersSet up the conversion so that the desired unit will be canceled out. In this case, we want m to be the remaining unit.distance in m (distance in yard) x (0.9144 m/1 yd)distance in m (100 x 0.9144) mdistance in m 91.44 mAnswer100 yards is equal to 91.44 meters.Many conversion factors  are difficult to remember. Feet to meters would fall into this category. An alternate method to perform this conversion is to use multiple easily remembered steps.1 yard 3 feet1 foot 12 inches1 inch 2.54 centimeters100 centimeters 1 meter Using these steps we can express a distance in meters from yards as:distance in m (distance in yd) x (3 ft/1 yd) (12 in/1 ft) x (2.54 cm/1 in) x (1 m/100 cm)distance in m (distance in yd) x 0.9144 m/ydNote this gives the same conversion factor as above. The only thing to watch out for is for the intermediate units to cancel out.

How to Work With a Recruiter and Build a Lasting Relationship

How to Work With a Recruiter and Build a Lasting Relationship Chances are, at some point in your career, you’re going to need a recruiter. It’s best not to attack them out of the blue when you’re at your most desperate. Instead, try to keep in mind that recruiters are human beings too. Try building a relationship that way, rather than being a job-sucking vampire. Also keep in mind there are different kinds of recruiters. Figure out first if you’re dealing with someone salaried who does this all day every day, or whether you’re dealing with someone who works only on commission. Tailor your needs to match theirs, and vice versa.Here is your 10-step plan to building a good relationship with a recruiter.1. Start with â€Å"the talk†Your recruiter should open your working relationship by asking you a bunch of questions: who you are, where you are, what you’ve been doing, your strengths, your weaknesses, your goals, etc. The more they know about you, the better they can help put you in a good position- both for you and for the company.2. Know thyselfDon’t recruit a recruiter if you don’t already know what you want and need. Figure out what you want to do and be when you grow up before you start soliciting the services of a professional. Make sure that every job they put you up for is one you’d be glad to take.3.  Have all your documents readyGet your ducks in a row before making the call. Up-to-date resume, updated LinkedIn profile, a tasteful and professional headshot, a website, samples of your work, etc. And then go in with the list of companies or titles you’d like to aim for.4. Don’t be needyYou’re not in a position to make demands. The recruiter is not â€Å"working for† you. Hopefully you’ll both come to a mutually advantageous outcome, but your chances of this go down the more you play the diva. Know your place in the food chain, make life easy on your recruiter, and things will turn out right.5. Ask for tipsIf you r recruiter knows a company well, feel free to ask for tips before you interview. There might be some very valuable information to be gleaned that you couldn’t get from the usual pre-interview research session.  6. Think about your salary historyYou aren’t required to share this with your recruiter. But they can (and should) ask. And it might be useful for you both to be on the same page when it comes time to figuring out which applications fit you best.7.  Know the ins and outs of industry salaryIf you want to go for a pay increase, make sure you’ve done your homework and know exactly what the range is for your position or your field. If you’re really being underpaid, you can walk into a meeting with stats.8. Don’t be a pushoverSome recruiters do work entirely on commission. If they don’t place people that month, they don’t pay rent. Don’t let yourself get shoe-horned into a position that isn’t right for you just to please your recruiter. It is okay to say no and push for something more appropriate.9. Hold onto the good onesA good recruiter, with whom you have a fruitful working relationship, is a thing of beauty. Hold onto this relationship with both hands. Trust and goodwill are not to be taken for granted. And they aren’t always the norm.10. Give backIf you get the job, make sure to thank your recruiter. A thank you card goes a long way towards showing your appreciation and bolstering good will all around. And keep in touch! You never know when you might need your recruiter’s services again.

Saul Alinsky

Saul Alinsky Saul Alinsky was a political activist and organizer whose work on behalf of poor residents of American cities brought him recognition in the 1960s. He published a book, Rules For Radicals, which appeared in the heated political environment of 1971  and went on to become familiar over the years mostly to those who study political science. Alinsky, who died in 1972, was perhaps destined to fade into obscurity. Yet his name unexpectedly surfaced  with some degree of prominence during high-profile political campaigns in recent years. Alinskys  reputed influence as an organizer has been wielded as a weapon against current political figures, most notably Barack Obama and Hillary Clinton. Alinsky was known to many  in the 1960s. In 1966 the New York Times Magazine published a profile of him titled Making Trouble Is Alinskys Business, a lofty credential for any social activist at the time. And his involvement in various actions, including strikes and protests, received media coverage. Hillary Clinton, as a student at Wellesley College, wrote a senior thesis about Alinskys activism and writings. When she ran for president in 2016 she was attacked for supposedly being a disciple of Alinsky, despite having disagreed with some of the tactics he advocated. Despite the negative attention Alinsky has received in recent years, he was generally respected in his own time. He worked with clergymen and business owners and in his writings and speeches, he stressed self-reliance. Though a self-proclaimed radical, Alinsky  considered himself a patriot and urged Americans to take greater responsibility in society. Those who worked with him recall a man with a sharp mind and a sense of humor who was genuinely concerned with helping those who, he believed, were not being treated fairly in society. Early Life Saul David Alinsky was born in Chicago, Illinois, on January 30, 1909. His parents, who were Russian Jewish immigrants, divorced when he was 13, and Alinsky moved to Los Angeles with his father. He returned to Chicago to attend the University of Chicago, and received a degree in archaeology in 1930. After winning a fellowship to continue his education, Alinsky studied criminology. In 1931, he began to work for the Illinois state government as a sociologist studying topics including juvenile delinquency and organized crime. That work provided a practical education in the problems of urban neighborhoods in the depths of the Great Depression. Activism After several years, Alinsky left his government post to become involved in citizen activism. He co-founded an organization, the Back of the Yards Neighborhood Council, which was focused on bringing about political reform that would improve life in the ethnically diverse neighborhoods adjacent to the famous Chicago stockyards. The organization worked with clergy members, union officials, local business owners, and neighborhood groups to combat problems such as unemployment, insufficient housing, and juvenile delinquency. The Back of the Yards Neighborhood Council, which still exists today, was largely successful in bringing attention to local problems and seeking solutions from the Chicago city government. Following that progress, Alinsky, with funding from the Marshall  Field Foundation, a prominent Chicago charity, launched a more ambitious organization, the Industrial Areas Foundation. The new organization was intended to bring organized action to a variety of neighborhoods in Chicago. Alinsky, as executive director, urged citizens to organize to address grievances. And he advocated protest actions. In 1946, Alinsky published his first book Reveille For Radicals. He argued that democracy would function best if people organized in groups, generally in their own neighborhoods. With organization and leadership, they could then exert political power in positive ways. Though Alinsky proudly used the term radical, he was advocating legal protest within the existing system. In the late 1940s, Chicago experienced racial tensions, as African Americans who had migrated from the South began to settle in the city. In December 1946 Alinskys status as an expert on Chicagos social issues was reflected in an article in the New York Times in which he expressed his fears that Chicago might erupt in major race riots. In 1949 Alinsky published a second book, a biography of John L. Lewis, a prominent labor leader. In a New York Times review of the book, the newspapers labor correspondent called it entertaining and lively, but criticized it for overstating Lewiss desire to challenge Congress and various presidents.   Spreading His Ideas Throughout the 1950s, Alinsky continued his work in trying to improve neighborhoods which he believed mainstream society was ignoring. He began to travel beyond Chicago, spreading his style of advocacy, which centered on protest actions which would pressure, or embarrass, governments to tend to critical issues. As the social changes of the 1960s began to shake America, Alinsky was often critical of young activists. He constantly urged them to organize, telling them that although it was often boring daily work, it would provide benefits in the long run. He told young people not to wait around for a leader with charisma to emerge, but to get involved themselves. As the United States grappled with the problems of poverty and slum neighborhoods, Alinskys ideas seemed to hold promise. He was invited to organize in the barrios of California as well as in poor neighborhoods in cities in upstate New York. Alinsky was often critical of government anti-poverty programs and often found himself at odds with Great Society programs of Lyndon Johnsons administration. He also experienced conflicts with organizations who had invited him to participate in their own anti-poverty programs. In 1965, Alinskys abrasive nature was one of the reasons Syracuse University chose to cut ties with him. In a newspaper interview at the time, Alinsky said: Ive never treated anyone with reverence. That goes for religious leaders, mayors, and millionaires. I think irreverence is basic to a free society. The New York Times Magazine article about him, published on October 10, 1966, quoted what Alinsky would often say to those he sought to organize: The only way to upset the power structure is to goad them, confuse them, irritate them, and most of all, make them live by their own rules. If you make them live by their own rules, youll destroy them. The October 1966 article also described his tactics: In a quarter-century as a professional slum organizer, Alinsky, who is 57, has goaded, confused, and infuriated the power structures of two score communities. In the process he has perfected what social scientists now call Alinsky-type protest, an explosive mixture of rigid discipline, brilliant showmanship, and a street fighters instinct for ruthlessly exploiting his enemys weakness.Alinsky has proved that the fastest way for slum tenants to get results is to picket their landlords suburban homes with signs reading: Your Neighbor Is A Slumlord. As the 1960s went on, Alinskys tactics delivered mixed results, and some localities which had invited were disappointed. In 1971 he published Rules For Radicals, his third and final book. In it, he provides advice for political action and organizing. The book is written in his distinctively irreverent voice, and is filled with entertaining stories that illustrate the lessons he learned over decades of organizing in various communities. On June 12, 1972, Alinsky  died of a heart attack at his home in Carmel, California. Obituaries noted his long career as an organizer. Emergence as a Political Weapon After Alinskys death, some organizations he worked with continued. And Rules For Radicals  became something of a textbook for those interested in community organizing. Alinsky himself, however, generally faded from memory, especially when compared to other figures Americans recalled from the socially turbulent 1960s. The relative obscurity of Alinsky abruptly  ended when Hillary Clinton entered electoral politics. When her opponents discovered that she had written her thesis on Alinsky, they became eager to link her to the long-dead self-professed radical. It was true that Clinton, as a college student, had corresponded with Alinsky, and had written a thesis about his work (which purportedly disagreed with his tactics). At one point, a young Hillary Clinton was even invited to work for Alinsky. But she tended to believe that his tactics were too outside the system, and she chose to attend law school rather than join one of his organizations. The weaponizing of Alinskys reputation accelerated when Barack Obama ran for president in 2008. His few years as a community organizer in Chicago seemed to mirror Alinskys career. Obama and Alinsky never had any contact, of course, as Alinsky died when Obama was not yet in his teens. And the organizations Obama worked for were not those founded by Alinsky. In the 2012 campaign, the name of Alinsky surfaced again as an attack against President Obama as he ran for reelection. And in 2016, at the Republican National Convention, Dr. Ben Carson invoked Alinsky in a peculiar accusation against Hillary Clinton. Carson claimed that Rules For Radicals had been dedicated to Lucifer, which was not accurate. (The book was dedicated to Alinskys wife, Irene; Lucifer was mentioned in passing in a series of epigraphs pointing out historic traditions of protest.) The emergence of Alinskys reputation as essentially a smear tactic to use against political opponents has only given him great prominence, of course. HIs two instructional books, Reveille for Radicals and Rules For Radicals remain in print in paperback editions. Given his irreverent sense of humor, he would probably consider the attacks upon his name from the radical right to be a great compliment. And his legacy as someone who sought to shake up the system seems secure.

Managing Diversity in the Workplace Essay Example | Topics and Well Written Essays - 1250 words

Managing Diversity in the Workplace - Essay Example Diversity is a powerful tool in the growth and success of any organization today. With the increase in globalization and technology, most organizations have become multicultural. Additionally, the economy has globalized. A case study of â€Å"All-Inclusive† Real Estate Company from where I work focuses on diversity in the workplace. An analysis on the culture of the company indicates that diversity in the workplace is inevitable. Therefore, the organization’s work force must work at benefiting from it. When an organization manages diversity well, it becomes best suited to grow. On the other hand, if diversity is not well managed, it could lead to wastage of time and resources. The company has a multicultural workforce. The heterogeneous nature of the workplace highlights complex cultural relations, unified by a common goal. Employees of the company learn the organizations culture after they are employed and after they go through orientation and training. By working unde r guidelines set up by managers and supervisors, they get to share the vision, mission and goals of the organization. Once in the organization, employees identify with shared symbols, norms and values that the organization and its managers uphold. New employees learn to adjust to the organization, whilst the organization adjusts to them. The company highly promotes diversity, which increases more social awareness and integration. Multicultural organizations which strongly support diversity experience great social integrity (Gilbert and Ones, 685-704). The company has a diverse work force, both in its top management and its support staff. A look at some of its top officials gives a better picture of how individual differences can blend perfectly to produce a highly productive workforce. The company’s managing director, Susan is Jewish American. She exhibits power and good leadership. She believes that diversity should not hinder improvements and developments in the workplace. To implement successful changes in the organization, focus should be placed on the changes and not barriers such as culture (Beer et al 291). Her philosophy is that however diverse an organization is, the goals of the organization should cement individual differences to realize a friendly working environment. She highly promotes a good working atmosphere for employees within the organization. In addition, she encourages a cordial relationship with the organization’s clients. Susan emphasizes professionalism, aimed at ensuring integrity and competence. Her leadership is based on open communication to encourage participation from employees. She liaises with employees to assess behaviors and practices. She is supportive and open minded, attributes that she encourages everyone to acquire. She works to promote confidence in the company. Susan believes in maximizing people’s potential by encouraging them to specialize in what they do best. She often refers to the idea that p roper management of diversity is advantageous in an era that emphasizes flexibility and creativity to beat competition (Cox, 50). She promotes diverse ideas by holding regular meetings with staff members to discuss any issues arising and better ways of doing things. She understands her employees and has a unique relationship with all of them. If

Logistics Problems Generated by Crossrail and Their Solutions Essay

Logistics Problems Generated by Crossrail and Their Solutions - Essay Example to be able to solve these problems it is necessary to identify the root cause of the problem and try to tackle it so that it does not come up again. Crossrail has managed to realize some of these problems and has already provided solutions to them. This paper will give a brief introduction to crossrail and its intended advantages, it will then discuss the logistic problems that will be generated by the construction work, and it will follow by outlining solutions to these problems before making a conclusion. Introduction Crossrail is an ambitious project to build a major railway link in central London. The name is used to refer to the first two routes which are under the responsibility of Crossrail Limited. It is based on a different and new east-west tunnel with a central section from Paddington to Liverpool street station. This project was approved in 2007 after a very long time of debate. The crossrail act received royal assent in July 2008 (Crossrail, 2011). The services offered w ill complement the enhanced north-south Thames link route. Ten-car trains are expected to run at frequencies of up to 24 trains per hour in each of the channels through the central tunnel section. In the original plan the first train was scheduled to run in 2017 but in a comprehensive review in 2010 that saw the saving of ?1 billion changed the initial plan to 2018. Fig. 1 Crossrail route Source: http://en.wikipedia.org/wiki/File:CrossrailLine1Map.svg#filehistory Crossrail benefits The benefits of constructing the cross rail are many. The first benefit is easing transport problem in London which has been a huge headache for London. The second benefit is that it will provide better access to the capital for over 750,000 workers who are said to commute daily into London. Lastly the project is also aimed at providing job opportunities to many people who will be employed in the in the construction process and after the completion of the project to manage the various services offered by the train service. It is estimated that crossrail will generate up to 14,000 jobs when the construction reaches peak (Crossrail, 2011). Fig 2 source: http://forum.skyscraperpage.com/showthread.php?t=158506&page=7 Fig 3 source: http://www.thameslinkprogramme.co.uk/cms/pages/view/33 Fig 4 source: http://www.ianvisits.co.uk/flickr_api/set_list.php?page=2&uid=72157627734615808&title=Crossrail%20Royal%20Oak%20Portal Fig 5 finished product Source: http://www.ianvisits.co.uk/flickr_api/set_list.php?page=2&uid=72157627734615808&title=Crossrail%20Royal%20Oak%20Portal Logistics in construction Logistics refers to the efficient transfer of goods and services from the source of supply through that manufacturer to the consumer in a cost effective manner that will provide service to the customer (Rushton, Croucher, & Baker, 2006, p. 6). Logistic management tries to minimize costs by providing a cost effective system across the whole process and ensuring the evaluation of facilities and issues tha t may have any impact on logistic costs and make the product conform to the customers’ requirements. Many construction projects ranging from the small projects to the major projects like the crossrail project face many logistic problems that contractors work hard every day to avoid. The proper management of logistic issues will either lead to the successful implementation of a project or lead to its failure. Research has shown that effective logistic management has rarely been applied in construction

The Age of Reagan Assignment Example | Topics and Well Written Essays - 250 words

The Age of Reagan - Assignment Example hilosophy, ones experiences, ones exposure to the raw edges of human existence, ones religious training, ones attitudes toward life and family and their values, and the moral standards one establishes and seeks to observe, are all likely to influence and to colour ones thinking and conclusions about abortion†. Reagan was a president who worked against the communist agendas. As per (Vlib)â€Å"Under the Reagan Doctrine, one by one, it was the Communist dominos that began to fall†. Reagan has been a lash on the violent history of communist activities and he had won cold war and even changed the face of American in many ways. By ending communism he proved to be a man who put a hold on the violent centuries of communism. As per (History Place, 1982) â€Å"The President eloquently explains the reasons behind his staunch opposition to Communism while encouraging the British to aid in the worldwide struggle for freedom, recalling the success of former Prime Minister Winston Churchill in the fight against Nazi tyranny†. Reagan has been successful in combating communism and this was a revolutionary phase in American politics. Ameircan Rhetoric, . (2001). Address to the Republican National Convention. In http://www.america nrhetoric.com. Retrieved May 18, 2014, from http://www.americanrhetoric.com/speeches/part

Grand Canyon University's History and Christian Heritage Essay

Grand Canyon University's History and Christian Heritage - Essay Example With regard to GCU's mission, the method of its enforcement is compatible with the university's Christian heritage. As claimed by Dr. Ray, Christian education is an "education with a spirit and soul". He further said that the foundation of Christian training were moral, mental, physical, social and spiritual - all of which are based upon the holy scripture, the bible. To become global citizens, effective communicators, critical thinkers and responsible leaders are consistent with Christian education. The university's four pillars, namely, academic advancement, Christian camaraderie, extracurricular excellence and wellness and well-being are all consistent with its history and Christian heritage. To note, academic excellence is one of the reasons why the Grand Canyon College was given accreditation in 1968. Athletic competition was the other reason. The school had long been active in sports and other extracurricular activities. These inclinations are all in line with Christian educati on as envisioned by Dr. Ray. ... 28). He further said that the foundation of Christian training were moral, mental, physical, social and spiritual -- all of which are based upon the holy scripture, the bible (Ray, as cited in Helfers, p. 28). To become global citizens, effective communicators, critical thinkers and responsible leaders are consistent with Christian education. The university's four pillars, namely, academic advancement, Christian camaraderie, extracurricular excellence and wellness and well-being are all consistent with its history and Christian heritage (â€Å"Four,† n.d.). To note, academic excellence is one of the reasons why the Grand Canyon College was given accreditation in 1968. Athletic competition was the other reason. The school had long been active in sports and other extracurricular activities. These inclinations are all in line with Christian education as envisioned by Dr. Ray. Diversity is one aspect that the university is trying to nourish. The founders of the university wanted t he school's name to be inclusive and all-encompassing (Helfers, 2000). Thus, the term Baptist was not included. According to Helfers (2000, p. 27), they aimed to welcome "students of all faiths or no faith." Presently, it has been accepting students of different religious backgrounds. Also, it has been employing faculties coming from over twenty denominations (â€Å"GCU,† n.d.). All these facts reflect the university's history and Christian faith. Personally, the university's statements correspond to my own set of values and traditions. I have been a believer of Christian faith since I was a child. The Baptist and Catholic Church both believe in Jesus Christ. Thus, I found it easy to understand the school's history and Christian heritage. Basically, what differs

Project Management Article Example | Topics and Well Written Essays - 500 words

Project Management - Article Example Expert opinion comes as a secondary thing. Although it is not advisable to rely solely on the expert opinion, yet it is quite rational to seek expert opinion for approval or slight adjustment of the durations estimated using past history. An estimator may solely rely upon past history to estimate the duration of activities without seeking the expert opinion, but he/she can not solely rely upon expert opinion without checking the past history for the time estimates. In rare cases, when past history is not available for a certain activity, then its time is estimated using mathematical derivation. Mathematical derivation is the empirical and the least reliable method of estimating the time of activities, yet it has to be used in the absence of past history. Again, like a second check is made for the past history by seeking expert opinion, expert opinion should also be taken to modify the time calculated using mathematical derivation, to make it more reliable. It is better for Joe to mak e use of AOA method because it is simpler. Also, it gives clear information regarding FF and TF. Joe should see the level of details he requires and choose the method accordingly. Q. 2 Ans. Issues that weigh in favor of crashing the project are that BCC will not have to face the liquidated damages as the project would be finished within time.

Grand Canyon University's History and Christian Heritage Essay

Grand Canyon University's History and Christian Heritage - Essay Example With regard to GCU's mission, the method of its enforcement is compatible with the university's Christian heritage. As claimed by Dr. Ray, Christian education is an "education with a spirit and soul". He further said that the foundation of Christian training were moral, mental, physical, social and spiritual - all of which are based upon the holy scripture, the bible. To become global citizens, effective communicators, critical thinkers and responsible leaders are consistent with Christian education. The university's four pillars, namely, academic advancement, Christian camaraderie, extracurricular excellence and wellness and well-being are all consistent with its history and Christian heritage. To note, academic excellence is one of the reasons why the Grand Canyon College was given accreditation in 1968. Athletic competition was the other reason. The school had long been active in sports and other extracurricular activities. These inclinations are all in line with Christian educati on as envisioned by Dr. Ray. ... 28). He further said that the foundation of Christian training were moral, mental, physical, social and spiritual -- all of which are based upon the holy scripture, the bible (Ray, as cited in Helfers, p. 28). To become global citizens, effective communicators, critical thinkers and responsible leaders are consistent with Christian education. The university's four pillars, namely, academic advancement, Christian camaraderie, extracurricular excellence and wellness and well-being are all consistent with its history and Christian heritage (â€Å"Four,† n.d.). To note, academic excellence is one of the reasons why the Grand Canyon College was given accreditation in 1968. Athletic competition was the other reason. The school had long been active in sports and other extracurricular activities. These inclinations are all in line with Christian education as envisioned by Dr. Ray. Diversity is one aspect that the university is trying to nourish. The founders of the university wanted t he school's name to be inclusive and all-encompassing (Helfers, 2000). Thus, the term Baptist was not included. According to Helfers (2000, p. 27), they aimed to welcome "students of all faiths or no faith." Presently, it has been accepting students of different religious backgrounds. Also, it has been employing faculties coming from over twenty denominations (â€Å"GCU,† n.d.). All these facts reflect the university's history and Christian faith. Personally, the university's statements correspond to my own set of values and traditions. I have been a believer of Christian faith since I was a child. The Baptist and Catholic Church both believe in Jesus Christ. Thus, I found it easy to understand the school's history and Christian heritage. Basically, what differs

Marketing Essay Example | Topics and Well Written Essays - 250 words

Marketing - Essay Example The particular product selected for the research was nothing but a big-name energy drink ‘Red Bull’. To study this impact, the research approach used was ‘experimental’ and subjects were ‘personally’ contacted by the experimenter. In the experiment, the subjects were made to play a car racing video game where each was assigned a racecar which was functionally identical yet differing in terms of brand logos and color schemes including the logos of Guinness, Tropicana, Coca Cola, and Red Bull. The different brands were actually reflecting different brand identities. This experimental research found that the players racing the Red bull car competed with speed, recklessness, power, and aggressiveness – attributes that have been identified with the brand throughout its marketing programs. The players raced either inspiringly by winning or horribly by crashing, reflecting the associated extreme dimensions confined in the brand’s attribut es. In this way, the performance of Red Bull car racers was revealing the brand’s attributes among the racers even this impact was unknown to them. This finding can also be generalized to the behavioral influence of other energy drinks on consumer behavior or even to brands having an established, prominent personality.

A Christmas Carol Essay Example for Free

A Christmas Carol Essay Explore how Dickens emphasises the importance of children and family relationships in A Christmas Carol In the novel A Christmas Carol the atmosphere I receive from the book shows me that dickens cares deeply about children. There are many aspects of when Charles Dickens emphasises the importance of children and family in A Christmas Carol. There are A lot of scenes that show this: the first cratchit scene (pages 37-42) which is the main one, belle and her family (pages 29-30) and scrooge living at his school and his sister coming back (pages 21-23). First I will talk about the cratchit scene. It shows the cratchits celebrating Christmas. Dickens says, Heres Martha mother! , this helps to create an atmosphere of warmth and love. It works because of the explanation mark, it makes it seem that all the children are overjoyed about playing the joke on Mrs Cratchet. On the scene with the goose, Dickens uses the phrase, Universal admiration, to describe how the family feel about the goose. It shows that even though they havent got a real turkey they dont take anything for granted. The phrase implies that the whole universe admires it but in reality its just an average goose. The quote Bobs voice was tremulous when he told them this and trembled more, Tiny Tim is growing strong and hearty, is very ironic because Tiny Tim wasnt growing strong and hearty, this shows that Bob was always trying to look on the brightside of things, his main priority was to keep the family happy. The family mean the world to each other and they are trying to make it a Christmas to remember. After they had eaten the goose Mrs Cratchet was ready to give out the pudding, she was terrified it wouldnt be acceptable, Suppose it should not be good enough,Suppose it break turning out. Mrs Cratchet was going through every bad possibility, she was so nervous. Although it was a little small it never crept into any of the familys head that there wasnt enough. When Bob Cratchet told her that it was the biggest triumpth since there marriage she replied, Now the weight is off my mind, She was delighted that it was a success! In the scene with Scrooge living at school and his sister coming back Dickens shows how your childhood can be so important. Scrooge sat down upon a form, and wept to see his poor forgotten self as he used to be. Scrooge was a very mean man and I feel that it was soley to do with his child hood, he wasnt short of luxurys but he was very lonely and he needed family. Scrooge obviously wasnt always a mean and a spiteful person, because whilst he is seeing all of his past he is experiencing a lot of feelings of how he used to be and what he had turned into. Scrooge has now realised what he has become, this is all because of his childhood. He said, There was a boy singing A Christmas Carol at my door last night, I should like to of givien him something. Scrooges childhood was so important for him because if his childhood had been different in anyway, for example; getting attention from his parents or feeling loved, he could of have been a totally different man. Before the ghost had shown Scrooge his chidhood or peoples familys he would not have given that Carol singer a second thought. ` In the scene with Belle and her family Dicken emphasises the importance of children and family by expressing how scrooge wants to be one of them. Scrooge said what would I not have given to be one of them! As a child scrooge was not allowed to have the fun and lafter that the children in this scene had, he was very enveous of the children, he wished he could of grown up in this family. He also said I should have dearly liked, i own,to have touched her lips or to have let loose waves of hair, i do confess to have the lightest license of a child. He so longed for frivolous childhood. To conclude I think that Dickens makes his readers aware of the importance of children and family by showing how Scrooge changes after seeing his and then other peoples childhood. The Cratchets show how they are so close and all pull together in good or bad times. The scene with Scrooge living at school and his sister coming back helps Scrooge realise what he had become as a result of his upbringing. The scene with Belle and her family show how much Scrooge envied a fun and happy childhood, to able to lark about and have games in a relaxed atmosphere. I feel that Dickens was a keen admirer of children and it was fitting how Tiny Tim ended the novel by sayin god bless us everyone!

World Production Of Rum English Literature Essay

World Production Of Rum English Literature Essay The oldest and the most varied distilled spirit are known as rum. Rum is distilled from the extracts of the sugar cane plant or the by-product of sugar cane known as molasses. Rum is an aged spirit which is usually aged in charred oak casks for a period of 30 years which is in cases of a few authentic brands but is usually aged for a period of 15 years and below. Rum that is aged in charred oak casks get a golden to dark brown colour because of the oak casks. Rums which are aged in stainless steel tanks remain colourless. Rums vary from place to place depending on the tradition that they followed. Rum thats originate from Puerto rico have a golden colour are light bodied and are aged for minimum 3 years while on the other side rums that originate from Jamaica are dark rum which are naturally fermented for a period of 3 weeks and are distilled twice in pot stills and are aged minimum for 5 years in oak casks. The majority of the world production of rum takes place in the Caribbean and Latin America which also include a few other countries. Rum is also produced by Australia, New Zealand, and Fiji islands, Mexico, India and Canada. The federal law states that rum should be distilled from the fermented products of sugar cane like sugar cane juice, sugar cane syrup or the by product or sugar cane which is molasses at less than 190 proof. Dark rums are usually consumed neat or with a mixed while light rums are used to make cocktails. 2.2 billion dollars were generated in 2009 in the United States because of the sales of rum. HISTORY OF RUM The origin of rum dates back to the ancient times. Fermented sugar cane juice is believed to be first developed in ancient India or china. It is believed that rum originated in the island of Barbados. Brazil also started rum production in 1620s. It was discovered by the people who planted sugar cane that the by-product of sugar cane which is molasses can be fermented into alcohol. The distillation process changed later in order to make the alcohol more concentrated and remove the impurities that were present. The Spanish and English have played an important role in distilling sugar cane throughout the West Indies. HISTORY OF RUM IN JAMAICA In Jamaica sugar cane and the distilling process dates back to the 15th century. Jamaica has the perfect climate, fertile soil, spring water which is filtered by limestone. Jamaica became the producer of one of the finest rums because of their climatic conditions. The English use to transport rum back to England in barrels and they discovered that the amount of time the rum spent in the barrel along with the rocking of the ship gave a finer and smoother tasting rum. HOW RUM GOT ITS NAME The first recorded name of this alcohol was kill devil hills because of its alcohol properties. Island of Barbados used the name kill devil hills till the nineteenth century. Early 1650s a new name emerged called rumbullion which was later shortened to rum. Rumbustion was another term that was used for rum during the 17th century. A similar word to rum was rummage. Rummage was the place in ships where rum was stored in the ship for long journeys across the Atlantic. Number of theories suggests that rum got its name from the latin word of sugarcane which was saccharum officinarum. PROCESSES OF RUM RUM BASED ON RAW MATERIALS USED Sugarcane juice: French rums are usually made of 100% sugarcane juice which is fermented and then aged. Rums which are made with 100% sugarcane contain high level of herbal aromas and are totally different from molasses based rums. Molasses: When sugarcane is processed to make sugar the sugar cane juice is boiled until it starts to form crystals leaving behind a liquid known as molasses. The molasses depends upon how much time the juice is boiled for and how much sugar is extracted from that. The more sugar the better grade of molasses and in turn the best quality rum is produced. RUM BASED ON FERMENTATION METHOD Natural fermentation: natural fermentation is when the distilleries depend on yeast that naturally occurs in the air and also in the sugar cane juice to convert the sugar into alcohol. Natural fermentation takes place in big open containers to expose it to the air and takes about 1 or 2 weeks to ferment. Controlled fermentation (continuous): The most advance method of fermenting is the continuous fermentation process. The continuous fermentation process consists of a fermentation tank that continuously receives diluted molasses because of which the yeast keep converting the sugar into alcohol and it all gets collected which is further distilled. RUM BASED ON DISTILATION METHOD POT STILL Pot still process was the earliest ways of distilling alcohol. A pot still consist of three parts which are the kettle in which the liquid is boiled, the condenser in which the vapours are cooled and the gooseneck that connects the condenser and the kettle. The pot still produces single distillate as the liquid is processed through the pot still just once. The liquid is once again put through the pot still and is known as double distillate. The drawback of the pot still process was the liquid needed to be distilled in batches which was a labour intensive job. The liquid is distilled twice thrice or even four times in order to produce a clearer and stronger spirit. COLUMN STILL Unlike the pot still the column still could process higher amount of alcohol. Column still made the distillation process a lot more consistent. Distillation columns are built in a vertical manner with a number of horizontal trays placed at different levels inside the column. The liquid is introduced from the top of the column while steam is introduced at the lowest level. As the liquid flows down from the column it is heated by the steam that is being produced and the alcohol gets vaporized while the liquid that flows down is called wash and contains no alcohol. The steam is collected from the top of the column which is then allowed to cool down which in turn is spirit. Several column stills can operate one feeding the next in order to produce a cleaner, stronger and rectified spirit. APPLETON ESTATE HISTORY OF THE APPLETON ESTATE The rum production at the Appleton estate dates back to 1749 while the origin of the estate dates back to the 1655 when the British captured Jamaica from the Spaniards. Frances Dickson served in the British conquest and it was believed that the land was rewarded to Frances for his services. Frances grandsons were the very first owners of the Appleton estate. The year 1845 was when the ownership changed from the Dickson family to William hill. William hill owned the estate for a short period of time and the ownership changed from William hill to A.McDowell Nathan. McDowell Nathan was the most successful merchant in Jamaica. He died in the massive earthquake which occurred in 1907 and the Appleton estate was acquired by J.Wray and Nephew ltd. J.Wray and Nephew ltd continue to own the Appleton estate and produce the finest rums in the country. The Appleton estate is an 11000 acre estate situated in the Nassau valley. The Nassau valley is a part of Jamaicas cockpit country. The valley has a special limestone formation which is known as the cockpit karst which was formed many years ago. The estate is the only estate in the world that has a cockpit karst and shares the same soil and climatic conditions as the Nassau valley. UNIQUE APPROACH OF APPLETON RUM The Appleton estate that produces rum has been producing exceptional quality rum since the past 260 years. Till today the team of experts that are present at the Appleton estate follow the same tradition of handcrafting their Jamaican rum. The climate of Jamaica is ideal for the cultivation of sugar cane. The Appleton estate grows sugar cane on their 11000 acre plot back in Jamaica. The natural resources add to the taste and character of the rum. During the fermentation process the estate uses spring water which originates from the estate itself. The spring water is filtered through the limestone hill of the cockpit country. The estate uses special natural yeast in the fermenting process which has been handed down from the origin of the rum estate; the natural yeast which is used in the fermentation process contributes to the exclusive taste and aroma of the Appleton estate rum Appleton estate rums follow a small batch pot distillation method which is being followed since the estate started producing rum. Jamaican rum differs from other rums because of the blend of rum is done in a unique copper pot stills and column stills. The distillation process is slow in order to give the rum flavour and the character. After the fermentation process and the distillation comes the ageing of the rum which is done in a unique manner at the Appleton estate. The rums are aged in oak barrels, as the rums mature the rum transforms into a smooth mellow spirit which has unique flavours of vanilla, cocoa, coffee and hazelnut. The maturing process gives the rum a golden colour. A number of oak barrels are kept in the ageing warehouse and the rum can only be bottled on the selection of the master blender. Appleton estate rums contain a unique blend of aged rums which are handpicked by the master blender Joy Spence. The rums produced in the estate have an age printed on the label which is a certified genuine minimum aged which is that the rum have been aged in oak barrels for at least those many years which is printed on the label. Rums that is produced at the Appleton estate has a unique blend which makes the rum unique and finest in the world. Every rum produced in the Appleton estate is hand blended to create a special flavour and aroma. After the unique blending process the rum is allowed to rest in order to let the various components to mix with each other to produce a unique blend. DIFFERENT BLENDS OF RUM PRODUCED AT THE APPLETON ESTATE Appleton estate produces a variety of blends which are as follows Appleton Estate V/X Appleton Estate Reserve Appleton Estate 12 Year Old Master Blenders Legacy Appleton Estate 21 Year Old Appleton Estate Exclusive Appleton Estate 30 Year Old Appleton Estate 50 Year Old Jamaica Independence Reserve Appleton Estate V/X The very first blend of the Appleton estate was the Appleton Estate V/X. The Appleton Estate V/X is a multi-award winning blend of 15 choice aged rums. The rum has unique flavour profile and is the best choice for cocktail mixing around the world. The Appleton estate V/X is a gold/honey colour which a clear liquid because of its distillation process. This rum has subtle scents of orange peel, dried apricot, dried fruits, and fresh peach and has got a hint of molasses. The Appleton estate rum tastes sweet, honeyed with taste of marzipan, caramel and brown sugar. Appleton Estate Reserve The Appleton estate reserve is one another very old blend of the Appleton estate in Jamaica. The reserve stock of rum is allowed to mature in oak barrels very carefully and when the rum matured perfectly the master blender hand blends the rum with 20 other aged rums to create unique rum. The Appleton estate reserve was the very first blend which was created by the master blender joy Spence. The Appleton reserve was introduced in 2000 to celebrate the 250th anniversary of the Appleton Estate. The appearance is topaz or honey colour with a gold rim with immaculate purity. The reserve has an aroma of brown sugar, honey with a tinge of orange peel and vanilla. The reserve rum leaves a taste of toasted honey, wheat bread and refined sugar on the palate. Appleton Estate 12 Year Old As the name suggests the appleton estate 12 year old is aged minimum for 12 years in oak cask barrels. The estate 12 year old is rum that shouldnt be added with mixers but consumed straight on the rocks is what is believed by the master blender. The 12 year old rum has a dazzling bright rich bronze colour. The 12 year old rum has an aroma of walnut, nutmeg, orange peel and vanilla that leaves a buttery creamy brown sugar taste on the palate. MASTER BLENDERS LEGACY The special master blenders legacy celebrates three generation of blenders. This particular blend is 30 year old rum which means it has spent 30 years maturing in the oak barrels. The master blender Joy Spence suggests that the special master blender is just the perfect drink with a splash of water and club soda. The master blender rum has a shiny bright topaz or bronze colour with an aroma of baked pear, maple, orange peels with the tinge of ginger and vanilla. The blender legacy rum leave a taste of honey, vanilla and creamy butter on the palate. Appleton Estate 21 Year Old This unique blend is exceptional and has been aged for a minimum period of 21 years in oak barrels. The blend matures over time and only a limited number of bottles are released each year. The Appleton estate 21 year old has a coppery colour with the aroma of vanilla, orange, nutmeg and cocoa. The the 21 year old rum leaves a taste of baked nuts and the taste of molasses with oak on the palate. Appleton Estate Exclusive The Appleton estate exclusive is a unique blend of rums which is distilled at the estate. This particular rum is blended in order to reflect the terroir and the micro climate present at the estate in Jamaica. The perfect blend of the Appleton exclusive assures that every sip of rum has an essence of the rich fertile soil and the spring water which is used to create this exclusive blend. the estate has warm temperatures during the day along with afternoon showers and cool nights which is perfect for the aging of the rum. The uniqueness of the appleton estate is that it grows sugar cane in the estate of appleton along with the slow pot still distillation which imparts a very distinctive flavour to the rum. The appleton estate exclusive looks rich and earthy which reflects the soil on which the sugar cane is grown. The exclusive rum has an aroma of oak, vanilla with some sublle spices and a tinge of orange. The rum leaves behind a taste of fruity sweetness of the sugar cane with the woodiness which is acquired through ageing. Appleton Estate 30 Year Old The Appleton estate 30 year old is limited edition rum. This special edition is a very rare blend of several types of aged rums which are hand selected by the master blender more than 30 years ago. The 30 year old rum is individually aged for 8 years and then re blended and placed in oak barrels once again for another 22 years. Because of the unique process of dual ageing and exceptional spirit is formed which is known world over for its taste character and smoothness. The very rare 30 year old rum are hand crafted by the master blender and only 1440 bottles were released in the year 2009. The rum has a bright and shiny colour of copper. The 30 year old rum has an aroma of baked pear, maple, spices, orange and a tinge of ginger and vanilla. The rum leaves a taste of delicate spices and vanilla on the palate. Appleton Estate 50 Year Old The Appleton estate 50 year old is a very rare limited edition. The 50 year old rum is aged for a period of 50 years in hand selected oak barrels. The Appleton estate 50 year old is believed to be the oldest rum available for sale in the world. In the year 1962 the Appleton estate set down barrels of rum to age so that they could create a very special blend that could be bottled to celebrate the 50th anniversary of Jamaicas independence. The rums were very carefully treated for the 50 years that they were aged. The rum was taken care by the first master blender Owen Tulloch and then by the current master blender Joy Spence to create the exceptional Appleton Estate 50 Year Old Jamaican Rum. The Appleton Estate 50 Year Old Jamaican Rum was launched on June 7, 2012 and was made available in Jamaica just after the launch. Currently the rum is being sold in key markets around the world and in selected duty free shops. Only 800 bottles of this very exclusive blend have been created and only a limited number of bottles are for sale. The bottle approximately costs $5000 USD per 750ml bottle. Appearance: Dark mahogany colour with rich coppery reflection and a very pronounced green ring of aging. Bouquet: Powerful oak infused with rich vanilla and layered with cinnamon, maple and orange peel. ELEMENTS OF DISTINCTION OF THE APPLETON ESTATE The Appleton estate has 7 elements of distinction compared to the other brands. The 7 elements of distinction are: Heritage of the Appleton Estate: The Appleton estate origin dates back to 1749 and has been making the finest rums since its inception. Terroir: the Appleton estate in Jamaica is situated in the Nassau valley. This valley was formed 12 million years ago when Jamaica emerged from the sea because of which the estate has unique weather, climate and soil which influence the taste and aroma of the rum. The valley has a perfect condition for growing sugar cane because of its microclimate that has warm morning and afternoon showers and cool nights. The estate during the fermentation process uses water that originates from the spring in the estate and is filtered through the limestone hills which exists only in the Appleton estate. Pot still: Appleton holds a tradition of handcrafted rum since the past 260 years. The rums are distilled in small batches in copper pots. The pot stills are unique in the estate that gives a very distinctive character to the rum. Exceptional Taste: Spirit competition panels and spirit experts constantly choose rums from the apple estate because of their exceptional taste and smooth finish. The rums produced at the Appleton estate continuously receive awards from international spirit competitions and spirit experts. Great blends and great rums: Appleton estate V/X, Appleton Estate Reserve and the master blenders legacy are made up of several aged blends in order to add to its richness and smoothness. Aging process: Appleton estate 8 year old, 12 year old, and 30 year old and the 5o year old have age statements on their labels. All the age statements are certified genuine which means the rum has been aged in oak barrels for a minimum period of time mentioned on the label. History of the Appleton estate: the Appleton estates origin dates back in the year 1655 when the British captured Jamaica from the Spaniards. The ownership of the estate changed several times but the quality of the rum remained the same. Legacy of blending: the rum produced in the estate is distinctive because of its unique climatic condition. The rums are blended by the master blender joy Spence. Joy Spence has over 25 year of experience in creating and blending the finest rums in the world. Including a term of 16 years studying under the previous master blender Owen Tulloch. Joy Spence and her team possess vast knowledge and skill in the art of creating and blending and maintaining the consistency and quality which is produced out of the Appleton estate. THE MAKERS OF THE APPLETON RUMS Master Blender Joy Spence The master blender at the Appleton estate rum is Joy Spence. Joy Spence is the first woman to hold such a position in the spirit industry. AWARDS AND RECOGNITIONS The Appleton estate rum tour is a major tourist destination in the island of Jamaica. All the rums that have been produced at the Appleton estate in Jamaica are award winning and have performed well at international spirit competitions. The Appleton estate 12 year old was awarded 96/100 rating at the 2008 wine enthusiast competition. Appleton rum and Wray and nephew White Over Proof Rum have been awarded a Grand Gold Award at the 2011 world quality selections. Wray Nephew White Over Proof Rum has been honoured the International High Quality Trophy for consistently turning in gold and Grand Gold Award. CONCLUSION

Feminism Essay -- essays research papers

I have been exposed to many forms of feminism. Many different ideas, concepts, and situations have been brought to my attention, enabling me to formulate my own loose definition of feminism, and to take those concepts with me to utilize in my life as a woman in order to obtain the life I deserve. To first understand feminism, one must be aware of the factors and forces that made—and still make—the fight for women’s rights such a relevant necessity. For example, women are mistreated and undervalued in athletics. Sharon Lennon, author of What is Mine, was taught this lesson young, as an excellent female softball player on a male team. After asking to play catcher in a game, the coach responded, â€Å"All right†¦but you’ll have to wear a cup† (Lennon, 215). This continues through less attention and money allotted to female teams, as well as fewer and lower-valued scholarships for female athletes. In academics, women also suffer from sexism at the hands of sexist males in higher positions. In her essay High School Lowdown Miranda J. Van Gelder recounts numerous clear cut instances of such sexist acts as male teachers asking female students to lift up their skirts, making comments referring to the girls taking their ‘rightful place in the kitchen,’ and referring to girls by demeaning pet names (Van Gelder, 305). According to Myra and David Sadker’s â€Å"Failing at Fairness,† boys receive more challenging questions, more attention from the teacher, and more helpful feedback. From elementary through college, girls receive less and lower quantity instruction, fewer scholarships, and suffer economic penalties after college: ‘female’ jobs are poorly, while women in ‘male’ jobs are still paid less then men in the exact same jobs (Sadker, 90). Inequality is clearly and painfully evident in the workforce. Twelve million women work full time in jobs which pay below the minimum wage. White women received only 71.2% of a white man’s earnings as of 1995, while Hispanic and black women only made between approximately 53% and 64% of a white man’s salary (Wage Gap, 86). While women comprise up to 50% of professional employees, they hold less than 5% of the upper level and senior management positions. As Mary Mattis found out, â€Å"60% of human resource managers who participated in [her] study reported that putting women in line jobs was perceived as risky† (Lopez, 82). it can only be â€Å"pe... ...efforts, seeing more suffering than benefits, knowing the benefit will grace their posterity. These amendments and revolutions must also be in the benefit of a diverse group of women, embracing them all; otherwise, feminism could not be called a fight for women’s rights if it left any women unaccounted for and uncared for. women are separated when diversity is mishandled and ignored. Not all women’s experience are going to be the same, and just because they are not the same does not mean that one is not just as valid as the next. From this class and my comprehension of its content, I have seen my own compliance to patriarchal enforced ideals and I have begun to challenge that. My speech, thought processes, and confidence have already been effected and are reflecting the evidence of my new knowledge. I will push for what is withheld from me but that I deserve as a woman. I am holding me head higher, knowing that I am worthy of better treatment than I receive. I will stop visualizing myself as I appear to others when I walk into a room, analyzing my every move myself! I deserve to be respected, not treated as an object, either by strangers†¦.or myself.   Ã‚  Ã‚  Ã‚  Ã‚  

A Semiotic Analysis of the Battle Fo Algiers

The Battle of Algiers, which was produced in 1966 and directed by Gillo Pontecorvo, is a film which explores the Algerian struggle for independence between 1954 and 1962. The film is constructed using a documentary style and was filmed on the actual locations where events unfolded. The Battle of Algiers is an example of neorealist filmmaking which purports to give an objective, realistic account of the battles waged between the FLN (National Liberation Front) rebels and the French military. The formal elements of style which create the narrative can be examined using semiotic theory in order to better understand how the viewer can be interpellated into particular ideological positions. Interestingly, the ideal viewing position is not easily recognisable, which is why the film works well in striking a balance in presenting the points of views of combating sides. Semiotics refers to the study of and meaning created by ‘signs’, which are composed of ‘signifiers’ and their ‘signifieds’. Semiotic systems are culturally contingent; they appeal to and are informed by ideology (O’sullivan, Hartley, Saunders, Montgomery & Fiske, 2004). Therefore, it may be significant to note that The Battle of Algiers is essentially a European production as the â€Å"key creative positions in the production of the film were occupied by Italians† (Wayne, 2001, p. 9). With this in mind, it would appear that the characterisations which are constructed through the combination of formal filmic conventions can be seen to position the viewer into considering the futility of continued political control over a colonised state, regardless of the viewer’s ideological point of view. Ostensibly, the characterisations of the combatants from the FLN and the French military are polarised opposites. The FLN rebels are less organised, poorly funded, less literate and rely on deception and terror to further their cause. Opposed to this, the French paratroopers are well organised, disciplined, calculating, brutal, and use torture and modern weaponry to counter the rebels. The character of Ali La-Pointe can be read as the embodiment of the FLN, whereas Colonel Philippe Mathieu can be read as the embodiment of the French military. La-Pointe is played by non-professional actor, Brahim Haggiag, â€Å"a real life petty criminal† (Odeh, 2004). On the other hand, Colonel Mathieu is played by the only professional in the cast, Jean Martin (Odeh, 2004). La-Pointe is presented as being poorly educated and disenfranchised. His poor education is signified in the scene where he asks the boy messenger, Petit Omar, to read him a communication from FLN leader, Jaffar. Other signifiers of his poor education and low socio-economic status are his tatty clothing, unkempt appearance and lack of paid employment. La-Pointe is characterised as being ill-disciplined and short-tempered. This is signified clearly by La-Pointe punching a young Frenchman after he is called a ‘dirty Arab’. His past crimes, albeit petty, are signified by voiceover. La-Pointe is also impulsive in his role as a rebel leader. He is impatient to fight the French military and does not see the sense in the more measured approach suggested by Jaffar. Whilst La-Pointe is not a model citizen and is not easy to sympathise with he is, however, characterised as being a strong leader, courageous and loyal to his cause. La-Pointe’s characterisation perhaps works to interpellate the viewer into a position which favours a bourgeois ideology, because La-Pointe’s rise to eminence within the FLN is seemingly more out of vengeance and revenge, rather than any political manoeuvring or prowess. Ironically, this lack of political power which results in violence and terror adds authenticity to La-Pointe’s character and in so doing, his character positions the viewer to understand that the French hegemonic ideology is the root cause of the Arabs’ disenfranchisement. In contrast to La-Pointe, Colonel Mathieu is characterised as being intelligent, charismatic and disciplined; he is the embodiment of the French military and by extension the French culture. Mathieu is the most developed character in the film and this can be read as being metaphoric of the French culture’s supposed sophistication. The mise-en-scene when Mathieu is parading down a large street along the seafront after being recruited to command the offensive against the FLN rebels is significant. Matheiu, a tall, sturdy, middle-aged man looks resplendent in full military uniform amidst cheering ‘French’ locals and is presented as the messiah like character. Tellingly though, it is the dark sunglasses, rolled up sleeves and unbuttoned shirt which give him an authentic and individual appearance; he appears to be a man of action and experience. The viewer is immediately positioned to sense that Mathieu’s arrival will coincide with a significant change in events in Algiers. As the viewers’ expectations are played out they are positioned to sympathise with Mathieu’s point-of-view. When Mathieu first arrives in Algiers, he sets about systematically dismantling the resistance, however, he points out to his colleagues that not all of the Arabs are terrorists and that most do not present a threat at all (Odeh, 2002). This is signified by Mathieu saying: There are four hundred thousand Arabs in Algeria; are they all enemies? We know they are not. But a small minority hold sway by means of terror and violence (Pontecorvo, 1966). He describes the organisational structure of the FLN, how they recruit members and why they are a considerable threat. This signifies Mathieu’s knowledge of military tactics and strategy, as well as his respect of the enemy. This respect for his enemy is also signified through the following quote: â€Å"It’s a dangerous enemy†¦ using tried-and-true revolutionary methods as well as original tactics† (Pontecorvo, 1966). Although Mathieu is presented as being respectful of his adversaries, he is, on the other hand, ruthless and actively condones the use of torture. His is an attitude of ‘win at all costs’ and the ‘end justifies the means’ approach. Mathieu euphemistically uses the word ‘interrogation’ for torture in order to gain intelligence to dismantle the FLN pyramid structure. As he emphatically puts it, the interrogation will be â€Å"conducted in such a way as to ensure we always get an answer† (Pontecorvo, 1966). When questioned about these tactics in a press conference, Mathieu justifies his tactics as being the lesser of two evils, and the only way to counter clandestine tactics such as setting off bombs in public places. He is fully aware of the creation of a vicious cycle of terrorism and counterterrorism which highlights the complexity of the situation and the necessity for decisive actions. The viewer is positioned to sympathise with Mathieu’s persuasive rhetoric not only through his words but also because of the camera angles in this scene. The use of a low camera angle from the journalists’ perspective reinforces Mathieu as the dominant figure in the room and adds weight to his profound rhetoric. Mathieu is also belligerent towards the hypocritical journalists who want the FLN defeated, but are critical of the methods employed. The mise-en-scene during the press conference shows the dominant figure Mathieu standing slightly in front of three military colleagues who are wearing stern expressions in a show of solidarity with their leader. They are flanked by a blackboard which shows a line graph with an upward trend. This could be read as signifying an upward trend in terrorist acts or bombings. Throughout the press conference, Mathieu is in the centre of frame and stands bolt upright in a dominant fashion with hands on hips. The positioning of Mathieu as a powerful figure with courage and vigour sets him up as being a metaphoric representation of French pride. Mathieu sits down in a more relaxed fashion as he appeals to the journalists’ sense of pride. He states, â€Å"We’re neither madmen nor sadists† and reminds them of the â€Å"role many of us played in the resistance† (referring to WWII; Pontecorvo, 1966). In this powerful scene Mathieu is juxtaposed with the captured FLN commander Benjamin M’hidi. M’hidi is questioned by a journalist about the use of terror tactics and is asked, â€Å"isn’t it cowardly to use your women’s baskets to carry bombs which have taken so many innocent lives? † (Pontecorvo, 1966). M’hidi replies by comparing these actions with the even more devastating effect from use of bomber planes and napalm, and suggests that he would swap the baskets for the bombers. This comment highlights the difference between the resources of the French and the FLN and by extension the difference between the wealth and infrastructure of the French Algerians compared with the much poorer and disenfranchised Algerian Natives. The camera angles are higher when M’hidi is in shot and the reader is positioned to view him as less powerful than Mathieu; what’s more most of the journalists are also standing, making the camera angle similar when they are in view which works to present them as being equally important as M’hidi. The journalists and photographers are also rowdier and jostle for position signifying less respect for him. However, M’hidi who is clearly surrounded by such adversity is defiant; when asked if he thinks the FLN can defeat the French army, he poignantly suggests that they have a better chance of victory than the French have of changing history. While M’hidi’s argument is compelling, it is Mathieu’s charisma which is most memorable in this scene as it is in most others in which he is involved. With this in mind, it could be argued that it is most likely that the viewer will be interpellated into the ideological position of bourgeois subject. The Battle of Algiers is very complex in its viewer positioning however, and while on the one hand it positions the viewer to respect Mathieu as an indomitable character with admirable intentions, this is somewhat countered by some negative racist traiting. Shortly after Mathieu’s arrival, it becomes clear that he has a racist attitude. This is signified by his description of the Arabs as being â€Å"like rabbits in a cage† and is reinforced by the smirk on his face. When asked by the General, what he is calling the operation, he whimsically looks through a pair of binoculars and sees a sign by the shipping dock which says â€Å"drink Champagne. † He then informs the general that he will call the operation ‘Champagne’. This use of the word ‘champagne’ is metaphoric of the hegemonic rise of the French culture being imparted upon the Algerians, especially given the fact that the sign is at a dock yard symbolising the foreign influence being transported from abroad. However, Mathieu’s racist attitude is somewhat tempered throughout the film. This is signified in the scene where FLN commander, Jaffar, is captured in a seemingly inevitable fashion as the FLN are being systematically destroyed by the French paratroopers; while Mathieu escorts Jaffar in a vehicle he admits that he’d â€Å"have hated to have blown you all up† (Pontecorvo, 1966). Mathieu explains that he has had Jaffar’s picture on his desk for months and he felt like he knew him a bit. He also signifies his admiration in a subtle manner by telling Jaffar: â€Å"You don’t strike me as the kind for empty gestures† (Pontecorvo, 1966). Mathieu does not demonstrate any animosity towards Jaffar and the only satisfaction he finds in his capture is through the achievement of his military objective. This complex traiting is significant, given that Mathieu works, in a broad sense, as a metonym of the French military and government; it shows that even the most admirable of characters is not truly existential in nature. He is still a subject of the French ideology, and therefore when surrounded by colleagues he assumes the racist persona. However, when he is interacting on a one-on-one basis with Jaffar, he is able to express empathy for his prisoner. What this highlights is the difficulty in effecting political change as a subject of the dominant ideology. It is significant that the film works to develop the character of Mathieu while neglecting the development of any other ‘French’ characters. In contrast to this, several Arab characters are at least partially developed, albeit not as well crafted or nuanced in their presentation. This can be seen as symbolic of the opposing ideologies at work. Mathieu who represents the force of the dominant ideology is an empowered character who is allowed to express himself and has the support of the educated, wealthy French colonialists. In contrast, the main Arab characters including FLN Leaders La-Pointe, Jaffar, M’hidi and boy messenger Petit Omar are less developed, but in so doing appear to be more ‘archetypal’ and representative of typical characters who inhabit the poverty-stricken Casbah. This sets up an ‘us versus them’ dichotomy in terms of ideological positions. The less-dominant Arabic ideology is becoming more powerful and is reflected in more characters performing a powerful role for change. In contrast, the dominant French ideology is lessening in strength as the French colonialists are seen to be more ambivalent towards change. This is understandable as they are wealthier and have more political power. The French military finally win the battle in 1957 by capturing or killing all the FLN leaders. Ultimately though, it is the native Algerians who win their independence. The film finishes by depicting the large scale demonstrations which occurred two years later, which (according to the French press) appeared unexpectedly and originated in the mountains. Many unarmed Arabs are killed by the French military during the demonstrations but the Arabs continue to demonstrate and march for ten days, chanting and waving flags. The flags are an obvious signifier of unity, pride and a hope for independence. The film ends with one of the more powerful images of the film; an Arab woman is holding a flag whilst dancing and yelling at the French military in obvious defiance. She has a determined, almost hypnotised expression on her face. This powerful mise-en-scene with the woman being backed by hundreds of demonstrators defiant in the face of powerful suppression foreshadows an inevitable change of politics after another two years of struggle. The words of Benjamin M’hidi seem even more profound by the end of the film: you cannot change the course of history (Pontecorvo, 1966). References http://www.brightlightsfilm.com/46/algiers.htm

Its Implications For Hrd Practitioners Education Essay

Learning has become an of import direction development focal point in recent times ; it has been an exciting subject for so many bookmans who have loosely and liberally shared their different positions and constructs in their different plants. The construct of larning and particularly larning within a complex environment has many concerns spellbound, as a consequence of the obvious advantages of acquisition and workplace acquisition, organisations has begun to alter the ways in which they view larning, David Boud and John Garrick ( 1999 ) David Boud and John Garrick ( 1999 ) , in their book understanding acquisition at work portions the position that concerns that ignore larning particularly workplace acquisition does so at their ain nowadays and future hazard, besides he goes farther to state that employees who have reached their acquisition extremum has really small or a nonexistent employment value, since uninterrupted acquisition is the life blood † which sustains an employee. A immense feature of the really complex universe of the workplace is uninterrupted larning, this can non be overemphasized, this underscores that persons apply lessons learnt, either officially or informally in their mundane activities: concern, personal and even religious. Learning in an overly complex environment such as the workplace embodies different types and category of persons with different degrees and types of basic cognition, who are nursing the demand to get more cognition, better on already perfected accomplishments while larning informally through their twenty-four hours to twenty-four hours interaction with their opposite numbers and facilitators, or officially through good structured graded learning plans. Vaughan ( 2008 ) asserted that every acquisition environment has its menaces and chances, therefore larning in the workplace can be more effectual when the civilization of a peculiar work environment is maintained by everyone involved, leting for a better handling of all issues that may originate as acquisition and work advancements during the class of an organisations day-to-day activities. Besides Vaughan added that in order for larning to be thorough within and outside the on the job environment rigorous consideration must be given to the employees, their learning ability, capacity to retain cognition acquired, their specific accomplishment countries, etc, these are of import because every workplace allows for some degree of hazard pickings, therefore larning demands and instruments for accomplishing them are every bit of import as the inventions that arise as a consequence of some degree of hazard taking. Learning is such a complex issue that most times it near impossible to determine how human resource development procedures can positively and efficaciously utilize the â€Å" workplace as an equal beginning of larning † ( Stern and Sommerland, 1999 ) . Many behaviourists define larning as that which happens spontaneously, no separate particular activity is required for larning to happen, harmonizing to zuboff ( 1988 ) , â€Å" Learning is the bosom of productive activity, acquisition is a new signifier of labor † . Futher more single behaviour towards larning and their trainers who impact the c ognition can non be overlooked, behaviorism underlines that larning returns through a procedure of cause and consequence. B.F Skinner ( 1973 ) explained this procedure in footings of ‘operant conditioning ‘ ; that is, the thought that humans learn by the effects of positive and negative support, a critical expression at the maps of the two theories as cardinal topics of the pick of larning processs in the workplace from a trainer ‘s point of position. I will reason in understanding with pick of the cognitive procedures for human resource development while placing its possible limitations.My place would be that organisations would prefer to bring forth logical workers who will be able to treat information, adapt to altering occupation specification and conform positively to unplanned state of affairss beyond the teaching method of the trainer and his prospectus as is the instance in formal acquisition where a written propecteus must be adhered to. In this sense, an organisations demand aligns with making persons that are far advanced above the ability to execute merely in response to supports of wagess. Employees who work by reacting to supports and penalties could in fact be restricting to an organisations ability to boom due to a deficiency of committedness above its responsorial ethos.Hence the positive usage of cognitive platform for preparation, and the incorporation of behavioral elements of wagess merely as a signifier of acknowledgment of achievements. Learning can be in two signifiers, informal known as â€Å" non-formal acquisition † ( Eraut,2000 ) , and formal acquisition, both come with their different advantages and disadvantages as respects larning in the workplace. Informal larning on one manus was defined by Eraut as an unplanned procedure that required no preset construction or design, despite that it being conducted to accomplish specific organisational ends ( Stamps 1998 ) . Informal larning happens spontaneously within the workplace, between co-workers who one manner or another spring and have cognition from each other day-to-day, rectifying on the topographic point mistakes as they arise and happening equal solutions to them for the same and merely intent of accomplishing set ends. Learning by the informal means allows persons the freedom needed to acquire to the full involved in the workings of their organisation, they are able to model and make a contributing acquisition environment that meets their of all time altering and turning demands for acquisition ( Jay Cross, 2011 ) . this thought of employee engagement in their organisations twenty-four hours to twenty-four hours running, underscores that informal acquisition is â€Å" incorporate with single and organisations day-to-day modus operandis † Matsick and Watkins, ( 1990 ) hence no particular jar or activity is required for this signifier of acquisition, therefore it has little or no â€Å" restrictions or formalized stereotypic attacks, informal acquisition is particularly characterized by cognition gained from tests and mistakes ( Jay Cross 2011 ) . Though the most prevailing type of larning recognized by many organisations today, informal signifier of acquisition is non without its restriction s some of which affect its acknowledgment and complete credence as a better signifier of larning within the workplace, hence it is the least supported signifier of acquisition ( IPD 2000 ) , theses restriction will be discussed subsequently on in this paper. Formal acquisition is stereotyped and stiff in every facet of its acquisition procedures, it is a complete antonym of informal acquisition, though less prevailing in organisations today to its formalized and cumbrous procedures, it nevertheless enjoys better support by many bookmans and organisations. Formal larning involves the usage of idea through plans, structured to necessitate appraisal and scaling as a agency of mensurating single public presentation. A major advantage of formal acquisition is that it allows for truth in the measuring of cognition gained, measuring can be taken to determine the consequence of a peculiar formal preparation plan, therefore leting for betterment where employees are found lacking, ( Eraut 2000 ) by restructuring and orienting the formal acquisition plans to run into fit aims. Many bookmans see this signifier of larning as a better than its opposite number despite that it attracts more cost than the former. Traditionally, workplace acquisition is seen as an informal procedure of larning. This understanding boundary lines on the historical impressions of the workingman learner which did non affect clear formal notations on how learning occurs, and in many instances was passed on by word of oral cavity and interaction instead than formal text edition engaged acquisition. Clearly because this signifier of larning involved persons and work types at the lower strata of social hierarchy they were frequently non officially recognized as a critical component of the industrial and production economy.Young and Guile, ( 1998 ) in their journal article, ‘Apprenticeship as a conceptual footing for a acquisition theory, proposes a new way of societal acquisition that is skewed towards the reconceptualization of learner acquisition as a foundation for developing the work force of tomorrow. In this capacity, the writers believe that the work force of tomorrow would hold to go womb-to-tomb scholar s and as such must be driven much more by larning through apprenticeship more than the behaviourist and single transmittal teaching methods of cognitive theoreticians. The article proposes a reconceptualization of apprenticeship tilting for the development of standards for automatic acquisition. The significance of apprenticeship has frequently been limited by perceptual experiences that it is an facet of socialisation in the workplace more than as a procedure of formal acquisition. Therefore it has been hard for bookmans to come to unity on how learning is formed within formal and informal procedures frequently alluded to as systems of workplace socialisation. The construct of apprenticeship propensity is frequently derided for deficiency of formal theory which can enable systematic and standardised transmittal of cognition. Apprenticeship is still viewed by many societal psychologists as bounded by antique workers of the signifiers of the craftsman and the instructor as ‘master. ‘ However, there are theoretical accounts of apprenticeship that embrace the formal and informal procedures of larning advanced in the workplace. While the procedure of apprenticeship is frequently therefore generalized as a signifier of experiential cognition accumulated over clip from the maestro craftsman to the scholar, in world many cases of apprenticeship involve extended transmittal of inexplicit cognition. Therefore it is of import that the grade of knowledge required in a great assortment of apprenticeship larning countries is considered in developing a acquisition theory that incorporates this position of workplace acquisition. The traditional construct of apprenticeship is hence limited by the inability to appreciate that its cognition is socially constructed, and involves making across different and alone countries of pattern. Additionally, the modern workplace requires scholars to continuously reappraisal and relate assorted scientific constructs within the learning procedure. Apprenticeship acquisition and formal instruction has much more commonalties in their acquisition patterns than has been revealed in traditional literature of larning theory. Apprenticeship merely like formal instruction has now been known to be active within a zone of proximal development that every bit creates new cognition. Indeed a figure of contradictions that limits the development of a larning theory of apprenticeship in the workplace have to be overcome. Of major significance are the bounds of continuity and supplanting in workplace patterns and organisational alterations that are linked to production for the development of formal apprenticeship based teaching method. The construct of workplace acquisition underscores the alone nature and relevancy of cognition acquired in the workplace. Normally, in the past most facets of workplace acquisition was considered informal and as such was left to the kineticss of organisational construction of a peculiar workplace, and industries. However, with the globalisation of industry and knowledge peculiar accent is being accorded cognition acquired in the workplace. This attending has provided a great assortment of literature on the formal elements of workplace larning for human resource direction. This is besides non unrelated to the competitory nature of planetary industry, and the inclination to make new cognition or repackage old 1s for the bludgeoning workplace cognition market. Lee et Al. ( 2004 ) notes that within the past few old ages a assortment of involvements has given lift the rush in understanding theories of workplace acquisition as evidenced in constructs such as ‘life long scholars †˜ and ‘the acquisition society. ‘In relation to this they cite Austere and Sommerlad ( 1999 ) who note that this phenomenon reflects new believing in the cognition industries about the changing nature of work in the globalized economic system. Therefore Lee et Al. ( 2004 ) aligns the demands of analyzing the impression of workplace larning to the kineticss and flexibleness of the modern acquisition environment, the coming of new engineerings, the famine of the fabrication sector, and the coming of working at place and work on the spell regimens. Fuller and Urwin ( 2005 ) note that ‘learning by engagement ‘ is one construct that has been advanced in the modern-day period to understand workplace acquisition. Harmonizing to Sawchuk ( 2009 ) , the most critical component of workplace acquisition are the effectivity of the formal/informal procedures adopted. Lee et Al ( 2004 ) considers larning as an on-going societal procedure where the person can non be separated from the context of the sort of work he performs. In the same manner there are different theoretical discrepancies and attacks used to understand the differences between informal and formal acquisition in the workplace. Of significance to Lee et Al is the significance of organisational construction and single battle in workplace acquisition. Bould and Garrick ( 1999 ) maintain that the main end of workplace acquisition is to better productiveness and efficiency by heightening the cognition base and accomplishments of the employee in relation to specific work demands. Additionally, Garavan ( 1997 ) noted that the conceptual focal point on workplace acquisition in the modern workplace and in academic research is related to the dynamism of international completion and demand for efficiency that has been chiefly enabled by globalisation. Within diverse Human resource organisations employee development functions could be grouped under single, traditional, and organisational preparation governments. These different subjects besides explain the deductions of workplace larning for organisational employee direction. The historical significance and societal categorization bounds their consideration in the development of preparation and acquisition applications in the work lacing. Garavan undercores the the Human Resource Development preference with separating the constructs of acquisition, instruction, preparation, and development. In many cases developing implies the general developmental activities within the organisation, while larning configures the conveyance of accomplishments from line directors to employees. In the consideration of occupation elements configured around informal workplace acquisition, frequently what is being measured is the educational attainment of workers in a specific occupation description, and non truly the cognition involved in the o ccupation type. Indeed informal workplace acquisition can be formalized under a conceptual understanding of cognition collection by human resources development in assorted organisations. While developing entails the conveyance of accomplishments, development is a womb-to-tomb procedure of instruction, and larning focal point on values, attitudes, and achievement ( Garavan 1997 ) . Without a uncertainty these three facets of workplace acquisition could in fact be considered to be complementary instead than different. From historical clip preparation entailed the transition of cognition from the maestro craftsman to the trainee, while instruction that is formal school based cognition had classical beginnings, the manner of sing these two signifiers of cognition acquisition has persisted in modern-day organisational direction ( Garavan 1997 ) . Garavan implies with technological alterations and the fast gait of worker version in the workplace, the word pictures between workplace prepar ation and school schoolroom formal acquisition has become progressively bleary. So much so that colleges are progressively attuning their course of studies to run into the demands of the workplace. None-the-less the human resource sections in organisations decidedly has a batch of work cut out for them, in voyaging these turning indistinct lines between workplace acquisition and formal schoolroom larning. Indeed to promote the so called informal occupation types, the incorporation of the latent cognition of their work processes is required in modern twenty-four hours organisational practices.Because of the early function of the industrial economic system of craftsmans, and fabricating industry in depicting the workplace, workplace acquisition was considered humble as refering to common cognition that could easy be acquired by anyone without critical and strenuous cognition based mental strain. Therefore the majority of workplace cognition was considered informal. For case, in the pa st because of the low place of clerks in the hierarchy of the workplace, the occupation of clerks was considered informal. And as such did non necessitate any major formal based cognition system. As it were the common process of go throughing on the clerk based cognition was through informal based preparation of the new employee by the older 1. Fearful ( 2005 ) used the construct of interpretive sociology to alternate cognition production by clerks. Fearful provinces that past studies and surveies on analyzing clerks in the work topographic point have concentrated in stigmatisation, but clerks are besides involved in the production of workplace cognition. The place of clerks was frequently related into, and the work considered and interpreted in derogatory footings. In fact this is an explication of the staying human nature of social-hierarchical distances. Because their work was non considered a top occupation in the organisational hierarchy, the cognition input of their occupation description was non given any formal calculation. However, Fearful notes that the nonrecognition and derogative subjugation of the work of clerks limits the creativeness of the human spirit. While increasing focal point on workplace acquisition, the built-in alterations involved, the deductions of technological cognition is expected to progress the grasp and formalisation of many work types that are presently underappreciated, many believe that these alterations would instead take to managerial subjugation of employees. The effectivity of these technological alterations in elating the position of the informal cognition countries is still capable to the vagaries of societal relationships ( Fuller and Unwin 2005 ; Forrester 2002 ) . In fact research on the best attack of larning in the workplace is yet inconclusive. Human resource practicians in the different organisations would necessitate to get the better of diametral sentiments on the utility of formalistic larning plans in the workplace compared to informal plans ( Billet 2001 ; Eraut et al. , 2002 ; Beckett and Hager 2002 ) . However, this would depend on the type, map and location of organisations. Clearly with the purchase in engineering, organisations in the developed parts of the universe may hold less options when it comes to the demand for formalisation of workplace cognition and acquisition. The judge alterations in the route to decently leverage the cognition countries of the informal system into the formalistic workplace for the human resource section of organisations include the deficiency of expertness, blurred preparation aims, budgetary restraints, and uncooperative senior direction ( Grove and Ostroff 1990 ) . Informal larning frequently acts as the base of formal acquisition. Though informal acquisition requires organized counsel to avoid the production of dysfunctional cognition ( Leinhardt et al. 1995 ) . It is clear that formal cognition frequently derives from its informal sentence structure. This state of affairs clearly reflects a portion of the latent challenges involved in the development of the informal cognition industry via workplace acquisition and preparation for human resource practicians. The human resource practician could give so called informal occupation types like clerks the chance to explicate the cognition kineticss of their work from their ain position instead than from organisational constructions that undermine their cognition production capablenesss. The human resource practician in a sense plays a go-between function between labour and capital. By alternating and formalising the underlying cognition behind some otherwise informal occupation procedures in the wor kplace the human resource practician is authorising the worker, and at the same clip making a more productive learning civilization and resources in the workplace. In most cases as articulated by Fearfull ( 2005 ) , the accomplishments and knowledge brought into the workplace by the lower degree worker is underappreciated and as such their economic and societal worth are undervalued. The cognition they bring into the work topographic point is non officially detailed and aggregated into a specific cognition based paradigm. This of class impacts the psychological science of the worker, and their productiveness. Harmonizing to Fearful, this reflects the power and deductions of the societal building of diverse accomplishment sets and cognition countries. It is of import that human resource practicians explain to the organisational hierarchy the deductions of sabotaging certain accomplishments because they appear humble and simple to the oculus. It is implied that a proper appraisal and coordination of these informal transmittal of workplace cognition is conducted for proper opinion of part of a occupation type to the organisation, and tantamount renumerations. The obvious penchant for informal acquisition by both bookmans and organisations does non underline its restrictions, the complex and hit-or-miss nature of informal larning leaves it unfastened and necessitating the support of formal acquisition to avoid unwanted and unsought consequences, this of class is because of its unplanned procedures, deficiency of specialisation, plus its of all time altering nature as respects an even more complex workplace environment, this leads to inadequate constructions that lacks answerability, therefore impacting the twenty-four hours to twenty-four hours running of an organisation. This restriction to a big extent affects the acknowledgment of this signifier of larning in a workplace environment particularly in the countries of occupation design and executing, both of which requires on the point answerability. These deficiency of planning in the procedures of larning o the occupation and the deficiency of laid down regulations or proper agencies of mensurating single and organisational procedures will most decidedly lead to failure, and could take to misdirection of an organisations resources. Besides informal signifier of acquisition does non promote the usage of new and advanced engineering, or new tendencies that will or might gain the organisation on a long term, merely because engineering needs a planned and programmed workplace environment in order for it to be efficaciously utilized in the accomplishment of organisational ends. Hence informal acquisition is seen as a backup for formal acquisition in many organisations, despite it being the footing for practical, it can non on its ain achieve the coveted acquisition consequences needed to force any organisation to greater highs, hence it will be a immense undertaking for the human resource development directors to develop a system th at allows formal and informal signifiers of larning to complement each other positively in a workplace environment. In decision, These informal positions on workplace larning topographic points critical challenges for the human resources forces in the development of acquisition and preparation plans in the modern twenty-four hours workplace. It besides provides chance for the coordination of a diverseness of informal cognition into specific larning faculties that can be accessed beyond a peculiar occupation class and work environment. It may non be necessary or wise to seek the entire obliteration of informal acquisition, being that it plays an of import function even in formalistic larning systems, moreover it is cost effectual and easy to accommodate into diverse work environments. It waits on the human resource forces, academic research workers and policy shapers to develop academic plans based on these cognition signifiers for the modern twenty-four hours industry. It is therefore possible to progress fabrication industry related capablenesss to the modern twenty-four hours demands of the serv ices and knowledge based economic system.